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Reading/Writing Workshop Mini-Lesson. ARCHITECTURE OF A MINI-LESSON. Focus the Purpose of Lesson. Teacher is on-stage. Teacher focuses the purpose of the lesson for the students with the guiding question/objective.

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Reading/Writing Workshop Mini-Lesson


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    1. Reading/Writing Workshop Mini-Lesson

    2. ARCHITECTURE OF A MINI-LESSON

    3. Focus the Purpose of Lesson • Teacher is on-stage. • Teacher focuses the purpose of the lesson for the students with the guiding question/objective. • This is placed at the top of the anchor chart that will be made as the lesson continues. • Example: Good Readers can change their theory of what is happening in the story as they read+ Synthesizing

    4. Students are seated in front of the teacher on the floor. • Teacher has her easel with the chart paper ready to create with the class an anchor chart. • The guiding question or essential question is at the top of the chart ready to introduce the topic.

    5. Mentor texts=books that can be used to teach strategies, standards, content, skills, etc.

    6. Time to Talk and Discuss is a very important part of the Reading/Writing Workshop. Teacher can use phrases such as; “Turn and talk to your shoulder partner” “Discuss with the person to your left”

    7. Teacher Activates students Schema • Schema= the student’s background knowledge. • What students already know about a topic. • This is a very important part of learning. New learning takes place when a student has something to hook the new knowledge to. Without schema, learning is difficult.

    8. WHY DO WE NEED TO KNOW THIS? STUDENTS NEED TO KNOW: _WHAT MAKES THIS ESSENTIAL KNOWLEDGE? __WITHOUT A PURPOSE FOR LEARNING, STUDENTS DO NOT TAKE OWNERSHIP OF THEIR LEARNING __IF THEY DON’T SEE A NEED, THEY WILL TUNE YOU OUT.

    9. TEACHER MAKES REAL LIFE CONNECTIONS WHAT DO YOU THINK WOULD BE THE PURPOSE OF 3RD GRADERS NEEDING TO KNOW THE “POINT OF VIEW OF THE AUTHOR”?

    10. TEACHER DEMONSTRATES A THINK-ALOUD • This focuses students on the learning goal. • It helps them “see your thinking” which guides their thinking processes.

    11. To Model Think- Alouds • Purposeful text selection • Preview text for “think-alouds” • Determine teaching points (Bikini Principle= short enough to be interesting but long enough to cover what’s important ) • Model for students (Show not tell) • Decide amount of student interaction • Review teaching points

    12. Teacher Sets the Stage for Work Time • Providing a model for what the work expectations are helps students produce the work that is intended • Doesn’t leave questions like “what am I supposed to do?” • Gives students a concrete example

    13. Three Types of Mini-lessons • Procedural • Literal/Craft • Strategy/Skills

    14. Watch video of Rick’s Mini-lessonDiscuss what you see the teacher doing correctly and what is he missing from the mini-lesson?

    15. Focused purpose • Guiding question • Anchor chart • Mentor text • Schema • Why is it important? • Real-life connection • Think Aloud modeling • Set student with work time model • Specific Job/Task for Work Time

    16. A mini-lesson should not exceed 15-20 minutes Should focus on skill, strategy, behavior, content or combination

    17. 7 Thinking Strategies Visualizing Inferring Making Connections Determining Importance Monitoring for Meaning Drawing Conclusions Synthesizing Schema

    18. You want your students using the thinking stems for each strategy in their speaking, writing, and responses to books. SEE READING STRATEGY POSTERS

    19. Standards Should be a Focus while incorporating the Thinking StrategiesTo get your grade level standards:1. Go to Jessamine County Moodle2.Pick Jessamine Staff3.Find your grade level and print standards.

    20. Gradual Release of Responsibility All Teacher Joint Responsibility All Student

    21. Sharing/Reflecting/Debriefing10-15 minutes • Whole Group/Small Group/ Partners • Readers come back to the floor where they began their mini-lesson. • Teacher chooses 1 or 2 students during independent/conferring time that can share/teach an idea or strategy to the class • Students share the strategies that they have applied during the independent reading block.

    22. Use the Community Language during Share/Debrief time • Conversation Starters and Invitations • Conversation Connectors and Enhancers • Refocusing the Conversation • When a Child Shares in Front of the Group • Probing for more- Digging for Understanding- Clarifying Misconceptions

    23. Importance of Sharing Sessions For Teachers: • Provides a way to observe student interaction • Provides a way to evaluate student interaction • Gives an authentic setting for assessment • Helps to become aware of strategies individual students use as readers • Provides integration of all components of literacy development (reading, writing, listening, speaking, and thinking) • Helps strengthen a sense of community

    24. Importance of Sharing Sessions For Students: • Validates their ideas • Gives them the opportunity to express what they have learned • Encourages positive feedback from others • Provides them with an avenue for connecting their prior knowledge and experience with the text • Gives students an opportunity to go beyond the literal retell level to a more in-depth analysis • Helps strengthen their skills as listeners, questioners, and decision-makers.

    25. Gradual Release of Responsibility for Sharing • In the beginning, only 1 or 2 students will share. • After students learn the community language teacher can slowly pull him/herself out of the discussion • By the end, your class should be handling the share time w/o a lot of teacher direction or prompting.

    26. Let’s Debrief!