Reflection

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Reflection

• Journal Prompt Take a few minutes and write
  about your experiences with the monitoring
  comprehension strategies. Things to think about
  your frustrations, successes, questions,
  observations etc. What did you notice about your
  own thought processes as you tracked your
  thinking during POWER?
• Volunteers share their thoughts.

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The Human Brain
Educational Psychology 101
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The Importance of Schema and Connections for
Deeper Understanding
SCIENCE
Math
Emotions
Relationships
History
Language
Skateboarding
Cooking
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Each reading of a book is unique because readers
rely on strategies for connecting the text with
their own life experiences. Active readers use
strategies for connecting the text to what they
know and feel. While we recognize the universals
of human experience, no two people live the SAME
lives, therefore, no two people can interpret a
text exactly the same way. Visual images drawn
from the text, for example, are highly
personal. Fountas and Pinnell , Guiding Readers
and Writers
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Our job is two-fold

• Build capacity to make connections by building
  background knowledge.
• Explicitly teach students how to make connections
  and use them to increase understanding.
• Response journal Write for 2 minutes putting
  what you just heard into your own words.

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Students have been getting used to monitoring
their comprehension and tracking their
thinking.Now well begin to focus in on specific
strategies that will help them understand text on
a deeper level starting with making connections.
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Connections
Background knowledge enriches everything you
need. (7 Keys to Comprehension 2003)

• Text-to-Self
• Text-to-Text
• Text-to-World
• -That reminds me of
• -It makes me think of
• -I read another book where
• -This is different from
• Is there a part of the text that reminds you of
  something in your own life or of another book?

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Connections in MATH

• Math to World (connecting to natural or created
  structures, events, environment, media)
• Is this related to anything Ive seen in social
  studies or science, or art?
• Or related to things Ive seen anywhere?
• Math to Math (connecting the math concepts to
  other math, concepts, within and across strands
  of mathematics to related procedures within and
  across contexts and representations)
• What is the main idea for math that happened
  here?
• Can I use this to help me with the problem
• Math to Self - connecting to prior knowledge and
  experience connecting to preconceptions and
  misconceptions)
• What does the situation remind me of?
• Have I ever been in any situation like this?

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The Importance of Connections

• Football Story
• I read a story with a student who was reading at
  a 3rd grade level. He chose a novel about
  football. He could understand it completely
  because he knew football. I couldnt understand
  the football content at all because I couldnt
  make even the most basic connections. I couldnt
  visualize the elaborate plays, or the feelings of
  the coaches or characters. Kids cannot
  understand if they dont make connections.
  And.they dont make them naturally.they need to
  hear us modeling how we make connections as we
  read. I could understand the football math part
  of scoring, because I could add touchdowns and
  field goals to get to a final score.

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Text Coding

• Math to Math (MM)
• Math to Self (MS)
• Math to World (MW)
• Students can use codes, track thinking in own
  way, use six box paper, write on paper. Dont get
  hung up on coding.

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Modeling Math Connections

• Sample from page 139 Holt Pre-Algebra problem
  number 42.

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Math to World

• Cullinan Diamonds in the world from the web.
• http//en.wikipedia.org/wiki/Cullinan_Diamondh

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Math to Math

• What math to math connections can be made with
  this text?
• http//us.mt.com/mt/filters/products-applications_
  laboratory-weighing_jewelry-precious-metal_carat/C
  arat_0128310810222521.jsp

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Math to Self

• Does this situation remind you of anything?
• Can you make any connection to the situation?

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Now you try!

• Holt Pre-algebra page 156 The Real Numbers
• Mark your connections as you read. (Students
  could do on six box paper or with post its.)
• Turn to a neighbor and share your connections.
• Share a connection with the whole group.

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Connections/Understanding

• Talk about how connections help us understand.
  Anchor chart
• Record anchor chart thinking on your copy to use
  as ideas to help stimulate class discussions on
  why making connections is important.

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Whats Next?

• Continue having students track their thinking
  whenever they read anything in your class.
• Students can also track thinking during a video
  or lecture.
• Model making connections with 5 minute reads.
  Directions are on the minute read notes.
• Have students focus specifically on making
  connections when they read.
• Give students lots of opportunities for
  discussion centered around their reading and
  thinking.

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Which Doctor Do You Want As Your Doctor?

• Present Day

Twenty Years Ago
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Goal Setting

• Use content specific reading text pages, word
  problems, online textbook
• Set a goal for using minute reads in your
  content. Once per week, month etc. If youre
  not comfortable with or used to making
  connections, practice with your own reading
  during POWER.
• Use the remainder of the time to look at all the
  resources you have to plan your goal lesson.
• Remember to use your building Literacy Coach for
  support if needed.

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Connections in Math are Important!

• Connections build conceptual understanding. The
  more and the stronger the connections are among
  related ideas the deeper and richer the
  understanding of a concept. from Comprehending
  Math, by Arthur Hyde