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Mini-lesson and Conferences

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Mini-lesson and Conferences

  1. 1. Planning the Effective Mini-Lesson and Conferences November 8, 2011 Karen Hartle and Michelle Klee
  2. 2. Think-Pair-Share <ul><li>How do I decide what to teach and when? </li></ul>
  3. 3. Instruction Assessment Planning
  4. 4. The Mini-Lesson <ul><li>Should be clear and concise. </li></ul><ul><li>Contains a single teaching point that is explicitly modeled with a demonstration of transference into independent work. </li></ul><ul><li>The teaching point is necessary for MOST of the students in your class. </li></ul><ul><li>Provides an opportunity for student interaction. </li></ul><ul><li>Can be reinforced and extended in conferences and subsequent mini-lessons. </li></ul>
  5. 5. Structure of the Effective Mini-Lesson <ul><li>1. Connect lesson with lesson from the day before stating what will be learned and setting the purpose for today's reading work. </li></ul><ul><li>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. </li></ul><ul><li>3. Actively engage students in strategy use  with  a quick opportunity to try it out or discuss with a partner. </li></ul><ul><li>4. Link the lesson to the students on going reading work, &quot;Today and everyday when you read you will.... because that is what readers do.” </li></ul><ul><li>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. </li></ul>
  6. 6. How “Mini” is Mini? <ul><li>The readers’ workshop model is designed to maximize time students are engaged in reading of high-success texts. </li></ul><ul><ul><li>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. </li></ul></ul>
  7. 7. Let’s look at one… <ul><li>Rick Kleine teaches 5th grade. In this video, he shares his thinking about making and adjusting theories as we read. </li></ul><ul><li> </li></ul>
  8. 8. Turn and Talk <ul><li>How did Rick connect the lesson to previous learning? </li></ul><ul><li>What strategy did he use to teach? </li></ul><ul><li>How did he actively engage his students? </li></ul><ul><li>How was the lesson linked to ongoing reading work? </li></ul>
  9. 9. Types of Mini-Lessons <ul><li>Lessons on management and routines </li></ul><ul><ul><li>Discussing books, choosing books, caring for your reader’s notebook </li></ul></ul><ul><li>Lessons on strategies and skills </li></ul><ul><ul><li>Word solving, using visual/print features, fluency, comprehension, text characteristics, personal response </li></ul></ul><ul><li>Lessons on literary analysis </li></ul><ul><ul><li>Genres, story elements, text features, author’s craft, character analysis, theme, literary devices </li></ul></ul>
  10. 10. Turn and Talk <ul><li>For each of the following mini-lessons, identify one explicit teaching point for your students: </li></ul><ul><ul><li>Abandoning books (Management) </li></ul></ul><ul><ul><li>Identifying the organization of ideas in poetry (Skills & Strategies) </li></ul></ul><ul><ul><li>Analyzing how characters change (Literary analysis) </li></ul></ul>
  11. 11. Think-Pair-Share <ul><li>Consider a student. Somebody you have been trying to figure out or get un-stuck. </li></ul><ul><ul><li>What could you teach that would make the biggest difference? </li></ul></ul>
  12. 12. Conferring <ul><li>Research </li></ul><ul><ul><li>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 </li></ul></ul><ul><li>Decide </li></ul><ul><ul><li>What does the student do well? Compliment! </li></ul></ul><ul><ul><li>What does the student need? </li></ul></ul><ul><li>Teach </li></ul><ul><ul><li>Apply the 80/20 Rule </li></ul></ul><ul><ul><ul><li>What 20% instructional strategy will give us the 80% results? TEACH IT! </li></ul></ul></ul>
  13. 13. Readers’ Profiles--The Research Begins <ul><li>District Assessment Data (DRA2, DRP, F&P) </li></ul><ul><li>State Testing Data (Strands mastered) </li></ul><ul><li>Learning Style Inventory </li></ul><ul><li>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? </li></ul>
  14. 16. Teaching as LISTENING--the Research Continues <ul><li>Look and listen for patterns: </li></ul><ul><ul><li>Reader’s notebook </li></ul></ul><ul><ul><li>Reading Logs </li></ul></ul><ul><ul><li>Anecdotal records </li></ul></ul><ul><ul><li>Conferring notes </li></ul></ul><ul><ul><li>Classroom assessments </li></ul></ul>
  15. 17. Establishing Goals for Readers <ul><li>You’ve collected your data. </li></ul><ul><li>You’ve analyzed the data for strengths and areas of instructional need </li></ul><ul><li>What are the patterns across data and performances? </li></ul><ul><li>Prioritize--apply the 80/20 rule. </li></ul><ul><li>Create an action plan--methods, frequency, duration, and specific strategies. </li></ul>
  16. 18. Rick Confers with Amori <ul><li> </li></ul><ul><li>As you watch look for: </li></ul><ul><li>How he researches his teaching point </li></ul><ul><li>What he decides to teach </li></ul><ul><li>How he teaches it </li></ul>
  17. 19. Turn and Talk <ul><li>What evidence of research did you see in Rick’s conference with Amori? </li></ul><ul><li>What did he decide to teach? </li></ul>
  18. 20. More Conferring and the Wrap-up <ul><li>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. </li></ul><ul><li> </li></ul>
  19. 21. Think again about that student you are trying to get un-stuck. <ul><li>What does s/he do well? </li></ul><ul><li>What patterns of instructional need can you see across data and observations? </li></ul><ul><li>What is the 20% thing you can teach this student to get the 80% results? </li></ul><ul><li>Where can you teach it? How often? For how long? What specific strategies will you use? </li></ul>
  20. 22. Turn and Talk <ul><li>An “Aha!” </li></ul><ul><li>An affirmation </li></ul><ul><li>A next step for the classroom </li></ul>