Making Connections PowerPoint.ppt
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This document discusses how making connections helps readers better understand what they are reading. It explains that there are three types of connections readers can make: text-to-self, text-to-text, and text-to-world. Text-to-self connections link the text to the reader's own experiences. Text-to-text connections link the text to other texts the reader has read. Text-to-world connections link the text to broader world issues and events. The document provides examples of how readers can share and start their connections verbally or in writing.
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Text connections
The document discusses different types of connections that readers can make when reading a text. It explains that connections help readers better understand what they are reading by linking it to their own background knowledge and experiences. There are three main types of connections: text-to-self, where the reader connects the text to their own life; text-to-text, where connections are made between the text being read and other texts; and text-to-world, where the reader links the text to real world issues and events. The document provides examples of how readers can verbally or written share the connections they make.
Making connections
This document discusses how making connections is an important reading strategy. It explains that there are three types of connections readers can make: text-to-self, text-to-text, and text-to-world. Text-to-self connections link what is being read to the reader's own experiences. Text-to-text connections are links between the current text and other texts the reader has read. Text-to-world connections link the text to broader world events and issues. The document provides examples of each type of connection and suggests ways readers can verbally or written share the connections they make.
Making connections
This document provides techniques for improving reading comprehension, including making connections to personal experiences, visualizing content, avoiding boredom, paying attention, listening to others' ideas, asking questions, annotating texts, and using double-entry diaries. It discusses connecting texts to oneself, the world, and other texts. It also describes interacting and distracting inner voices that readers may experience and encourages developing an interacting conversation voice. Questioning throughout the reading process can improve comprehension by interacting with the text and clarifying or inferring beyond the literal meaning.
English 9 - Making Connections
This document discusses different types of connections readers can make including text-to-self, text-to-world, and connections between parts of the text. Text-to-self connections involve linking the reading to one's own experiences. Text-to-world connections relate the reading to events in the real world. Making connections helps readers by giving them insights into characters' feelings and actions, keeping them engaged by visualizing the text, preventing boredom, and maintaining a reading purpose and focus.
Making Connections
This is a presentation created for my students on using the cognitive strategy of making connections to improve reading comprehension.
Credits:
Adapted from original by Beth Suderman - bsuderman@elkhart.k12.in.us
Retrieved at http://www.readinglady.com/mosaic/tools/tools.htm
Additional material from: Comprehension Shouldn’t be Silent by Michelle J. Kelley and Nicki Clusen-Grace
making inferences
The document discusses inferences and how to make them when reading. It defines inferences as ideas that are implied rather than explicitly stated. Readers must combine information from the text with their own background knowledge and experiences to infer meanings. The document provides tips for making inferences such as asking questions, making predictions, recognizing the author's purpose, and using critical thinking skills. It also introduces the "It Says...I Say...And So" strategy for making inferences, which involves finding evidence in the text, interpreting it, and drawing conclusions based on both the text and one's own ideas.
Context Clues
The document discusses different types of context clues that can help readers determine the meaning of unfamiliar words. It identifies four main types of context clues: synonyms, antonyms, explanations, and examples. Readers can use other words or phrases in the same sentence or nearby sentences that are similar or opposite in meaning to the unfamiliar word to infer its definition based on context. The document provides multiple examples for each type of context clue to illustrate how authors provide hints about word meanings.
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The document outlines the five key elements of a short story: character, setting, plot, conflict, and theme. It defines each element and explains their importance. Character is the most important as it comprises the personalities in the story. Setting provides context and background. Plot is the flow of actions. Conflict makes the story exciting through struggles. Theme conveys the overall message. These five elements must work together for the short story to be readable.
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Text connections
The document discusses different types of connections that readers can make when reading a text. It explains that connections help readers better understand what they are reading by linking it to their own background knowledge and experiences. There are three main types of connections: text-to-self, where the reader connects the text to their own life; text-to-text, where connections are made between the text being read and other texts; and text-to-world, where the reader links the text to real world issues and events. The document provides examples of how readers can verbally or written share the connections they make.
Making connections
This document discusses how making connections is an important reading strategy. It explains that there are three types of connections readers can make: text-to-self, text-to-text, and text-to-world. Text-to-self connections link what is being read to the reader's own experiences. Text-to-text connections are links between the current text and other texts the reader has read. Text-to-world connections link the text to broader world events and issues. The document provides examples of each type of connection and suggests ways readers can verbally or written share the connections they make.
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This document provides techniques for improving reading comprehension, including making connections to personal experiences, visualizing content, avoiding boredom, paying attention, listening to others' ideas, asking questions, annotating texts, and using double-entry diaries. It discusses connecting texts to oneself, the world, and other texts. It also describes interacting and distracting inner voices that readers may experience and encourages developing an interacting conversation voice. Questioning throughout the reading process can improve comprehension by interacting with the text and clarifying or inferring beyond the literal meaning.
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This document discusses different types of connections readers can make including text-to-self, text-to-world, and connections between parts of the text. Text-to-self connections involve linking the reading to one's own experiences. Text-to-world connections relate the reading to events in the real world. Making connections helps readers by giving them insights into characters' feelings and actions, keeping them engaged by visualizing the text, preventing boredom, and maintaining a reading purpose and focus.
Making Connections
This is a presentation created for my students on using the cognitive strategy of making connections to improve reading comprehension.
Credits:
Adapted from original by Beth Suderman - bsuderman@elkhart.k12.in.us
Retrieved at http://www.readinglady.com/mosaic/tools/tools.htm
Additional material from: Comprehension Shouldn’t be Silent by Michelle J. Kelley and Nicki Clusen-Grace
making inferences
The document discusses inferences and how to make them when reading. It defines inferences as ideas that are implied rather than explicitly stated. Readers must combine information from the text with their own background knowledge and experiences to infer meanings. The document provides tips for making inferences such as asking questions, making predictions, recognizing the author's purpose, and using critical thinking skills. It also introduces the "It Says...I Say...And So" strategy for making inferences, which involves finding evidence in the text, interpreting it, and drawing conclusions based on both the text and one's own ideas.
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The document discusses different types of context clues that can help readers determine the meaning of unfamiliar words. It identifies four main types of context clues: synonyms, antonyms, explanations, and examples. Readers can use other words or phrases in the same sentence or nearby sentences that are similar or opposite in meaning to the unfamiliar word to infer its definition based on context. The document provides multiple examples for each type of context clue to illustrate how authors provide hints about word meanings.
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The document outlines the five key elements of a short story: character, setting, plot, conflict, and theme. It defines each element and explains their importance. Character is the most important as it comprises the personalities in the story. Setting provides context and background. Plot is the flow of actions. Conflict makes the story exciting through struggles. Theme conveys the overall message. These five elements must work together for the short story to be readable.
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The document discusses identifying the main idea of passages and paragraphs. It explains that the main idea is the most important overall point being made, and it can be stated explicitly in a topic sentence or implied. Supporting details in the text should all relate back to developing or proving the main idea. The document provides examples of determining both stated and implied main ideas in passages, identifying supporting details, and recognizing sentences that do not contribute to the main idea.
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Making Connections PowerPoint.ppt
Connections are links that readers make between a text and their own background knowledge and experiences. There are three types of connections: text-to-self, where the reader connects the text to their own life; text-to-text, where the reader connects it to other texts they've read; and text-to-world, where they connect it to broader world events and issues. Good readers use connections to better understand what they are reading by drawing on their own knowledge and experiences.
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Martin Joos identified 5 styles of communication based on formality: intimate style is the most casual and used between close friends and family, casual style is used in informal conversations between friends and acquaintances, formal style uses prepared speeches without slang, consultative style uses shorter spontaneous sentences for discussions, and frozen style is the most formal such as for ceremonies and pledges.
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The poem discusses those who were truly great. The first stanza describes how these great individuals seemed to remember the soul's history and were inspired by eternal places "where the hours are suns." Their words were touched by fire and told of the spirit. The second stanza says we should never forget the essential pleasures of life or allow them to be smothered by noise and fog. The third stanza discusses how the names of these great individuals who fought for life are celebrated and their honor is left signed in the vivid air.
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This document discusses the different types of context clues that can help readers understand the meaning of unfamiliar words: [1] Definition/explanation clues provide a direct definition within the text; [2] Restatement/synonym clues restate the word's meaning; [3] Contrast/antonym clues contrast an unfamiliar word with a familiar antonym; [4] Inference/general clues allow readers to infer meaning based on the context. The document provides examples of each type of context clue and guidance on using context to determine a word's definition.
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This document defines and provides examples of three literary devices: alliteration, assonance, and consonance. Alliteration is the repetition of initial consonant sounds, assonance is the repetition of vowel sounds, and consonance is the repetition of consonant sounds within or at the end of words. Examples of each device are drawn from Shakespeare's "Seven Ages of Man" to illustrate their uses in poetry.
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Here are some connections I made while reading the excerpt:
Paragraph 1: Text to Self - I can relate to feeling embarrassed after being humiliated in front of others, as the main character Tyray feels after being defeated by Darrell.
Paragraph 3: Text to World - Bullying is still an issue in schools today, as seen by Tyray bullying other students by hassling them for money and embarrassing them in front of their peers.
Paragraph 16: Text to World - The mother's concern about her son getting into more trouble relates to real world issues of children getting suspended or expelled from school for bad behavior.
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This document defines and provides examples of foreshadowing and flashback. It explains that foreshadowing is when an author hints at something that will happen later, while flashback is when an author refers back to something that already occurred. As an example, it analyzes portions of Little Red Riding Hood that use foreshadowing when the mother warns of the wolf, and flashback when Little Red Riding Hood remembers her mother's warning. The document concludes by reviewing the definitions of foreshadowing and flashback.
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containing useful thematic and biographical information, as well as clues to writing
strategies. Each is followed by a series of review questions, "Thinking Critically,"
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Visuals
Recognizing the importance of visual communication, the 13th edition of Explor-
ing Language includes updated visuals. In addition to the nine photographic chap-
ter openers , we have added cartoons, print ads , comic strips, posters, sign language
charts, photographs, and more. Following each visual are "Thinking Critically"
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Instructor's Manual
The Instructor 's Manual, which is available to adopters, includes suggested responses
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Acknowledgments
Many people behind the scenes are, at the very least, deserving of thanks and
acknowledgment for their help with this 13th edition. It is impossible to thank
all of them, but there are some for whose help I am particularly grateful. I would
like, first, to thank those instructors who answered lengthy questionnaires on the
effectiveness of the essays and supplied many helpful comments and sugges -
tions: Wendy Crawford, Camden County College; Miriam Gershow, University of
Oregon; Philip Hu, Cerritos College ; Martin W . Sharp, Rowan University ;
Judith Stanley, Alverno College; Lori White, Los Angeles Pierce College. To all the
instructors and students who have used Exploring Language over the past 12 edi-
tions, I am very grateful.
A very special thanks to Kathryn Goodfellow for her enormous assistance in
locating material, writing the apparatus, and putting together the Instructor's Man-
ual under tight deadlines. My thanks also to Amy Trumbull for her help in securing
permissions for the text. Finally to the people of Longman publishers, especially
my editor Suzanne Phelps Chambers and her assistant Laney Whitt, and my devel-
opmental editor Anne Leung , thank you for your continuing support, understand-
ing, and enthusiasm throughout the production process of this edition.
-Gary Goshgarian
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Thinking and Reading Critically
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Haas and Flower Slideshow for Composition II
This document summarizes key concepts from an academic article by Haas and Flower about reading as a constructive process. The summary includes:
1) Haas and Flower studied how readers of varying experience levels construct meaning as they read aloud. They categorized reader strategies as content-focused, feature/function-focused, or rhetorical-focused.
2) Inexperienced readers (students) focused more on content and features, while experienced readers (graduates) used more rhetorical strategies to understand context and purpose.
3) The study suggests readers can improve by actively applying rhetorical strategies like analyzing audience and purpose, in addition to content strategies. This helps readers mature and better comprehend academic texts.
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Making Connections PowerPoint.ppt
- 1. Making Connections Ashley Brown Westwood Elementary, 2005
- 2. What are Connections? • Connections are links that readers can make between what they are reading and things they already know about.
- 3. Why should we make connections? • Good readers make connections to better understand what they are reading.
- 4. How do readers make connections? • Good readers use their own background knowledge and prior experiences to make connections. • There are 3 different ways that a reader can make connections …
- 5. ~ Types of Connections ~ • Text – to – Self • Text – to - Text • Text – to - World
- 6. Connection: Text – to - Self • These are connections that readers make between the text (what you are reading) and their own past experiences and/or background knowledge.
- 7. Connection: Text – to - Text • These are connections that readers make between the text they are reading and other texts the reader has read before. • Other kinds of texts might include books, poems, scripts, songs, or anything written. • You could even include movies or television shows that you have seen before.
- 8. Connection: Text – to - World • These are connections that readers make between the text and the bigger issues, events, or concerns of society. • To make these types of connections the reader must think about what is going on in the world around them.
- 9. Response Options for Sharing Connections … • Verbal Reponses – The reader would discuss the connections they made with a text aloud with others in a group. • Written Responses – The reader would write the connections they could make with a text down on a sheet of paper or in a response journal.
- 10. Ways to Start your Connections … “That reminds me of … “ “Remember when … “ “This is like … “ “This character makes me think of …” “This setting reminds me of … “
- 11. ~ Let’s Practice ~ Our Text: The Best School Year Ever by: Barbara Robinson