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Teacher Resources by Grade
|1st - 2nd||3rd - 4th|
|5th - 6th||7th - 8th|
|9th - 10th||11th - 12th|
Guided Comprehension: Making Connections Using a Double-Entry Journal
|Grades||4 – 6|
|Lesson Plan Type||Standard Lesson|
|Estimated Time||Three 60-minute sessions|
A majority of students in grades 4 to 6 are beyond decoding instruction and need more assistance with comprehension to help them become successful, independent readers. Strategic reading allows students to monitor their own thinking and make connections between texts and their own experiences. Based on the Guided Comprehension Model developed by Maureen McLaughlin and Mary Beth Allen, this lesson introduces students to the comprehension strategy of making connections. Students learn the three types of connections (text-to-text, text-to-self, and text-to-world) using a double-entry journal. They also learn about the life of Cesar Chavez and his work to promote civil rights.
- Letter Generator: This online interactive tool allows your students to write letters to Cesar Chavez, describing the connections they made to his life and their reactions to the book Harvesting Hope by Kathleen Krull.
- Double-Entry Journal: This handout will help your students record ideas and situations from texts in one column, and their reactions in the second, thus making a connection between the text and themselves, another text, or the world.
McLaughlin, M., & Allen, M.B. (2009). Guided comprehension in grades 3-8 . Newark, DE: International Reading Association.
- Guided Comprehension is a context in which students learn comprehension strategies in a variety of settings using multiple levels and types of text. It is a three-stage process focused on direct instruction, application, and reflection.
- The Guided Comprehension Model progresses from explicit teaching to independent practice and transfer.
- Making connections occurs when students think about the text in relation to connections they can make to self, to texts, and to others (Keene & Zimmerman, 1997).
- Current studies demonstrate that when students experience explicit instruction of comprehension strategies, it improves their comprehension of new texts and topics (Hiebert et al., 1998).
Hiebert, E.H., Pearson, P.D., Taylor, B.M., Richardson, V., & Paris, S.G. (1998). Every child a reader. Ann Arbor, MI: Center for the Improvement of Early Reading Achievement (CIERA).
Keene, E.L., & Zimmermann, S. (1997). Mosaic of Thought: Teaching Comprehension in a Reader's Workshop. Portsmouth, NH: Heinemann.