Architecture of a Minilesson

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1 Architecture of a Minilesson Research: Minilessons are meant as intervals for explicit, brief instruction in skills and strategies that then become part of a writer s ongoing repertoire, to be drawn on as needed. Gather your writers everyday and say, I ve been thinking about the work you ve been doing, and I want to give you just one tip, one technique However, the most important words of a minilesson come at the end when you say, off you go... This is when they go off and use that new skill if necessary for them that day. Minilesson need only to be 10 minutes long, yet within this short time there are four component parts: CONNECTION- This is the listen up phase begins with a connection to their ongoing work, possibly with the help of an anchor chart, or discussion about what they ve been doing. Ends with a teaching point what you re hoping they ll try today in their writing. You could say: Come close. I ve been thinking and thinking about what the one, most important tip I can give you might be, and it is this Writers, can I tell you a secret? I want to let you in on something that I do when I m writing TEACHING- This part sometimes relies on a mentor text (typically one or two texts are used as mentor texts throughout a unit). This part could also rely on you modeling your writing. The teacher usually works on his/her own piece of writing along with the class throughout the unit. Teaching can be done in the following ways: Demonstration- teacher modeling Explanation with an example- lecture, with illustrations, talking through the process of using new strategy Inquiry- most common way to engage- simply ask, How do you think we? ACTIVE ENGAGEMENT- Gives the students a chance to try what you ve just taught them. Just like guided practice, they do, you prompt them, and scaffold accordingly. Active Engagement can be done in the following ways: Students can continue to work on the next part of the demonstration text Students can transfer what they have learned to another class text or their own writing Students can act as researchers, naming what you ve done in your demonstration Students can find/mark a place in their own writing where they could use today s strategy

2 LINK- Less like a closing to your minilesson and more a LAUNCH! The last few things you say need to wrap up your entire minilesson in such a way that your students carry that strategy back to their writing lives. The goal is not necessarily to have the students use today s skill today, but to add it to their repertoire of skills, using it later or whenever the time is right for them. Remember to say: Today and every day when you write Whenever you are in this writing situation

3 Architecture of a Writing Conference Research: To develop a hunch, open up possibilities of teaching & look for compliment about the writer. Follow up on last conferences, small group work & mini-lessons (conference notes). Look for evidence of students thinking during writing (making changes to their writing, notes in margins of writer s notebook). ASK: How s your writing going? What s your writing piece about so far? What are you trying as a writer? Show me where you are doing this? Is there anything that you feel you are doing great or not so great as a writer? COMPLIMENT: Give a rose, not a petal! Compliments are rare. Use them to build a relationship between the teacher and the student. A compliment can carry a child all day long! One thing that you re doing really well is Nice job with your It s amazing how well you did I can tell you ve been trying what we re learning in our mini-lessons! I m so proud of you for trying TEACH/MODEL: Teacher should model skill or strategy that the student needs to work on. Have your own writer s notebook with you to model, or use small white board. One thing you re ready to try is You may also want to try Let me show you how to ACTIVE ENGAGEMENT: Students try this skill/strategy in their writing while you are there to coach them Now you try it LINK: Students may add their new writing goal to their notebook to refer back to when they re writing. Encourage them to share any new strategy with a partner, group, etc. Teacher then makes notes on conference forms. Now and always when you re writing I hope you will I ll check back with you to see how you re doing

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