Connection Builders Slides
Connection Builders
Text-to-Self & Text-to-Text
Today's Goal
I Can...
Make connections between my own life and the stories I read (Text-to-Self).
I Can...
Find similarities and differences between two different stories (Text-to-Text).
What's the Connection?
Reading is like building a bridge. We connect what's on the page to what we already know in our hearts and minds.
Text-to-Self
"This reminds me of the time I..."
Text-to-Text
"This story's setting is just like the one in..."
Connecting stories makes our "reading muscles" stronger!
Welcome to the Blue Ridge
Today, we are traveling to the mountains of North Carolina. Think about what you know about this place:
Nature
Foggy peaks and deep forests.
Community
Small towns and local traditions.
Culture
Fiddle music and storytelling.
Building the Bridge
When we compare two stories, we look at:
- Setting
- Characters
- Plot
- Theme/Lesson
"We'll use a Double Bubble Map to organize our thinking!"
Mountain Tales Packet
Mountain Tales
Grade 3 Reading Passage & Response
Name: ________________________
Date: ________________________
Story 1: A Song for the Summit
By E.M. Sterling
Maya adjusted the straps of her heavy backpack. The air was cool and crisp as she and her grandfather, whom she called "Pops," hiked up the winding trail of Grandfather Mountain. The North Carolina sun peeked through the thick canopy of oak and pine trees, casting dancing shadows on the forest floor.
"Listen, Maya," Pops said, stopping near a bubbling stream. He took a small wooden flute from his pocket. It was carved from a cherry tree that used to grow in their own backyard. "The mountains have a rhythm. You just have to know how to hear it."
Pops began to play a soft, haunting tune. Maya closed her eyes. She could hear the water splashing over smooth gray stones and the wind whistling through the high peaks. This music was part of their family’s history, passed down through generations in these very hills.
"I want to learn, Pops," Maya whispered. She thought about how much she loved these mountains, just like her great-grandmother had. As they reached the summit, Maya looked out at the rolling blue ridges that seemed to go on forever. She felt small, but she also felt like she belonged exactly where she was.
Story 2: The Great Misty Peak
By E.M. Sterling
The town of Misty Peak was buzzing with excitement. It was the week of the Winter Festival, the biggest event of the year in their small North Carolina community. Sam was busy helping his father hang strings of white lights across the town square.
"The festival is about more than just lights and music, Sam," his father said, wiping frost from his gloves. "It’s about taking care of one another. Remember, we’re collecting blankets and wood for the families who live higher up the mountain where the snow is deepest."
Sam nodded. He lived in a cozy house near the center of town, but he knew that life on the higher slopes could be much harder. He spent the afternoon loading heavy logs into the back of his father's truck. His arms grew tired, and the cold mountain wind nipped at his ears, but he didn't stop.
That evening, as the townspeople gathered to sing traditional songs, Sam felt a warm glow in his chest. He looked up at the dark silhouette of the Great Misty Peak. The mountain was beautiful, but it was the people who lived in its shadow that made it a home. He realized that being part of a community meant doing his part to keep everyone safe and happy.
Reading Check
1. In "A Song for the Summit," why does Pops play the wooden flute for Maya?
A. To show her how to scare away wild animals.
B. To help her hear the rhythm and history of the mountains.
C. To practice for the Winter Festival in town.
D. To signal to other hikers on the trail.
2. Based on "The Great Misty Peak," what is the main purpose of the Winter Festival?
A. To see who can hang the most lights in the square.
B. To celebrate the end of a long hiking season.
C. To bring the community together and help those in need.
D. To compete in a singing competition on the summit.
3. How are the settings of both stories similar?
A. Both stories take place in busy cities in North Carolina.
B. Both stories take place in the mountains of North Carolina.
C. Both stories take place during the hot summer months.
D. Both stories take place near the ocean coast.
4. Which theme is shared by both "A Song for the Summit" and "The Great Misty Peak"?
A. Traveling to new places is the best way to learn.
B. Hard work is only important if you get a reward.
C. Nature is dangerous and should be avoided.
D. People have a deep connection to their heritage and community.
5. Which detail from "The Great Misty Peak" supports the idea that the community cares for one another?
A. "The town of Misty Peak was buzzing with excitement."
B. "Sam was busy helping his father hang strings of white lights."
C. "...we’re collecting blankets and wood for the families who live higher up."
D. "The mountain was beautiful, but it was the people who made it home."
Writing Connection
Choose one of the stories and explain how it connects to a personal experience you have had. For example, have you ever felt proud of your family’s traditions like Maya, or have you ever helped your community like Sam? Use at least two pieces of evidence from the text to support your answer.
Connection Builders Answer Key
Teacher Guide
Connection Builders Lesson
GRADE 3
ELA / Reading
NCSCOS Aligment
- RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
- RL.3.9: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.
Read to Achieve Goal
Focuses on foundational reading comprehension, evidence extraction, and comparative analysis — all key skills for the NC EOG and Read to Achieve portfolio assessments.
Answer Key: Reading Check
1
B: To help her hear the rhythm and history of the mountains.
RL.3.1
2
C: To bring the community together and help those in need.
RL.3.1
3
B: Both stories take place in the mountains of North Carolina.
RL.3.9
4
D: People have a deep connection to their heritage and community.
RL.3.9
5
C: "...we’re collecting blankets and wood for the families who live higher up."
RL.3.1
Writing Response Guide
Exemplar Text-to-Self Connection:
"I can connect to 'A Song for the Summit' because Maya feels proud of her family's heritage. In the story, Maya says, 'I want to learn, Pops' because she wants to keep her family's music alive. I feel the same way when my grandmother teaches me how to make our family's special apple pie. Maya also says that the music 'was part of their family's history, passed down through generations.' This reminds me of how my family passes down recipes and stories. Like Maya, I feel like I belong when I am doing things that my family has done for a long time."
Scoring Criteria:
- • Identifies a clear connection.
- • Uses 2+ specific text quotes/details.
- • Explains the link between self and text.
Differentiation:
- • Support: Provide sentence starters (e.g., "This reminds me of..." or "I am like Maya because...").
- • Challenge: Ask students to compare themes in writing.
Instructional Tips
Prior Knowledge: Before reading, show images of the Blue Ridge Mountains, particularly Grandfather Mountain or Asheville. Discuss the term "tradition" and ask students for examples from their own lives.
