Grade by Grade
A. Literacy Connections and Applications / C. Comprehension · Understanding What We Read and See

Making Connections and Sharing My Thoughts

C2.5 C3.4 C3.6 A3.2 A3.1About 35 minutes
Learning goals
  • I can connect a text to my own life, to another text, and to the world.
  • I can notice symbols and things families value in a story.
  • I can share my thoughts and feelings about a text.
  • I can talk about how everyone can be included.

Words to know

connection
A link between what you read and something you know.
culture
The ways a group of people live, celebrate, eat, speak and believe.
value
Something people think is very important, like family, kindness or sharing.
include
To make sure everyone can take part.
accessible
Made so that everyone can use it, including people with disabilities.

That reminds me of…

Have you ever read a book and thought, "That happened to me too!"? That is called a connection.

There are three kinds of connections:

ConnectionI think…Example
Text to selfThis reminds me of my life."I light candles with my family too."
Text to textThis reminds me of another book or show."This is like the book about the big snowstorm."
Text to worldThis reminds me of something in the world."People all over Canada celebrate different holidays."
Three kinds of connections
the text I readText to selfmy life?Text to textanother book or showText to worldsomething in the world
Three kinds of connections: the text reminds you of your life, another text or the world.

Read-aloud: Priya's Lights

In the fall, Priya's family celebrates Diwali. Diwali is the festival of lights.

Priya helps her mom put little clay lamps called diyas by the window. The flames glow in the dark.

Grandma makes sweets to share with the neighbours. "When we share, our light grows," Grandma says.

At school, Priya tells her class about Diwali. Her friend Ben asks lots of questions. Ben uses a wheelchair. He rolls up close to see the photos.

After school, the class goes to the park. There is a ramp to the play fort, so Ben and Priya climb up together. "This is the best fort," says Ben. "Everyone can play!"

Worked example

Let's make connections

Make one of each kind of connection to Priya's Lights.

  1. Text to self: "My family shares food with neighbours too, at Thanksgiving."
  2. Text to text: "This reminds me of Sam and the Snow Fort, because both stories have a fort and friends who play together."
  3. Text to world: "Many families in Canada celebrate different holidays, like Diwali, Hanukkah, Christmas, Eid and Lunar New Year."

Connections help us understand a text and remember it. Your connections might be different from someone else's, and that's great.

Worked example

Let's notice symbols and values

What do the lights mean in the story? What does Priya's family think is important?

  1. A symbol is something that stands for an idea. In this story, the diyas are part of the festival of lights.
  2. Grandma says, "When we share, our light grows." So the family thinks sharing is important.
  3. They also do things together, so family is important to them.

The lights are a symbol of the festival. The family values sharing and being together.

Talking about texts

When you share your thoughts about a text, try these sentence starters:

  • "I liked the part when…"
  • "It made me feel… because…"
  • "I wonder…"
  • "I learned that…"
Just for fun

Why was the paper chain so happy?

Because it was full of connections! 🔗

Everyone belongs

In the story, the park has a ramp. The ramp makes the fort accessible, so Ben can play too. When we include everyone, everyone feels like they belong.

Books help us learn about people who are like us and people who are different from us. Every family, culture and body is special.

stairsramp
Stairs and a ramp: the ramp makes the fort accessible, so Ben can roll up and play with Priya. Everyone can play!
Hands-on activity

Connection chain

You need: paper strips, tape or a stapler, and a crayon.

  1. Read a favourite book with your grown-up.
  2. On each strip, write or draw one connection: something from your life, another book, or the world.
  3. Loop the strips together to make a paper chain.
  4. Tell your grown-up: "I liked the part when…"

Bonus: Walk around your neighbourhood or school. Look for things that make places accessible, like ramps, automatic doors, or signs with pictures.

Your turn

1

What does Priya's family celebrate?

2

What are diyas?

3

What did Grandma say about sharing?

4

Make a text-to-self connection to the story.

5

Why was the ramp at the park important?

6

Finish: "I liked the part when… because…"

More practice: warm-up

1

What is a connection?

2

Name the three kinds of connections.

3

Who is Priya's friend?

4

In what season does Priya's family celebrate Diwali in the story?

5

What did Grandma make to share?

More practice: on your own

1

"This book reminds me of a show I watched about a holiday." What kind of connection is this?

2

"I go to the park with my friends too." What kind of connection is this?

3

Name one thing Priya's family values. How do you know?

4

How do you think Ben felt when he could climb the fort? Why?

5

Why is it good to read books about families that are different from yours?

Challenge

1

Make a text-to-world connection to the park ramp.

2

What could your class do to make a game at recess more inclusive?

3

Two kids read Priya's Lights. One says her favourite part is the lights. The other says it's the park. Can they both be right? Explain.

Check your understanding

Quiz

1.

"This story reminds me of my birthday party." What kind of connection is this?

2.

What is Diwali also called?

3.

What did the ramp at the park do?

4.

Which is a good way to share your thoughts about a text?

5.

What did Priya's grandma think was important?

6.

"Lots of people around the world celebrate holidays with lights." What kind of connection is this?

For parents and teachers

Big idea: Children connect texts to their lives, other texts and the world; notice cultural elements such as symbols and values; and share personal thoughts and feelings about ideas in texts, including diversity, inclusion and accessibility. Reading about many kinds of people and families supports the curriculum's focus on identity and belonging.

How to help at home:

  • After reading, ask "Does this remind you of anything?" Share your own connections too.
  • Choose books that show families like yours and families different from yours.
  • Notice accessibility features in your community (ramps, braille on elevator buttons, accessible parking) and talk about who they help.

Common difficulties:

  • Connections that wander far from the text ("This reminds me of my cat" when there is no cat). Ask, "What part of the story made you think of that?"
  • One-word responses ("good"). Use the sentence starters in this lesson.
  • Questions about differences. Children are naturally curious about disabilities and cultures. Answer simply and positively, and model respectful words.