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Building better readers


Building Better Readers Through Strong Minilessons

Building Better Readers Through Strong Minilessons

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  • 1. Building Better Readers Through Strong Minilessons Presented by Betsey Kennedy-Olotka Elizabeth Marsili
  • 2. Essential Questions • What are the key components of a strong minilesson? • How do I design minilessons that impact readers in brief amounts of time?
  • 3. Daily 5 Schedule/ Reading Workshop Schedule Daily 5 Intermediate Schedule Minilesson Reading Workshop Schedule Work Session Closing Focus Lesson Focus Lesson Work Session Work Session Closing
  • 4. The Structure of Reading Workshop Place the words and phrases in the appropriate sections of the Reading Workshop Instructional Framework. MinilessonClosing Work Session
  • 5. The Structure of Reading Workshop: Work Session MinilessonClosing Work Session • 40+ minutes • Independent Reading • Guided Reading or Strategy Groups • Conferencing • Response to Reading • Daily 5 • Literacy Stations
  • 6. The Structure of Reading Workshop: Closing MinilessonClosing Work Session • 5-10 minutes • Review of Minilesson • Partner Share or Book Clubs
  • 7. The Structure of Reading Workshop: Minilesson MinilessonClosing Work Session • 5-10 minutes • Whole Class • Teacher-led • Specific Teaching Point • Read-Aloud/Think-Aloud • Develop Teaching Charts/Anchor Charts
  • 8. The 5 W’s of Minilessons • Who? • When? • Where? • What? • Why? Explicit instruction Authentic Learning Attention Spans Community Gradual Release
  • 9. The Big Question:
  • 10. Minilesson in Action
  • 11. Minilesson Observations
  • 12. A Closer Look at the Architecture of a Minilesson 1. The Connection 2. The Teaching Component 3. Active Involvement 4. The Link
  • 13. The Connection • First 2-3 minutes • Connect to previous lessons • Intimacy and Immediacy – Personal Stories/Student Examples – Work is important today and everyday • Specific Teaching Point & Procedure – “Today I’m going to teach you ____, by ________.”
  • 14. Teaching Component • Focus on something that is universal in reading • Revisit familiar read-alouds • Demonstrate (Think Aloud) • Teach small • Have students think along with you • Remind students that they should try this too
  • 15. Active Involvement • 2-3 minutes of practice • Use a specifically chosen portion of a shared text • Every child is actively involved, not just listening
  • 16. The Link • Restate what children should have learned • Remind students that this will always be important for reading • Add teaching point to compilation chart • Quickly review previous lessons • “Off you go.”
  • 17. Minilesson in Action Check off the elements you see included in this minilesson as you watch.
  • 18. Minilesson Observations
  • 19. How do I know what to teach? Think about your own reading
  • 20. How do I know what to teach? Read and think about teaching points
  • 21. How do I know what to teach? Listen to your students
  • 22. How do I know what to teach? Consider other resources Units of Study for Teaching Reading: A Curriculum for the Reading Workshop, Grades 3–5 Frank Serafini’s Reading Workshop Books Guiding Readers and Writers, Grades 3–6, Fountas and Pinnell
  • 23. Creating Minilessons Time to try your hand at this!