Teachers sharing text-to-self, text-to-text, and text-to-world connections models this schema building. As learners learn how to draw connections while reading a text, they activate additional cognitive processes, build on their Background Knowledge, and strengthen their reading comprehension. This strategy also supports the practice of culturally responsive teaching and can be used with other strategies that allow representation of all learners in the curriculum.
Watch how this elementary teacher models text-to-self connections with the support of sentence starters. After seeing this strategy with a read-aloud, students apply the sentence starters to draw their own connections to the text.
Videos are chosen as examples of strategies in action. These choices are not endorsements of the products or evidence of use of research to develop the feature.
See how products like PaperPort Notes allow learners to annotate text and images. By recording their notes directly on each document, learners can easily access and revisit them at a later time. Digital reading products could adapt this type of annotation tool to include functionalities such as speech-to-text, audio recording, and drawing, as well as typing, to record connections on a text.