Some students love to talk. Others aren’t sure how to join a conversation. In both cases, it’s common for young learners to share ideas that don’t quite fit the flow of a conversation. They might jump to a new topic or make a comment that feels disconnected. These moments are typical at the elementary level, but they can also lead to confusion or missed opportunities for meaningful interaction.

The Making Connected Comments lesson helps students learn how to stay on topic and respond to others in a way that feels respectful and engaging. By using conversation starters, structured prompts, and peer practice, this lesson builds the foundation for real, reciprocal conversations skills.

In this post, you’ll find:

• A clear definition of connected comments
• A structured lesson plan with warm-up, modeling, and practice
• Reflection strategies and classroom ideas to reinforce the skill

What Are Connected Comments?

Connected comments are responses that build on what someone else just said. They show the speaker is listening, staying on topic, and contributing something relevant. This helps conversations feel natural and collaborative instead of disjointed or one-sided.

Here’s a simple example:

• First speaker: “I love playing soccer because it’s a fun team sport.”
• Connected comment: “I agree! I like playing goalie. It helps me focus and work with my teammates.”

Young students often need explicit examples like this to understand how a conversation flows. Practicing connected comments helps them develop stronger listening skills and become more confident, flexible communicators.

Why Connected Comments Matter

Young students are still learning that conversations are not just about taking turns speaking—they are about listening, connecting, and building shared meaning. When students respond in ways that stay on topic, it shows they are truly engaged. It also helps the other person feel heard and respected.

Without guidance, students may:

• Share something unrelated because they are excited or distracted
• Miss cues from their peers and change the subject abruptly
• Talk over others or repeat what was already said

These behaviors are common at the elementary level, but they can affect peer relationships and group work. Teaching connected comments helps students become more aware of how their words impact others. It also gives them tools to respond in ways that support collaboration and inclusion.

Lesson Plan: Making Connected Comments

Grade Level: Elementary

Duration: 25–30 minutes

Materials:

• Conversation starter slips (included or teacher-created)
• Connected Comments Prompt list
• Chart paper or whiteboard

Step 1: Warm-Up With Conversation Starters (5–7 minutes)

Start by reviewing how conversations work:

“When we talk with someone, we take turns. We also try to stay on the same topic so it feels like we’re really talking together—not just talking near each other.”

Have students draw a prompt from a jar or pile. Examples might include:

• What is your favorite book? Why?
• What is your favorite subject in school? Why?
• What do you like to do during recess?

Ask a few volunteers to answer the question. Then, ask a second student to respond to what the first student said. Guide them to respond in a way that stays on topic.

Write student responses on the board and talk about which ones connected well.

Step 2: Introduce the Concept of Connected Comments (5 minutes)

Define a connected comment as a response that adds to what someone else just said. It can show agreement, offer a related example, or ask a question that stays on the same topic.

Write this definition where students can see it. Use a simple sentence frame: “A connected comment builds on what the other person said.”

Give both strong and weak examples:

• Disconnected: “I like turtles.”
• Connected: “You said you like dogs. I like animals too. I have a cat at home.”

Model a short dialogue with a co-teacher or student to show the difference between a strong and weak connection. You might narrate your thinking: “Hmm, I heard that he likes dogs. I could tell a story about my dog, or I could ask him a question about his.”

Step 3: Guided Practice With Prompts (10–12 minutes)

Use the Connected Comments Prompts in a small group or whole class setting. Read a statement aloud and ask students to respond with a connected comment. For example:

• Prompt: “I like art class because I get to use markers and paint.”
• Student response: “I like painting too. I made a sunset last week in class.”

Coach students as needed. If a student makes an off-topic comment, gently ask: “Can you try again using something that connects to what was just said?”

Encourage peer-to-peer responses and rotate roles so each student gets a chance to go first and respond. If needed, offer sentence starters like:

• “That reminds me of…”
• “I think so too because…”
• “One time I…”
• “Do you like ___ too?”

These structures help students stay focused and support each other’s ideas.

Step 4: Reflect and Extend (5–10 minutes)

After the practice round, bring the class together for a guided reflection. Ask students to describe:

• What they said that connected to someone else’s comment
• What helped them come up with their response
• How they knew their comment fit with the topic

Model your own reflections as well: “When you said you liked recess because you play tag, I connected with that because I used to love tag too. It made me remember what I liked about it.”

You can also introduce a simple self-assessment:

• Thumbs up: “I made a connected comment.”
• Sideways thumb: “I’m not sure if I did.”
• Thumbs down: “I didn’t stay on topic, but I’ll try again.”

These quick check-ins support metacognition and keep the focus on growth rather than perfection.

If time allows, give students a drawing or writing task: “Draw a time when you made a connected comment.” or “Write about what it feels like when someone responds to your idea.”

Reinforcing Connected Comments Across the School Day

Connected comments aren’t just part of structured lessons. They happen throughout the day during classroom discussions, partner work, recess conversations, and even while lining up or transitioning between activities. To help students apply what they’ve learned:

• Prompt with sentence starters like “That reminds me…” or “I think so too because…”
• Pair students intentionally so quieter students have space to respond
• Display student-created examples of connected comments on a bulletin board
• Use role-play or quick skits to show what connected vs. disconnected comments sound like
• Include connected comment practice in morning meetings, especially after weekend breaks or shared experiences

These strategies help students build habits that carry over into both academic and social communication. With time and support, students begin to respond to one another more naturally, creating a more inclusive and respectful classroom culture.