Recommendations+for+Future+Implementation

When introducing the comprehension strategy, making connections, we recommend the following:
 * Use the terms "book-book", "book-self", and "book-world". Teachers rarely refer to the written words in books as "text", and many students may confuse the term "text" with "texting" on a cell phone.
 * The concept that the students are making connections with events or experiences that occur in a book should be reiterated throughout the lesson. Some students struggle with the concept of tying their experiences to an event or idea that occurs in a book.
 * Use picture cues for text-text, text-self, and text-world to support students who are struggling readers, ELL/ESOL, or visual learners.
 * Using the Sketch and Label approach to allow students to express their connections through pictures or words. This is especially beneficial for ELL students and students who are still learning how to write.
 * When choosing a book to introduce this comprehension strategy, make sure the book is relatable to your students. Students will be able to make the most connections to books that cater to their personal interests.
 * Provide students with clear, explicit instruction regarding the number and type of connections that they are required to make during any independent practice activity.
 * Provide students with clear, explicit instruction regarding any materials that are involved in the lesson before the materials are given to the students. This will avoid confusion and distractions when students receive the materials.
 * When working with younger students, provide each student with a set amount of materials. Without explicit directions, younger students may argue when they are tasked with dividing materials amongst themselves.
 * Help gifted/advanced students to excel by allowing them to make as many connections as they want, by encouraging them to make deeper connections to the text, and by providing them with reading materials that cater to their reading abilities.
 * Support Learning-Disabled students with as much one-on-one or partner-oriented interaction as possible. Reiterate explicit instructions as often as necessary, provide many examples, and give as much feedback as possible for these students.
 * After teaching the Making Connections strategy, encourage students to add the strategy to their "reader's tool box" for future use. Recognize students who apply the strategy independently to other texts and provide students with the option of using the strategy as they read to help them comprehend.