Structure of Writer's Workshop
Guidelines for an Effective Mini Lesson
Effective mini lessons follow a similar structure. The content of the lesson will change each day but the structure of the mini lessons should remain consistent. Rarely will a particular mini lesson require a different structure. All mini lessons should be designed and planned to match the purpose and the content of the lesson.
Connection
The mini lesson begins with a connection. Students are told how today’s learning will connect to previous learning and how it will help them become better readers or writers.
Teaching Point
The teacher states the teaching point. This is what you the teacher will be teaching the students in the mini lesson. There should be no question about what students will learn by the end of the mini lesson and students should be able to verbally state the teaching point of every mini lesson. (Teacher – “Today I am going to teach you how an author helps you visualize and experience the story using think rich description. The author helps you feel like you are truly there – in the story.”
Teaching
The teacher now teaches the students something they will begin to use in their own reading or writing. There are several strategies a teacher may use:
Demonstration – The teacher will involve the students as she thinks aloud through the strategy by modeling what good readers and writers do.
Guided Practice – The teacher guides the students through the process by providing clear prompts. The goal is for the students to do the process independently after the teacher walks them through the process a few times.
Explanation with Example – This strategy demands clear and memorable teaching. The teacher clearly states the strategy and provides information on the topic by talking students through the process we are teaching.
Inquiry – The teacher begins with a question and as a class, students study to answer the question.
Active Engagement
After teaching, students are provided an opportunity to try what has been taught with teacher support. It may be individual students practicing the strategy with support or practicing the skill with a partner.
Adapted from Calkins, L. (2013). Units of Study in Opinion, Information and Narrative Writing. Portsmouth, NH. Heinemann.
Link
The mini lesson ends with a link to what the class has learned in previous lessons and how this will make them a better reader or writer. The teacher can end the lesson in the following ways to increase the likelihood students will transfer the learning to their independent reading and writing:
“You already learned… and today you have one more strategy to add…”
“How many of you will do this today?”
“I’d like for everyone to try out this strategy today to see how it helps you as a reader/writer.”
A Few Tips:
§ The Connection should engage students and get them excited about the learning they are about to engage in.
§ Every Connection should end with a Teaching Point. This should be exactly what the teacher plains to teach and should be reiterated throughout the mini lesson. It must be stated in a way students will remember and raise their interest.
§ Teachers must be conscious of the work it takes to do the strategy being taught. Skilled readers and writers do these skills/strategies instantly and effortlessly. Teachers must remember that we must make the content accessible to students who struggle to perform these strategies. Instruction must be explicit and clear.
§ During Active Engagement, it is important teachers restate the skill/strategy students will be trying in a way that makes the learning something they can continue to do in their own personal reading or writing.
§ During Active Engagement, be sure your prompts are ones students can internalize and use for themselves. Teachers want students to be able to prompt themselves as they work independently.
§ When using turn-and talk, teachers must not only monitor students talking to their partner but listening and providing feedback to their partner.
§ Mini lessons should be memorable and replicable.
§ Learning is cumulative. Students must retain why they learn in the mini lesson. We want our students to build upon previous lessons and draw upon the skills and strategies as they read or write each day.
Connection
The mini lesson begins with a connection. Students are told how today’s learning will connect to previous learning and how it will help them become better readers or writers.
Teaching Point
The teacher states the teaching point. This is what you the teacher will be teaching the students in the mini lesson. There should be no question about what students will learn by the end of the mini lesson and students should be able to verbally state the teaching point of every mini lesson. (Teacher – “Today I am going to teach you how an author helps you visualize and experience the story using think rich description. The author helps you feel like you are truly there – in the story.”
Teaching
The teacher now teaches the students something they will begin to use in their own reading or writing. There are several strategies a teacher may use:
Demonstration – The teacher will involve the students as she thinks aloud through the strategy by modeling what good readers and writers do.
Guided Practice – The teacher guides the students through the process by providing clear prompts. The goal is for the students to do the process independently after the teacher walks them through the process a few times.
Explanation with Example – This strategy demands clear and memorable teaching. The teacher clearly states the strategy and provides information on the topic by talking students through the process we are teaching.
Inquiry – The teacher begins with a question and as a class, students study to answer the question.
Active Engagement
After teaching, students are provided an opportunity to try what has been taught with teacher support. It may be individual students practicing the strategy with support or practicing the skill with a partner.
Adapted from Calkins, L. (2013). Units of Study in Opinion, Information and Narrative Writing. Portsmouth, NH. Heinemann.
Link
The mini lesson ends with a link to what the class has learned in previous lessons and how this will make them a better reader or writer. The teacher can end the lesson in the following ways to increase the likelihood students will transfer the learning to their independent reading and writing:
“You already learned… and today you have one more strategy to add…”
“How many of you will do this today?”
“I’d like for everyone to try out this strategy today to see how it helps you as a reader/writer.”
A Few Tips:
§ The Connection should engage students and get them excited about the learning they are about to engage in.
§ Every Connection should end with a Teaching Point. This should be exactly what the teacher plains to teach and should be reiterated throughout the mini lesson. It must be stated in a way students will remember and raise their interest.
§ Teachers must be conscious of the work it takes to do the strategy being taught. Skilled readers and writers do these skills/strategies instantly and effortlessly. Teachers must remember that we must make the content accessible to students who struggle to perform these strategies. Instruction must be explicit and clear.
§ During Active Engagement, it is important teachers restate the skill/strategy students will be trying in a way that makes the learning something they can continue to do in their own personal reading or writing.
§ During Active Engagement, be sure your prompts are ones students can internalize and use for themselves. Teachers want students to be able to prompt themselves as they work independently.
§ When using turn-and talk, teachers must not only monitor students talking to their partner but listening and providing feedback to their partner.
§ Mini lessons should be memorable and replicable.
§ Learning is cumulative. Students must retain why they learn in the mini lesson. We want our students to build upon previous lessons and draw upon the skills and strategies as they read or write each day.
elements_of_a_conference_bookmark.pdf | |
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conference_forms.xls | |
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Guidelines for the Writer's Notebook
Use of the Writer’s Notebook
A Writer’s Notebook is an essential spring board for the pieces that will later be crafted in writers’ workshop. It is where students brainstorm topics, play with leads and endings, tweak a new revision strategy, or test out a genre for the first time. A writer’s notebook gives students a place to live like a writer.
It is a place for writers to:
A Writer’s Notebook is an essential spring board for the pieces that will later be crafted in writers’ workshop. It is where students brainstorm topics, play with leads and endings, tweak a new revision strategy, or test out a genre for the first time. A writer’s notebook gives students a place to live like a writer.
It is a place for writers to:
- Generate ideas for topics
- Write and rewrite entries that elaborate on ideas from their list
- Create graphic organizer to plan his/her writing
- Reflect on how he/she has grown as a writer