Building Stronger Connections to Text
with Electronic Experiences
Connecticut Reading Association Conference, November 14, 2002
Presenter: Julie Coiro, M. Ed. Literacy & Technology Specialist
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email: email@example.comGood readers are quite adept at making connections between what they read and themselves, other texts and the world around them. Teachers using technology can design learning environments that provide opportunities to make these connections even stronger. In this hour, we will explore how the right mix of best practices in literacy instruction can be combined with some of the newest electronic tools to spark the interest of strong readers while supporting the needs of struggling readers of all ages. Multimedia anticipation guides, electronic graphic organizers, online interviews with authors, and interactive discussion boards for students bring new meaning to how students can collaboratively construct responses to fiction and non-fiction and share their creative ideas with others around the world.And for those held accountable by Connecticut Mastery Test Guidelines for Reading...
Homes in the Mind... Good readers think about things they already know and experiences that they've had to help them better understand new things that they read about in a book. To encourage all readers to relate unfamiliar text to their prior world knowledge and/or personal experiences, we can provide opportunities for students to make four special types of connections in their minds: text-to-self
This part reminds me of a time when I ...
This book/character/event is a lot like/very different than _______ because ...
I once heard about ...
This author seems to write/know an awful lot about ....Source: Adapted from Keene & Zimmermann (1997). Mosaic of Thought, Teaching Comprehension in a Reader's Workshop: Portsmouth, NH: Heinemann. (Chapter 4); see also the new Mosaic Listserv Website for interactive resources
|These types of connections enable students to respond to texts in the
ways encouraged by standardized assessments.
What are four ways that technology can enhance traditional
reading instructional strategies that help students build connections between
themselves, the texts they read and the world around them?
& Concept Maps