Artifacts

=Examples of Student Success:=

media type="custom" key="7669059" //In order of appearance://
 * Image 1**
 * In-text: "This boy is on a team. He can act in the play."
 * Student-response: Text-Self Connection, "That's me putting on a ballet show on stage."
 * Image 2**
 * In-text: "This family is a team. They work in a garden."
 * Student-response: Text-Self Connection, "I grow a garden with my family."
 * Image 3**
 * In-text: "This girl is on a team. This team can use paints."
 * Student-response: Text-Self Connection, "I can paints."
 * Image 4**
 * In-text: The text revolves around different types of teams.
 * Student-response: Text-Self Connection, "I like (video) game team(s) to(o)."
 * Image 5**
 * In-text: "This boy is on a team. He can act in a play."
 * Student-response: Text-World Connection, "My sister acts [in] a play."
 * Image 6**
 * In-text: The text revolves around different types of teams.
 * Student response: Text-Text Connection, "I [read] books like the book all kinds of teams."
 * Image 7**
 * In-text: "The children play on a soccer team. They run very fast."
 * Student response: "I play football." (This is an example of successful explicit instruction and one-on-one interaction for our Learning Disabled student.)

=Examples of Student Misconceptions:=

media type="custom" key="7669073"

//In order of appearance:// **Image 1** **Image 2** **Image 3** **Image 4**
 * This student clearly drew examples of children working together on various teams; however, it is unclear if these examples are based on the images in the book or on the student's personal experiences. Furthermore, this student was unable to classify his experiences as Text-Text, Text-Self, or Text-World.
 * This student reproduced the guiding symbols that were placed on the white board to help students remember the three types of connections. She did not understand that she was supposed to make her own connections to the text, and she did not understand that these guiding symbols were tools that she can use to classify her own connections.
 * This student produced a similar response to the previous student.
 * This student clearly made a connection to the text by stating, "I can play [soccer]"; however, he classified this connection as Text-Text instead of Text-Self, which demonstrates that he does not understand the three types of connections.