Why use Connectors?

• Are my students involved in meaningful tasks while I’m teaching others?
• Are they involved in authentic peer learning experiences?
• Do I have access to texts that fit a Reciprocal Reading approach?
• Do I have access to a resource that explicitly guides a small group of students working independently in:
  • Using oral language skills?
  • Practising comprehension strategies?

What makes Connectors different?

Connectors explicitly guides a small group of students in using comprehension strategies and oral language, independent of the teacher.

It uses a small group peer learning approach based on Reciprocal Reading.

Each text has been specifically designed to include challenging vocabulary and unfamiliar content to raise questions and promote discussion about the text.

By using Connectors, students are constructing and strengthening the meaning of what they read and applying comprehension strategies in a social setting.

'The one doing the talking is the one doing the thinking.'
Margaret Mooney, educationalist

'Students working together -discussing, conversing and making connections about a text - create a powerful learning experience.'
Jill Eggleton, educationalist and author of Sails Literacy and Connectors

From the author, Jill Eggleton

‘I have taught and observed students using the Reciprocal Reading approach. From my own experience and the research by Palinscar and Brown (1986), I recognised that this is a most powerful teaching tool. I also know that busy classroom teachers have limited time to locate and prepare the appropriate material for independent learning.

‘This led to the creation of Connectors. I wanted to give teachers the confidence to know that their students are not just involved in busy work but a meaningful, enjoyable and powerful learning experience.’

How does Connectors work?

A ‘What to Do’ page at the beginning of each book provides guidance for students in ways to read and discuss the text. It also advises students about additional resources they might need (e.g. dictionary, atlas, thesaurus).

Students select a coloured icon each. A student takes the leadership role when their coloured icon appears on the page.

Prompts on each page support the leader as they guide the reading and discussion based on the four key Reciprocal Reading comprehension strategies:

• Predicting.
• Clarifying.
• Questioning.
• Summarising.

Other comprehension strategies are used throughout the books at ‘Stop signs’ and include:

• Making Connections.
• Visualising.
• Expressing Opinions.
• Making Inferences (Series 2).

There are twelve short texts with supporting images in each book. Each text has been specifically designed to introduce challenging vocabulary and along with the images to raise questions for the students to discuss.

The books are designed to be used with a group of six students. Each student has the opportunity to lead the small group discussion twice in each book.

At the end of each book, students may summarise their thoughts about the topic by using the Something to Think About Graphic Organiser, that is replicated as a blackline master in the Teacher Resource Book.

Students may investigate the topic further using the keywords from Want to Find Out More?