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Mini-lesson and Conferences
The document provides guidance on effective mini-lessons and student conferences. It recommends that mini-lessons be clear, concise and focus on a single teaching point. Mini-lessons should actively engage students and link the strategy to independent reading work. Effective conferring involves using student data and observations to identify strengths and needs, set goals and prioritize the most impactful teaching strategies to focus on.
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Mini-lesson and Conferences
- 1. Planning the EffectiveMini-Lesson and Conferences November 8, 2011 Karen Hartle and Michelle Klee
- 2. Think-Pair-Share How doI decide what to teach and when?
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- 4. The Mini-Lesson Shouldbe clear and concise. Contains a single teaching point that is explicitly modeled with a demonstration of transference into independent work. The teaching point is necessary for MOST of the students in your class. Provides an opportunity for student interaction. Can be reinforced and extended in conferences and subsequent mini-lessons.
- 5. Structure of theEffective Mini-Lesson 1. Connect lesson with lesson from the day before stating what will be learned and setting the purpose for today's reading work. 2. Teach the new strategy using a mentor text and modeling with think aloud. Be very explicit and direct modeling what proficient readers do to comprehend text. 3. Actively engage students in strategy use with a quick opportunity to try it out or discuss with a partner. 4. Link the lesson to the students on going reading work, "Today and everyday when you read you will.... because that is what readers do.” 5. Revisit the strategy at the end of the workshop with a whole group share. This allows the teacher to make specific connections to on going reading work in the classroom.
- 6. How “Mini” isMini? The readers’ workshop model is designed to maximize time students are engaged in reading of high-success texts. Get kids reading A LOT! Allow them to read 25-35 minutes independently during your reading block. Have a student keep track of how many minutes in school s/he reads.
- 7. Let’s look atone… Rick Kleine teaches 5th grade. In this video, he shares his thinking about making and adjusting theories as we read. http://youtu.be/CJjGKJawG8U
- 8. Turn and TalkHow did Rick connect the lesson to previous learning? What strategy did he use to teach? How did he actively engage his students? How was the lesson linked to ongoing reading work?
- 9. Types of Mini-LessonsLessons on management and routines Discussing books, choosing books, caring for your reader’s notebook Lessons on strategies and skills Word solving, using visual/print features, fluency, comprehension, text characteristics, personal response Lessons on literary analysis Genres, story elements, text features, author’s craft, character analysis, theme, literary devices
- 10. Turn and TalkFor each of the following mini-lessons, identify one explicit teaching point for your students: Abandoning books (Management) Identifying the organization of ideas in poetry (Skills & Strategies) Analyzing how characters change (Literary analysis)
- 11. Think-Pair-Share Consider astudent. Somebody you have been trying to figure out or get un-stuck. What could you teach that would make the biggest difference?
- 12. Conferring Research DRA2,F & P, reader’s notebook, post-its, open-ended response/writing about reading, observations during mini-lessons, or have the student read for you Decide What does the student do well? Compliment! What does the student need? Teach Apply the 80/20 Rule What 20% instructional strategy will give us the 80% results? TEACH IT!
- 13. Readers’ Profiles--The ResearchBegins District Assessment Data (DRA2, DRP, F&P) State Testing Data (Strands mastered) Learning Style Inventory What does the student do well? What instructional needs are evident, either to fill gaps or to move the student forward to the next level?
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- 16. Teaching as LISTENING--theResearch Continues Look and listen for patterns: Reader’s notebook Reading Logs Anecdotal records Conferring notes Classroom assessments
- 17. Establishing Goals forReaders You’ve collected your data. You’ve analyzed the data for strengths and areas of instructional need What are the patterns across data and performances? Prioritize--apply the 80/20 rule. Create an action plan--methods, frequency, duration, and specific strategies.
- 18. Rick Confers withAmori http://youtu.be/MP8v5cN2YcQ As you watch look for: How he researches his teaching point What he decides to teach How he teaches it
- 19. Turn and TalkWhat evidence of research did you see in Rick’s conference with Amori? What did he decide to teach?
- 20. More Conferring andthe Wrap-up Here Rick Kleine talks a bit about how he established the routine and structure of conferring in his classroom. You can also see excerpts of his work with 2 other individual readers. Notice how he meets each reader where they are within the context of the lesson. http://youtu.be/JrhxmTZ2_JM
- 21. Think again aboutthat student you are trying to get un-stuck. What does s/he do well? What patterns of instructional need can you see across data and observations? What is the 20% thing you can teach this student to get the 80% results? Where can you teach it? How often? For how long? What specific strategies will you use?
- 22. Turn and TalkAn “Aha!” An affirmation A next step for the classroom