1. Select 10 to 12 words or phrases you think are important for students to know prior to a reading selection.

2. List the words on chart paper, chalkboard or an overhead transparency for students to copy on cards or small pieces of paper.

3. Read the list of words with students.

4. Ask students to "connect two" or choose two words they think might belong together, and state the reason for making the connection, e.g. "I would connect ______ and ______ because ______." At this point in the process, it is important to stress to students that there are no right answers. Modeling or demonstrating the procedure is also easier if the words are on small strips of an overhead transparency. The strips can then be seen by the entire class as you manipulate the pairs of words. It is okay if some words have several pairings, or students can not find a connection for some words. Allow time for students to pair the words. Circulate around the room asking for the connections they are making.

5. Read the selection.

6. Review the word list. Then ask students to make connections, based on what they have read. Some of the connections will stay the same, and some will change. Share any new connections, e.g. "Based on what I read, I would connect ______ and _____ because ______."

7. If you wish, have students write some of their connections using the above format.

8. "Connect Two" can be used as an informal assessment, as well as a way to review vocabulary.

Denver Public Schools Secondary Education Literacy Tip #4
Resource: Carol Wilcox, Literacy Specialist, Denver Public Schools

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