Tag Archives: mini-lesson

August #TCRWP Reading: Day 3


“We’re done for the week!” announced Natalie Louis.

And I knew I had the first line of my blog post!

Screenshot 2017-08-09 at 4.31.55 PM

(To think I thought it was going to be, “I don’t need a roller coaster, I teach kids!”)

The questions Natalie had just addressed were:

How do I get better at the Mini-Lesson so it’s a super-duper imprint on the brain?

Like a tattoo instead of a sleep mark?

And the answer was,

Demonstrate LIVE how to get ready for a mini-lesson from the UoS

What will this look like? What are the steps?

  1. Read the teaching point out loud.
  2. Ask what it means?  Bumble around
  3. Practice delivering the teaching point.

(Warning:  It may take more “practice”  before you are ready to say the teaching point out loud to your class.)

4. Go back and Read the connection (Tip: Read the bolds out loud) 

5. Teaching – Read the bolds out loud (Ask questions as you think of them out loud)

6. Active Engagement – Read the bolds out loud 

7. Link – Read bold out loud (Do you need any materials?)

How do you practice Mini-Lessons?  

How do you check your time frames?

You can and should practice collaboratively.  The “out loud Think Alouds” are critical because delivery of a quality Mini-lesson that sticks with the students takes more effort and thinking than merely reading from the spiral-bound page.  That’s a good beginning!  However, the point is to provide a short, focused intimate lesson.  You don’t get that by reading the lesson word for word.  You also don’t get that from whipping up power point / google slides.  The whole group lessons are designed for delivery straight to students’ eyes, ears and mouths from your own eyes, ears and mouth!

Quality practice can involve rehearsing without students and actual instruction with a room full of students.  You could video tape your mini-lesson and view it with a trusted colleague.  This would require leaving out the “But . . .” commentary and just discovering some of the data that is easily observable:

  • Were all 4 components observed?
  • Was the entire lesson less than 10 minutes?
  • How many times did you hear the teaching point?
  • Was there a bit of engagement during the connection?
  • Did you hear the teaching point in all four parts?
  • Was the goal approximation or master?
  • What key phrases did you hear for each of the parts?
  • What were the last three words?

Audio-recording on your phone could be one step prior to the 21st century skill of video-recording your lesson and/or feedback.

How have you worked on improving your mini- lessons?




What are the parts of a Mini-Lesson at TC?

The architecture of a Mini-Lesson at TC looks like this:

Screenshot 2017-08-09 at 3.58.25 PM




Source of Session Information:

Natalie Louis

Bolstering Your Nonfiction Units of Study with Mini-Lessons,

Shared Reading and Read Alouds

This was just one small part of my August #TCRWP Reading Institute Workshop learning!

It was an 11 minute demo that was packed with both learning and laughter that will ever linger in my brain!  A demo from a staff developer who was at TC when the architecture of Mini-lessons was developed.  Tips. Gems to be treasured.  Powerful learning!

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Editing Sticks


ImageTuesday is the day to share a “Slice of Life” with Two Writing Teachers. Check out the writers, readers and teachers here.  Thanks to Stacey, Anna, Beth, Tara, Dana and Betsey for creating that place for us to work collaboratively.

What is the purpose of punctuation?

Many believe that punctuation is most important in writing because it signifies both the beginning and ending of sentences as well as indirect (paraphrased) or direct reporting of speech.  Students in kindergarten are exposed to end punctuation marks (. ? !) as well as these marks associated with speaking (,  “  “).  But is the bigger purpose of punctuation to give the reader the necessary clues to understand exactly what the author has written?  If yes, then the reader also needs those punctuation marks.  Why? Punctuation marks are very important when considering phrasing and smoothness of reading as a part of prosody for fluent readers.  A review of the CCR Anchor Standards found these six as possible considerations when thinking about the value of punctuation for both authors and readers.

CCRR Anchor Standards Considered:

Reading

CCSS.ELA-LITERACY.CCRA.R.1

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCSS.ELA-LITERACY.CCRA.R.3

Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

Writing

CCSS.ELA-LITERACY.CCRA.W.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-LITERACY.CCRA.W.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Language

CCSS.ELA-LITERACY.CCRA.L.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-LITERACY.CCRA.L.3

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

My Version of Editing Sticks

2014-08-22 15.01.39

My tools for this work are editing sticks that I created after seeing some that looked more like clear acrylic chopsticks on Twitter.  The size of the sticks that resembled chopsticks does make them more accessible to working “inside text” but the main feature is that they must be clear.

(Clear disks with a variety of punctuation including:     .   !   ?   ,  “  “ )

 

Inquiry Mini-Lesson for Professional Development with Teachers

Connection:

Remember that we are working with narratives and one way that we “show” instead of “tell” is to add dialogue to our small moments story.  Sometimes as a reader, it is hard to know exactly what a character says because when a speech bubble is not used, the writing does not clearly say or show who is talking.

Name the Inquiry Question:

How do I decide what punctuation to use in my dialogue?  How can partners move the editing sticks around to show exactly what a character says in a story?

Inquiry Set-Up:

With a partner, decide which editing sticks you will use, where you will put them and why.  Jot a note to record your thinking and any questions that develop.

 

   The   principal   said   the   teacher   is   a   great   leader.

 

Active Engagement:

Listen for conversations and watch for jottings that show there is more than one possibility for this statement. (Who is talking? The principal?  Or the teacher?)  Chart some of the jottings to help remember the lesson later. (Possibilities – The principal said, “The teacher is a great leader.”  “The principal,” said the teacher, “Is a great leader.”)

Link:

Authors have to be very careful when they write dialogue in order to make sure that the reader clearly understands who is talking.  Changing the punctuation can change the speaker and/or the speaker’s words.  Continue to study conversations / dialogue as you read to find more examples from mentor texts.  Take time to double check the dialogue in your stories with the editing sticks to make sure that the reader can clearly tell both who is talking and what they are saying.

What kinds of mini-lessons are you using for punctuation, specifically quotation marks for dialogue?  How is this lesson different from Daily Oral Language editing?  How do you combine the “editing” from writing and the “language” conventions for meaningful practice with text that transfers to student learning? 

After all, is the goal “perfect punctuation” or “increased understanding”?  What are your thoughts?

10.26.16 Tweet from Elise Whitehouse (@OAS_Whitehouse):

punctuation sticks.JPG

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