There were eighteen bullets, but I am going to narrow it down to ten.
- Demonstrate how good readers think by thinking aloud.
- Model text-to-self, text-to-text, text-to world connections separately.
- Use a variety of books.
- Think about where to pause and think aloud before modeling.
- Demonstrate how to read different kinds of text structure (e.g., nonfiction is often read more slowly and with more rereading than fiction).
- Demonstrate how to learn what is needed before reading when background knowledge is inadequate for understanding.
- Conduct short (10 or 15 minute) mini-lessons modeling with different books for a sustained period of time (e.g., text-to-text connections for a couple of weeks).
- Model first, delay inviting children to participate until they understand the concept being modeled.
- During individual conferences, have children think aloud in their independent reading.
- Make classroom charts of text-to-text connections:
- Start with a book being read.
- List the title of a text with which it connects.
- Have children initial their contributions.
The Literacy Map, J. Richard Gentry, 2000