- Teacher Biographies
- Student Support
NY Reading Program
Architecture of a Mini-lesson:
- Connect : tell students about what they will be taught and talk about how this lesson will fit into the work they've been doing and how it will fit into their lives as writers and readers
- Teach : demonstrating a strategy or retelling a vignette or re-enacting something we've seen others do
- Active Engagement: the children are given an opportunity to try what has been taught, or to imagine themselves trying it.
- Link : We link the Minilesson to the ongoing work of today's workshop. This makes it likely that at least some children transfer the Minilesson to their independent work, and that it becomes part of their ongoing repertoire.
- Share : At the end of the workshop we gather students to share.
- Learn from direct instruction: Minilesson
- Read independently and in partnerships
- May be gathered for small-group guided reading or strategy instruction
- Meet with the teacher for individual conferences
SMALL GROUP STRATEGY LESSON
Just right books
- Sounds like a conversation as you read (fluency)
- You know almost all the words (vocabulary)
- Mostly makes sense (comprehension)
In this "group discussion" format, students are coached to:
- Listen.good talk lies in the listening to others and to authors
- Stretch out their thinking by saying because..
- Support their thinking by providing evidence from the text
- Ask questions of other students like:
- Can you say more?
- Why do you think that?
- What do you mean by that?
- Can you give me any example from the story?
- Discuss with their peers without looking for teacher approval.students may argue with each other. It is acceptable to disagree. If there is a disagreement, the text must be consulted and proof must be given to show which argument is the strongest. Or, there may be different points of view.