ED 215R LESSON PLAN Text-to-Self Connections

RATIONALE FOR THE LESSON:

The readers and writers in Mrs. Ericksons classroom have been learning comprehension
strategies all year. The students have had implicit encounters with different text connections: textto-self, text-to-text, and text-to-world. Last weeks lesson, Ms. Kerrys lesson, provided students
with an explicit meaningful encounter with text-to-text connections. She emphasized the
difference between thick and thin connections. This weeks lesson will also support the students
learning of thick connections and give a name to a strategy students have used. Students have
demonstrated that they can make thin text-to-self connections. For example, students who have
read Henry and Mudge or Cowgirl Kate and Coco have made text-to-self connections about pets
and best friends. Creating meaning from those text-to-self connections has proven a small
challenge as students have had a hard time circling back to the text. It is important for students to
make thick text-to-self connections in order to make inferences about the text. Those inferences
include how characters feel or what they are thinking. Making thick text-to-self connections will
also allow students to visualize the text, understand the problems in the text, and the characters.
This mini-lesson is connected to the Reading Workshop. The mini-lesson will allow
students of various developmental levels to participate because I will be reading short passages
to them. This allows the readers to free up their thinking to focus on the strategy. Students will
also use their own experiences which do not depend on their ability to decode text. Making a textto-self connection is possible whether the students independent level is I or P or somewhere in
between which is the case in this classroom. These reading levels were determined in January
using the Teachers College Running Records. Students who are on M have struggled to move to
N because of the added emphasize on deeper thinking in level N. Level N asks students to think
about the important human problems in the text and to use literary features to understand multiple
characters. One way students can do this is by using their own experiences to relate to the
characters and problems in the story: making text-to-self connections.
There are set routines that I want to use to support my teaching and the students
learning. The first routine I will implement is an anchor chart promoting thick text-to-self
connections. The classroom is full of anchor charts and students are accustomed to using them Cambournes Condition of Immersion. During the lessons students are supported through the
teacher modeling the thinking they will engage in Demonstration which I will also implement.
Post-it notes are also a routine in Mrs. Ericksons class and used for different activities. Students
use the post-it notes to write their noticings and thinking about the texts they read. The thinking
recorded on the post-its often demonstrates which strategies the students use. Students later
transfer these post-it notes into a journal (Responsibility). I will be using post-it notes in my lesson
and encourage students to write on post-it notes during their independent reading time
(Immersion). During conferencing I will refer to their post-its and look at their reading notebooks. I
will also use an exit slip another routine. The exit slip is used to assess whether or not students
can use the comprehension strategy taught that day. It also fosters Cambournes condition of
Practice allowing students to practice the strategy. Students will also practice during the minilesson. Two other routines students engage in are partner-sharing and small group-sharing.
Students will participate in turn and talks as well as book club discussions. Turn and talks and
book clubs give room to informally assess the students learning.
I will be assessing students learning along with Mrs. Erickson and Ms. Kerry. During
independent we will meet with a book club and several students. I will meet with the Level M book
club as a whole and some individually to promote their growth into Level N using the prompting
questions from Fountas & Pinnells Level N Prompts for Skills, Strategies, and Habits at Levels
M Z. When students meet in their book clubs we will join a group. This allows us to conference
with the students once again. My means of assessments include discussions, conferencing, and
the exit-slip.
OUTCOMES/GOALS:
For the Student:
CCSS.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.

CCSS.RL.2.3
Describe how characters in a story respond to major events and challenges.
For the Teacher:
WTS #7: The teacher organizes and plans systematic instruction based upon knowledge of
subject matter, pupils, the community and curriculum goals.
Knowledge: The teacher knows how to take contextual considerations (instructional
materials, individual student interests, needs, and aptitudes, and community resources)
into account in planning instruction that creates an effective bridge between curriculum
goals and students' experiences.
LEARNING OBJECTIVE:
The students will be able to make text-to-self connections in order to deepen their understanding
and bring meaning to the text
For the students:
Good readers make thick text-to-self connections so they can understand the text better.
The best text-to-self connections bring you back to the text.
ASSESSMENT:
How: Exit slips, informal assessments
When: mini-lesson turn and talks, book club discussion, one-on-one conferencing, turn in exit
slips at the end of the class
Look fors: (I know the students will not say their responses exactly like this, but this gives an idea
to what I am looking for)
1. Are students making simple text-to-self connections?
Can they connect something that happened in their life to the book
Examples:
i) That reminds me of...
ii) I remember when
iii) I have a connection to
iv) An experience I have had like that
2. Are students making thick text-to-self connections? (Need evidence that they circle back to the
book)
Can they use their connection to refer back to the book
Examples
i) That reminds me of. And this is how I felt. So I think the character feels.
ii) I remember when this is what happened to me So I think this will happen to the
character too.
Bridging M to N look fors are a little different. I have a Fountas and Pinnell hand out I will be
using to ask questions.
STRATEGIES FOR STUDENTS OF VARYING LEVELS OF DEVELOPMENT AND IDENTIFIED
LEARNING NEEDS:
Mini-lessons build on what students already know. Building on what students already
know allows students with varying levels of development to participate. Because the strategy
asks for students to recall their life experiences all students will be able to participate. I know that
the students have been making text-to-self connections but havent had explicit teaching on this
strategy. Through the mini-lesson I will model how to make thick text-to-self connections providing

students with a high level of support. I will also read two prompts, providing students with the
same information, but allowing them to connect their own experiences to the pieces.
During the workshop students will practice making text-to-self connections. Students at
any developmental level can practice this skill with their texts. Reminding students to dig deeper
to engage with the text on a greater level will be the challenge. Students will use their post-it
notes to practice. I know that students will need help with this and through conferencing with
different students we will be able to meet different needs. Jodi, Kerry, and I will all be
conferencing with students.
MATERIALS:
Post it notes and three colored markers (Brookfield Elementary)
Anchor Chart (provided by me, idea found on pinterest.com)
Two short prompts (provided by me, found on abcteach.com)
http://www.abcteach.com/directory/reading-comprehension-grades-2-4-fictional-83-2-1
i) Scroll and find Fiction: Oh no! Not again! & Fiction: All in Good Time
Exit Slips (provided by me)
Make to look like anchor chart example will need to draw and make copies
Fountas & Pinnell N Prompts (given to me by Mrs. Erickson)
TOTAL TIME NEEDED:
1 hour and 15 minutes (9:30am 10:50am is the Reading Workshop time)
PROCEDURES:
Introduction (5 minutes)
Make sure students are seated by their reading partners
SAY: Good morning readers. I want to share with you something I realized why I was
reading Mercy Watson. Youve all read at least one Mercy Watsons book right? While
reading the Mercy Watson book a made a connection. Obviously I am not a pig or an
animal, but I have a pet cat and like Mercy, my pet does mischievous things or sneaky
things. Who here has pet? Does your pet get into trouble? Well mine does. My cat likes to
go into the room and scratch the side of the bed. I do my best to keep her out and when I
catch her I chase her out of there. I feel frustrated, but I bet my cat doesnt know what is
going on because she runs and hides and runs and hides again. I realized that Mercy
doesnt know what she does is bad because my cat doesnt realize what she does is bad.
When I first read the Mercy Watson books I would get frustrated like Eugenia, but then I
thought about my cat, and realized that Mercy was just being an animal.
SAY: This connection I made is called a text-to-self connection. If youve heard of text-toself connections I would like you to touch your ear. A text-to-self connection is a
connection you make between what youre reading and your life experiences so you can
understand the text better just like I did with the Mercy Watson books. (During this pull
out anchor chart and point to it). The best text-to-self connections or a thick text-to-self
connection always comes back to the book. Youre looking for WOW moments in the
book that cause you to remember something about your own life that help you think more
about the text. This could be about a time something happened to you or you felt the
same way the character did. I bet you make text-to-self connections all the time when you
read.
Today we are going to make thick text-to-self connections so we can understand and
interact with the story in a deeper way. So we wont say things like, The character has
the same name as me or I have a dog too. We need to go deeper. Let me show you
what I mean.
Demonstration and Participation: (10 min.)
READ first prompt (Oh No! Not Again!) stop after first paragraph
THINK ALOUD: Hmmm. This reminds me of when I was younger and used to play hide
and seek with my brother. I know what it feels like to need a good hiding spot. I would get
frustrated and worried I would be the first to be found. I would run around to find a good

hiding spot because I was nervous. Id be so tired and out of breath that I had to try and
stop breathing so loud.
SAY: So thats all my thinking about the book, how do I bring it back to the book to make
a thick text-to-self connection?
SAY: Oh I know WRITE: I understand how the characters feel about looking for a great
hiding spot because it was frustrating for me to find a good hiding spot.
- When youre in your reading spots youll write your text-to-self
connections on post-it notes and place it in the book.
- Ill do it now as a reminder for you.
ASK: What did you noticed about my text-to-self connection? Turn and talk about that.
SAY: Alright everybody were going to bring it back.
ASK: What did you notice? (Be ready to support learning)
- When I was thinking I started off with a statement about how I related to
the book. Then I added how I felt about my experience. In the end I wrote
down my understanding of the characters feeling based on my own
experience.
SAY: Thats what you want to do when you make thick text-to-self connections. Dont just
stop at I did this like the character or I went to the same place as the character. No,
think about how the memory was important to you because then you will see how it is
important to the character or the story.
SAY: Now lets keep reading so you can make a text-to-self connection. When you have a
WOW moment which means you made a text-to-self connection I want you to place your
hand on your head. (When half the students do this stop reading)
SAY: I see a lot of people with their hands on their head ready to share their WOW
moment. Turn and talk to your partner about that.
SAY: Alright everybody were going to bring it back.
SAY: What thick text-to-self connections did you make? (Be ready to support students
learning as they may have made a thin text-to-self connection).
ASK: What was your experience? How did you tie it back to the story? What do you
understand about the story now?
WRITE the students text-to-self connection on board. Finish reading prompt.
Now that we finished that story we are going to read one more story (All in Good Time)
and readers, I want you to remember to make thick text-to-self connections. Look for the
WOW moments as your reading. This time when you have a text-to-self connection I
want you to put your thumbs up on your knee.
SAY: I see a lot of students with their thumbs on their knees. Turn and talk about that
connection.
SAY: Alright everybody were going to bring it back.
SAY: What thick text-to-self connections did you make? (Be ready to support students
learning as they may have made a thin text-to-self connection).
ASK: What was your experience? How did you tie it back to the story? What do you
understand about the story now?
WRITE students text-to-self connection
SAY: Now when you make a text to self connection I want you to put your hands on your
mouth. Finish reading the rest of the story. The last text to self connection youre going to
keep to yourself like a secret and save it. It will help you when you are practicing on your
own. I am really glad you are making thick connections though.

Closure/Recap/Transition: (5 min.)
SAY: Now we learned that making strong text-to-self connections help us understand the
books we read. We made some great thick text-to-self connections!
SAY: Today as your reading I would like you to do the same. Write your text-to-self
connections on a post-it. Later Ms. Kerry will hand you an exit slip to write your
connection, but just worry about your post-its for now.

SAY: One more thing, Mrs. Erickson, Ms. Kerry and I will be meeting with different book
clubs and readers individually so make sure youre paying attention to who your group is
meeting with. Any questions?
SAY: Off you go readers!

Practice: (5o min.)

Students will use post-its to write their text-to-self connections during independent
reading.
During this time Mrs. Erickson, Kerry, and I will be meeting with different reading groups
and individuals to conference with. I know that students are working on other reading strategies
and trying to move to the next level in books. I will be using the prompting from Fountas and
Pinnell for students to support their growth into the level N books. I will provide Kerry with a list of
students she will be meeting with individually, as a conferencing group, and as a listening group.
Around 10:15 I will report my noticings of the group and individuals. I will also present at
least one students thick text-to-self connection so students have a peer example of what a thick
text-to-self connection sounds like.
Approximate times to meet with groups:
9:45 First round of groups
10:00 Begin individual conferences
10:15 Report my noticings from discussing with the group and individuals. Before doing
so confer with Kerry and/or Jodi if time permits. Kerry will pass out exit-slips.
10:35 Call students into their book clubs
10:45 Ask students to clean up, put exit-slip in basket, and meet me on the carpet
Performance/Closure/Recap: (5 min.)
Students will put their exit-slip in the basket that includes at least one text-to-self connection.
I am glad to see that so many of you are applying text-to-self connections and other
connections. Today weve used those text-to-self connections to help us understand
books in a different way. Weve learned that the strongest way to make a connection
between our own experiences and the book is to bring our thinking back to the book.
(Point at the anchor chart and trace finger around the circle that leads back to the book).
We have to think, This happened to me, how did I feel, how does that help me
understand the book?
Ask two students to share their text-to-self connections.
NOTE: Ms. Kerry has decided to help me for the day. This semester the second grade teachers
specialized. There are two reading teachers and two math teachers. Because of this I was moved
into one of the reading teachers classroom. There are now two field students in one classroom
and I wanted to see how it would be to use Kerry as an aid. She will be handing out the exit-slips,
conferencing with the students, and helping congregate the students back onto the carpet at the
end.

Anchor Chart Example I will make the dotted lines form a circle.

Oh, No! Not Again!

Sunshine sprinkled the grass as the children ran around Dawson Park and played hide-and-seek.
Jenny and Garrin were hiding from Ana. They needed to find a good hiding place, because Ana
always seemed to be able to find them. They ran behind the old maple tree in the middle of the
park. They tried to catch their breath, and at the same time make themselves invisible.
Twenty-three, twenty-four, twenty-five-- ready or not, here I come,
shouted Ana.
Ana started running all over the park. She looked behind the slide, but she didnt see Jenny and
Garrin. She ran to the monkey bars and climbed to the top. She still didnt see them. Then Ana
spotted the big maple tree in the middle of the park. She climbed down from the monkey bars,
and ran to the tree. She stood on one side of the tree. Jenny and Garrin stood on the other side
of the tree, holding their breath. Ana looked around, but she didnt see them.
Slowly, Ana walked around the tree. She kept her back to the bark so she could see everything.
Jenny and Garrin also walked slowly around the tree. They tried to stay just enough ahead of Ana
that she wouldnt see them. They took one more step and
Youre it! shouted Ana, laughing at the looks on Jenny and Garrins faces.
Oh, no! Not again! they groaned.
Ana, you always find us! said Garrin. He turned to Jenny and said, Ill beit this time.
Ana laughed with glee, and told Garrin to start counting as she ran to hide.
All in Good Time
My brother, Jimmy, is three years older than I am. I dont think thats
a good enough reason for him to be the king of this house! Why does he get to do so much more
than I do? He can stay out later, have
sleepover parties, and he has the neatest games and CDs.
When can I do the things Jimmy can? I ask my mom.
All in good time, my mom always answers.
Jimmy is going to a concert tomorrow night. It sounds so cool! I want
to go, too. But my parents say no, because I am too young. Too young! I am almost 10 years old!
Cant they see I am not a baby anymore? Jimmy is going with some friends and one parent. I
asked him if I could go with him, and he just laughed as he patted me on the head. I hate it when
he does that.
Tonight we are going to have tacos for dinner. Jimmy loves tacos. I
hate them. But of course we are having what King Jimmy wants. He is Moms favorite. I just know
it. Jimmy gets home from school earlier
than I do, because he is in middle school. If our mom is deciding what
to cook for dinner, he is there to tell her. I cant help it if I get home a
whole hour later. It isnt fair!
Someday I am going to be just like Jimmy. I am going to go to concerts, and have my friends
sleep over. I am going to have better CDs to listen to, and more fun games to play. Someday I will
be able to do all the things Jimmy can do. I just want that someday to be today!

Name: __________________________

Class Code:______________________

The BEST text-to-self connections bring you back to the book.

WOW Moments = Textto-Self Connections

When YOU think youve made a thick text-to-self connection make the lines connect to make a circle.