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Architecture of a Mini-Lesson - tgreenehve

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					                                                          Architecture of a Mini-Lesson
Component          Explanation                                          Example
  Connection       We explain how this particular mini-lesson (skill,   When good readers begin reading a story, we already know that they might do some
 (1-2 minutes)     craft, process, habit, procedure) fits within the    things to help them understand what the book will be about. They may look at the title,
                   work we’ve been doing as readers and writers         they might look at the cover of the book, they might think about the author and other
                   and within our reading/writing lives?                books that author wrote. Today, we’ll think about another strategy readers may use to
                                                                        learn more about the book before reading it.
                   During the connection, we give a preview of what
                   is to come.

     Teach         We teach something we would like for them to         On the back of most chapter books, authors write a snippet about the book. This is
 (2-3 minutes)     try as readers and writers.                          usually a short description about the topic of the book, the characters, and, in most
                                                                        cases, the problem. Let me read an example. (Teacher reads one or two back covers).
                   We do this by demonstrating, telling about a
                   technique, showing something from a book, or         As a reader, when you choose books, you should consider using the back cover to help
                   talking our reading/writing process out loud.        you with your selection. If the back cover information sounds interesting to you, this
                                                                        might be a book you’ll consider. If it doesn’t, then you might want to choose something
                                                                        different.

     Active        Children may “have-a-go” at the lesson briefly in    I would like for you to look at the back covers of some of your books. Read the
  Involvement      their own work. Or, they may turn to a partner       description to yourself or with a partner. Ask, “Does this description make me want to
 (4-5 minutes)     and talk about how they might try out this mini-     read this book? Why or why not?”
                   lesson in their reading/writing. Or, they may do
                   a quick plan of what they will try out during
                   independent reading/writing time.

      Link         Link this mini-lesson to the students’ lives as      Ask, “Why would reading the back covers of books be an important thing for readers to
   (1 minute)      readers and writers.                                 do?”

                                                                        Today, as readers, some of you might be ready to make some new book selections. When
                                                                        you do, I would like for you to try reading the back description to see if it’s a book you
                                                                        are interested in reading.

   Follow Up       Students gather to follow-up on the lesson.          Ask, “I’m curious…did anyone try this lesson out during their reading today? Could I
(5-10 minutes in                                                        have 1-2 people explain what happened when you read the back description of the book?
  the Author’s                                                          How did that help you as a reader today? How will it help you as a reader in the
Chair later in the                                                      future?”
    lesson)
                                                                                                                    Adapted from: The Art of Teaching Reading by Lucy Calkins
                                                                     Craft Mini-Lessons: These are things writers do when they write in
                   Writing Mini-Lessons                              this genre….
Procedural Mini-Lessons: This is how things will proceed in our      Fiction-type genres:               Nonfiction genres:
classroom….                                                               Adding details                   Creating a glossary
     Choosing spaces for              What happens during a             Describing a setting             Adding supporting details
       writing                            conference                      Developing ideas for             Anticipating readers’
     Finding materials                How to respond to writers            writing                           questions
     Storing daybooks                    in respectful ways              Character development            Describing the subject
     Asking for conferences           How to respond to writers         Using illustrations to           Incorporating detailed
     What to do when you’re              at the Author’s Chair              convey information                drawings
       done with a piece of            What to do when you are           Creating a title                 Narrowing the focus
       writing                            stuck without writing           Developing plot                  Labeling pictures
     What happens during a               ideas                           Focus: Staying on the            Making diagrams
       mini-lesson                     What to do when you                  topic                          Putting voice into
     Choosing partners to                don’t know how to spell         Transitions                         nonfiction writing
       write with                         something                       Endings                          Using comparisons
     What happens in writing          Making portfolio decisions        Leads (Beginnings)               Using charts to summarize
       groups                                                             Staying on Topic                    information
                                                                          Using paragraphs to              Writing an introduction
                                                                             organize writing               Writing a Table of
                                                                          Flashbacks                          Contents
                                                                          Creating a glossary              Writing an Index
Process Mini-Lessons: What types of things do I do while in the              (nonfiction)                   Writing a Topic Sentence
process of writing?
    Planning mini-lessons
    Drafting mini-lessons                                           Skill Mini-Lessons: What types of things do I do to edit my writing for
    Revision mini-lessons                                           clarity?
    Editing mini-lessons                                                 Punctuation
    Publishing mini-lessons                                              Usage
                                                                          Spelling
                                                                          Grammar
                                          Reading Mini-Lessons
Building a Reading Community            Readers are Thinkers                    Questioning Lessons

       What do readers do?                    Readers have busy brains               What does it mean to
       Three ways to read books               Readers are metacognitive               question during reading?
       Why do readers read?                   What does thinking look like?          Readers ask questions
       Favorite books                         Readers get inside the story           Readers question before,
       All readers are different              Setting reading goals                   during, and after reading
       Favorite reading memories              Making a reading plan                  Questioning helps us
       Talking partners                       Readers get their minds                 understand new things
       Learning to read                        ready to read                          Readers questions to clarify
                                                                                        confusion
Building Reading Habits                 Schema Lessons
                                                                                Inferring Lessons
       How do we read to                      Readers have schema
        ourselves?                             We all have different schema           What is inferring?
       Our reading workshop                   Readers activate their                 Putting together the pieces of
        structure                               schema                                  the puzzle
       Building stamina                       Readers grow their schema              Readers infer meaning of
       Too much noise                         Our schema changes                      unknown words
       Choosing a reading spot                Schema—building on a solid
       Caring for books                        foundation                      Digging Deeper while Reading
       Shelving books
                                        Connection Lessons                             Important things in a book
       What readers do when they                                                      Digging deeper
        are
                                               What does it mean to connect           Digging for the heart of the
        finished reading
                                                during reading?                         author
       Sharing our learning
                                               Text to self connections               Wrapping it up
       Building good reading habits
                                               Track connections with sticky          Authors sometimes plants
       Practicing reading                                                              seeds of wisdom inside their
                                                notes
       Re-reading books already                                                        stories
                                               Readers make meaningful
        read                                                                           Authors weave important
                                                connections
                                               Readers explain their                   lessons into their stories
Establishing Reading Responsibilities
                                                connections                            Weaving important
       Using the Reader’s Notebook            Readers make connections to             information into a story
       Writing in your Reader’s                understand characters                  Determining what’s really
        Notebook                               Readers make connections to             important
       Conferring with readers                 understand the story                   Determining important
       Choosing “just right” books            Text to text connections                information in non-fiction
       Choosing “just right” books                                                    Looking at captions
        with purpose                    Visualizing Lessons                            Looking at headings
       Avoiding “too hard” books                                                      Looking at photographs
                                               How do we visualize while              Looking at the Table of
       Shopping for books
                                                reading?                                Contents
       New books
                                               Awaken your senses
       Reading to others
                                               Visualizing helps us            Synthesizing Lessons
       Checking for understanding              understand the story
       Choosing a reading partner             Visualizing helps us                   Putting together the puzzle
       Making decisions/dealing                understand the characters              Synthesizing makes our
        with conflict                                                                   thinking take shape
                                               Mental images can affect us
       Listen to reading                       as readers                             When we synthesize our
       Launching choice                                                                thinking sometimes changes
                                                                                       When we synthesize our
                                                                                        thinking blooms
                                                                                       Synthesizing is like building a
                                                                                        house.

                                                                                    From: The Learning Pad Blog
                                                                                    http://www.thelearningpad.net/r
                                                                                    eadersmini_lessons.html

				
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