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Students think author's purpose and author's message are the same.

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Model the mastery... Students master by reading the text, jotting to connect, and following through the thinking steps.

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Provide students with model, provide an exemplar, provide thinking steps, and then chunk out the steps, allow multiple at-bats

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For a leadership move, I think that we should be intentional about teaching dictionary skills across grade levels and encouraging them to use it in order to be successful.

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When you internalize your TEK and how to unpack a strategy to address various misconceptions, always make sure you are prepared for those "in the moment" responses that happen when using the stems. Often students will misuse or misinterpret a particular stem and you will have to redirect them in order to stay on the lesson objective.

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Teach students that we USE what the author gave us to INFER what is not stated.

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Students think an inference is something the author stated.

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Teach students how to effectively use a dictionary / dictionary skills and how to get the correct meaning of the word

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Students guess the meaning of the words that they are unfamiliar with

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Students believe words have only one fixed meaning and do not consider multiple meaning words.

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What misconception might your students have about making connections and how do you plan to address them before they show up to class?

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Teach students to use sentence stems such as: "This reminds me of ____ because____, and it helps me understand ____ about the text."

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students may think making a connection simply means "this reminds me of. . ." without explaining how or why the connection helps them understand the text better.