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Running head: OETA—Ready to Learn—Reading: The Art of Making Connections 1

Reading: The Art of Making Connections

Jeff Coyne

OETA—Ready to Learn

OETA—Ready to Learn—Reading: The Art of Making Connections

Making Connections: The Challenge

Reading is a complex process. Teaching a Pre-K through 1st grader how to read is a

multidimensional progression that has no definite beginning and no conclusive ending.

Enhancing the reading skills of a 2nd or 3rd grader is likewise a journey that must meet each child

where he or she is and propel them forward by augmenting what they already know with what

they need to know to take that next step. This is a daunting task that often leaves teachers

overwhelmed. There are no shortage of clear expectations and benchmarks to reach; however,

there are no specific methods, procedures, and/or strategies that will guarantee success for every

student.

The truth is that reading is a lifelong process that is never complete and never the same

for each person. All of our lives we will read every single day. We will consume information

and use it to understand our lives, our world, and how they are connected. This process begins

with the first words we hear and ends only with our final breath. If reading is such a global, life-

encompassing tenant of every person’s life, it is no wonder that a teacher finds the task of

teaching reading a challenging, but worthwhile endeavor.

There certainly are rewards for teachers who accept the challenge. When a

kindergartener or first grader reads a book by themselves for the first time and is so excited by

his or her success, it is a cherished moment. When a second or third grader reads their first

chapter book and cannot wait to read the next one, it is a cause for celebration. When there are

twenty eager faces watching and listening to the teacher intently as they read a picture book, it is

a highlight of the day. These are the moments that make teaching reading worthwhile.

The challenge is that these moments are possible only because teachers spend countless

hours laying the foundation, which requires concentrated effort and a systematic development of

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skills. This brings the issue full circle. If reading is such a complex process with infinite

variables, how does a teacher make the best use of their reading time?

Making Connections: The Big Picture

“Literacy is nothing more than making connections. It is the ability to not only acquire

new knowledge but also to access previous knowledge and make cognitive connections, thus

building new knowledge. Further, it is the awareness that such processes and connections exist”

(Rozelle & Searce 2009). A good place to begin is to examine at the big picture and notice how

everything in reading instruction is interrelated. This is possible only if a teacher avoids looking

at reading as a set of individual strategies and/or skills that students need to learn. Teachers must

not simply review the expected standards and attempt to teach them as segmented, unrelated

concepts to be mastered. This fosters an environment in which students view reading as merely

an assignment to be completed and then forgotten.

Consider an example from cooking. Imagine a cooking class where the expected

outcome is a delicious, homemade carrot cake with cream cheese frosting. Students begin by

identifying the ingredients (flower, butter, sugar, eggs, milk, carrots, vanilla extract, etc.),

measuring them out, and explaining how each will affect the whole. They learn to identify and

use the utensils, pots, and pans that will be required. Students learn how to safely use the stove

and select the appropriate temperature. They are reminded repeatedly of what the end result

should look and taste like. They are given a sample of a carrot cake made by the teacher that

looks and tastes amazing. Students are told that they can produce the same thing themselves if

they just remember all that they learned and put it into practice. Finally, it is the students’ turn.

They are given all the necessary ingredients and equipment. They spend time reviewing each of

the steps to be sure nothing has been forgotten. The teacher wishes them luck and eagerly awaits

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the finished product. What are the chances of the students producing a delicious, homemade

carrot cake with cream cheese frosting?

In this example, the problem was not a lack of resources. The problem was not that the

students lacked previous baking experience. The problem was not that the teacher did not have

high expectations and a clearly defined goal. The problem was not that a carrot cake with cream

cheese frosting was too hard, and it should have been something easier like a chocolate sheet

cake. The problem was that no connections were made between each of the steps of the process.

There was no progression from one step to the next. There was no chance for students to

consistently put into practice what they had learned and see the results. The students learned all

that they needed to be successful, but it was left up to them to connect all the pieces together to

create a finished product.

Sadly, this is a common approach to teaching reading. Much of the focus is on

identifying and understanding the myriad parts of the reading process. The material is covered

and the expectations are there. Unfortunately, the students are the ones left to connect it all

together to produce a meaningful result. How can this be changed?

It starts with the teacher. The primary role of the reading teacher is not just to teach

phonics, fluency, vocabulary, comprehension, etc. The teacher’s job is to help students

understand how each of these components are connected and interrelated. When a teacher

realizes their key role in helping students make connections, each reading activity/lesson takes

on new meaning. It is no longer about giving students all the pieces of the reading puzzle and

putting the responsibility on them to put it all together. The reading teacher becomes the picture

on the puzzle box. The reading teacher helps the students put together the outside border pieces

and group the remaining pieces according to color/texture. The reading teacher is always there

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to encourage students who get bored with the puzzle and want to give up. They help them put a

few more pieces together and see a little more of the completed picture. This is a challenging

way to think of reading instruction, but each connection that is made leads students to see the big

picture and adds color and possibility to their lives.

Making Connections: Building on Prior Knowledge

If the teacher is inspired to make these important connections, where do they begin?

Start by recognizing and building on what the students already know. Each child comes to the

classroom full of information and experiences. Regardless of the amount of information or the

extent of the experiences, each child has a foundation the teacher can build on. “Background

Knowledge is not a frill of education, a nicety that simply helps students enjoy reading and

learning. Background knowledge is essential to comprehension, to making connections, and to

understanding big ideas. Background knowledge is the foundation of all academic study.”

(Lent, 2012) With this in mind, every new skill or concept taught must purposefully be

connected to what has already been learned.

Teachers are often motivated to activate background knowledge as a means of getting

students interested in the text. However, it can be so much more. Background knowledge is

where a teacher makes the connections that will reinforce and enhance what the student already

knows. If a child’s mind is filled with millions of random bits of information, it is hard for them

to access and/or make sense of that information when called upon. If, however, a teacher helps

them make connections between what they know and new information they are learning, this will

result in a roadmap that students can use to find their way back. This process has to be teacher

initiated and modeled in the early grades. It does take time and some prior preparation, but the

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results are cumulative. “Learning progresses primarily from prior knowledge, and only

secondarily from the materials we present to students, studies show . . .. We are all guilty of

hurrying through teaching some concept or skill, and not taking the time to slow down, ask the

kids what they already know about the matter, and make important connections to what is to

come.” (Alber, 2011)

One way to put this into practice is to have an image brainstorm. Display an image on

the projector/smartboard for all the students to see. Choose images that the students will

understand, but that will also allow the teacher to connect to the new concepts they will be

learning. For example, if a key theme of the story being read is bravery, a picture of a firefighter

could be presented. The teacher will direct the students to tell everything they can about the

picture. The responses will be random bits of information, some true and some incorrect or

incomplete. Time must be taken to listen to their responses. At the end of the activity, the

teacher should be able to take all those bits of information shared and make the connection

between a firefighter and bravery, which will be a great transition to begin reading the story.

For more complicated concepts, like reading a nonfiction article about weather, a gallery

walk might be more appropriate. This activity allows students to work in groups and move

around the room as they share background knowledge. The teacher begins by identifying the

important concepts in the story. They then write each of the concepts on a separate sheet of chart

paper. Using the article on severe weather as an example, write thunderstorm, tornado,

hurricane, and blizzard on the chart paper. Tape the charts around the room with at least five feet

between each one. Place the students in groups of three to four and give each group a different

colored marker. Place each group in front of a chart and when the teacher says, “begin”, each

group will list everything they know about the term. When the teacher says, “move”, each group

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will move to the chart on their right and repeat the process. Continue until each group returns to

their original chart. For younger grades a teacher could place a picture on each chart. They

could give each group of students a stack of words related to the pictures that have been printed

and cut out. Each group can then match one of the words they have with the picture at each

station, pasting them under the picture with a glue stick.

When the activity is complete, all the students could be seated in the middle of the room.

The teacher will then walk to each chart and point out, circle, and/or underline important

information he or she wants the students to focus on. This demonstrates making connections

between what they already know and the article that will be read. It empowers the students to

see the value of being an active part of the reading process. If the charts are left up, the teacher

could easily compare/contrast what the students knew before with what they learned after

reading. These are the types of connections that make learning an ongoing process rather than a

completed assignment.

By activating and using background knowledge as a springboard, the student will likely

be more engaged in the story. Consequently, new knowledge learned would be linked with prior

knowledge in way that is meaningful to the student. Now the student has more background

knowledge to apply to the next text they are presented with. The reading process is building a

better student by simply making connections.

Making Connections: Vocabulary

Another crucial connection a teacher must inspire students to make is the connection

between vocabulary and comprehension. Vocabulary is an important conduit that connects many

parts of the reading process together. Vocabulary instruction not only builds on a student’s

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background knowledge foundation, but it is also crucial to meaningful comprehension. “As we

have noted several times, vocabulary is inextricably linked with background knowledge. Thus,

one of the ways teachers can develop background knowledge is through systematic vocabulary

instruction.” (Fisher, Frey, & Lapp, 2012) Of course, background knowledge by itself is not the

goal, but vocabulary also becomes the bridge that connects to the core of reading instruction,

which is comprehension. “Two of the most important contributors to student’s reading

comprehension and academic success are the volume of their vocabulary upon entering school

and their ability to learn new vocabulary, with that learning enduring over time.” (Sweeny &

Mason, 2011)

If vocabulary is so important, why is it often overlooked or just brushed by as quickly as

possible? The truth is that teaching, and learning, vocabulary is hard work. It can be a tedious

and dull process. The challenge is for the teacher to see the true value in teaching vocabulary,

and then finding ways to make it both engaging and meaningful to the student. When this

happens, the results are obvious. “Walk into an elementary classroom that places importance on

vocabulary, and you will see physical signs that in this place, learning is alive. Word charts or

word walls are placed where students can consult them as they write. These word walls change

as new words are added; they show evidence of student input—no “teacher only” work.

Classroom objects are labeled. Word games, word-puzzle books, and vocabulary software are

available to all students.” (Blachowicz & Fisher, 2011)

One way to create such an environment where learning is alive is to teach vocabulary

using the MVP method. MVP can be expressed in different ways. It can be expressed to the

students by saying vocabulary is the MVP (Most Valuable Player) in reading. Fun signs and

posters with this message could highlight the important connection between vocabulary and

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comprehension. To the teacher, MVP could be thought of as Making Vocabulary Permanent, a

constant reminder of the long-term benefits of building the vocabulary of their students.

Furthermore, MVP can be a process of teaching vocabulary. The “M” stands for model. The

“V” stands for variety. Finally, the “P” stands for play. Here is a closer look at each part.

MVP—Making Connections Through Vocabulary

“M” means Model

One of the best things a teacher can do to increase their students’ vocabulary awareness

and development is to read aloud to their class. This is especially true in early elementary

classrooms. It must be remembered that reading aloud is not just to engage and entertain

students. Every time a child hears a well-read text, it models the reading process. It connects

and demonstrates the importance of phonics and fluency. It develops an understanding of how

words they already know connect to each other to create meaning, which is comprehension.

Finally, they are challenged to use their background knowledge and their knowledge of language

to approach new words and assimilate them into their understanding. This does not happen all at

once, but it does happen. “Contextual vocabulary acquisition is the most effective way to get

words to stick, but it takes time and patience. Just think about how toddlers learn to speak. They

learn from adults, brothers and sisters, and their peers over several years of listening. They don’t

learn from worksheets or memorizing word lists. Their word acquisition begins by listening, and

then moves to learning from books and conversation.” (Pappalardo, 2011)

A read aloud is also a great place to think-aloud. “Effective vocabulary instruction

requires teachers to model wordsolving techniques and provide students with ample

opportunities to use the words in the presence of others.” (Fisher, Frey, & Lapp, 2012) A teacher

must model how to break down unfamiliar words, draw on their background knowledge, consult

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outsides sources, and create understanding within the context they are found. Before the lesson

begins, identify a couple of words or concepts that are new and/or central to the understanding of

the text. Pause at these places and think-aloud. Wait a minute—what does that word mean? It

could be . . . because it reminds me of . . . but it might be . . .. Is there a prefix or a suffix? I

think it means . . . because later in the sentence it says . . .. Additionally, it is important to

purposefully get the students involved and thinking. “Read Alouds are an opportune time to

encourage students’ active engagement in discussing the meanings of the new words.” (Sweeny

& Mason, 2011) By reading aloud and thinking aloud, a teacher models how vocabulary is an

important connection in the reading process.


“V” means Variety

Sometimes, the tried and true methods need to be re-evaluated. “Despite research

showing its ineffectiveness, ‘many teachers still rely on word lists, having children look up

definitions,’ says Allen. However this doesn’t work, because in order for the brain to store

something new in permanent memory, it has to connect it to something else that is already

known” (Collier, 2007). If this doesn’t work, what does? Especially in vocabulary instruction,

variety is crucial to keeping students engaged. The following activities are examples of how to

change vocabulary from a dreaded chore to an important building block.

Challenge students to a Word Watch. Each student will get a Word Watch Bookmark

The goal is for students to find, record, and discuss words of interest in a text. As they read, they

will write down 3-6 words from the text and the page number they were found on the bookmark.

These can be interesting, new different, unusual, funny, difficult, or important. After reading,

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they will complete the Word Watch Worksheet where they write down each of the words and

their meanings. To find the meanings of the words, they will use their background knowledge,

the context, any outside sources available and/or discussion with other students. Finally, they

will read the text again and apply their new vocabulary knowledge to enhance their

comprehension. For younger students, the teacher could print the words on the bookmark and let

them note the page number on which it is found. They could complete the worksheet together as

a group. The teacher could then read the story again and emphasize how knowing the meaning

of the selected words made understanding the story easier.

Another way to identify and teach new vocabulary words in the context of a story is to

play the Yes or No Game. This can be either a pre-reading or a post-reading activity. Identify 4-

6 vocabulary words in the text that are important to ensure comprehension. Write each word in

big letters across a sheet of construction paper (a picture could be used here as well). On the

back of the construction paper write a series of questions that will help identify what the students

know. Also have questions that will lead them to connect what they know to new information

learned in the text. Give each student a card with “yes” on one side and “no” on the other.

Begin by asking the questions and having the students hold up their “yes” or “no” answer.

Continue asking the questions until they understand the meaning of the word and its context. For

example, if the word is “pond”, a teacher could begin by asking the following questions. Is a

pond found in a house? Can a pond be found in a field? Is a pond filled with water? Can a dog

live in a pond? Can a fish? Can a dog drink from a pond? Each question helps the students

understand what a pond is, how it connects to the things around it, and how it helps them

understand the text. For older students a teacher could write “agree” or “disagree” on the cards

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and write a series of statements related to the word. Students would then have to agree or

disagree with the statement and explain why.


“P” means Play

Vocabulary can be fun. With ever increasing demands, higher standards, and less time, it

is difficult for a teacher to justify having fun. However, word fun can be both playful and

educational at the same time. “Teachers who make a difference in vocabulary learning set aside

a few minutes each day to do something playful with words.” (Blanchowicz & Fisher, 2011)

Take 3-5 minutes every day to have fun with words.

The Internet is a wonderful tool to make vocabulary interactive and fun. A great resource

to use for this is the PBS Kids website. They have over 80 vocabulary games to choose from.

These games use characters from popular PBS educational shows like Wordgirl, Super Why,

Martha the Talking Dog, Clifford, and many others. Pull up the game on the

smartboard/projector and play the game yourself while the class watches. It is funny to make

mistakes and get help from the students to find the right answer. The teacher could have each

student answer one question, getting help if needed.

If technology is not available or reliable enough to use consistently, there are plenty of

other ways to make vocabulary fun. The teacher could have a match-the-word-to-the-definition

scramble. Taking words learned throughout the week or from the word wall, write the words and

definitions on separate sentence strips. Put students in groups and give each group a set of 5

words and matching definitions all scrambled up. The first group to correctly match the words

and the definitions gets to line up at the front of the line. Do a word family brainstorm

challenge. Give each group a piece of paper and marker. Have them choose a leader to write.

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On the board, the teacher will write the name of a word family and each team will write down as

many words as they can that are related to that word family in one minute. The group with the

highest number of appropriate words wins. Other ideas are word scrambles, acrostics,

crosswords, and many others. The challenge is keeping the fun activities down 10 minutes or

less. A good strategy is to have word fun time right before a break like lunch or recess. This

makes sure the fun does not unintentionally last longer than it should. Using play to make the

connection between vocabulary and fun can take a few minutes and multiply it to see big rewards

over time.

Using MVP as a teaching method can take the daunting, yet extremely important, task of

teaching vocabulary and break it down into manageable pieces. It is a place to start. Teach

vocabulary consistently and make the connections that will lead to better comprehension.

Reading is indeed a complex process with almost infinite variables. However, by making

connections in all we teach, reading does not have to be a maze that only the smartest can figure

out. Those connections, purposefully and consistently made, can be a roadmap every student can

follow to reading success. Many students dislike or do not value reading because they don’t see

the point. Making connections is one way to demonstrate that reading can truly lead students to

wherever they want to go in life. It all starts will the early childhood teacher who takes the time

to show how letters have sounds, how those sounds blended together become words, how those

words joined together become sentences, and how those sentences connected together contain all

the knowledge in the entire world.

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References

Alber, R. (2011, July 19). Are You Tapping into Prior Knowledge Often Enough in Your Classroom? Retrieved from www.edutopia.org

Blachowicz, C., & Fisher, P. (2011, March). A Word for the Words. Educational Leadership, 68(6). Retrieved from www.ascd.org

Collier, L. (2007, March). Effective Vocabulary Instruction. The Council Chronicle. Retrieved from www.ncte.org

Fisher, D., Frey, N., & Lapp, D. (2012, January). Building and Activating Students’ Background Knowledge: It’s What They Already Know That Counts. Middle School Journal, 22-31. Retrieved from www.amle.org

Lent, R. (2012). Overcoming Textbook Fatigue: 21st Century Tools to Revitalize Teaching and Learning. Alexandria, VA: ASCD Publications.

Pappalardo, G. (2011, May 16) Techniques for Teaching Vocabulary to Elementary Students. Retrieved from www.edutopia.org

Rozelle, J., & Searce, C. (2009). Power Tools for Adolescent Literacy. Bloomington, IN: Solution Tree Press.

Sweeny, S., & Mason, P. (2012, August). Research-based Practices in Vocabulary Instruction: An Analysis of What Worked in Grades PreK-12. Retrieved from www.massreading.org

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http://www.massreading.org/

http://www.edutopia.org/

http://www.amle.org/

http://www.ascd.org/

http://www.edutopia.org/

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