I agree with Troy and if you're making the read aloud the minilesson
(modeling how to stop and predict i.e.) then you can also make it an
interactive read aloud with students actively engaged throughout. I do
often break a good, lengthy pic book over 2 days.
Other times , the actual minilesson may be a shorter to the point
lesson that is only 10 min. If I'm modeling how to construct a
character map on the Smartboard, I base it on the character from the
read aloud and record key facts on the map. Students would then try
this out either in guided reading or with their book. The minilesson
is the teaching point so it's true that some are actually a little
more on the maxi side.
Linda
Grade 4
On May 15, 2011, at 11:18 PM, Troy F wrote:
When you use a picture book you do not have to finish it in one
lesson. I always broke the picture book into 2-3 parts. I was
taught by a great literacy coach that mini lessons should be 10-15
minutes long. You will run long from time to time. You just have to
keep in mind your mini lesson is one component in your whole
literacy program. For your program to be successful all components
have their place. Sometimes less is more. A mini lesson plants a
seed and then you follow up and grow the flower.
Troy Fredde
On May 15, 2011, at 6:43 PM, Rosa Roper <[email protected]> wrote:
Hello,
I am looking for some guidance on teaching mini-lessons - mostly b/
c my mini's are actually maxi's...
I found a book that somewhat breaks down the structure of a mini-
lesson, but it also says to read a picture book, now when that
happens we are looking at about a 40 minute lesson (NOT MINI)! Is
the mini the amount of time you spend teaching, practice with a
book not included???
How do you keep your lessons in check? A run down would really be
helpful - if you have a lesson already typed out that you could
email me that would also be really helpful :-)
So is there a place for shared reading in a mini? Or even a read
aloud? A reading coach once told me that the mini lesson came after
a whole group shared experience (I teach 3rd) however that seems
like way too much to teach a whole lesson and then do another one
even if it is a mini...
I also had a question concerning the Comprehension Toolkit: those
are really long lessons even if you use different text - to make
them shorter I have tried breaking the components down so that one
lesson lasts a few days - is that then considered a mini lesson?
Right now I teach about 30 minutes and then students have up to an
hour for independent reading while I confer or pull groups. 30
minutes seems too long and I would like to be more time effective
so I try to a structure like Daily 5. My district allows us a 30
minute reading block.
Any help would be appreciated!
Thanks
Rosa
3rd grade
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