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Creating & Teaching Minilessons

Learn the importance of using minilessons to teach writers, their essential classroom context, and the achievements they bring for teachers and students. Explore the components of a minilesson and example scenarios for effective implementation.

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Creating & Teaching Minilessons

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  1. Creating & Teaching Minilessons Sally Martin SI 2016 June 7th

  2. Why use minilessons to teach writers? Your ideas: • Preserves workshop time • Sets the stage for conferences • Focuses on targets

  3. What classroom context is essential for minilessons to work effectively? Your ideas: Writing Workshop • Extended Time • Consistent Writing Opportunities • Writing Autonomy

  4. What do minilessons achieve for teachers & students? Your ideas: • Teaching Structure • Focused Feedback • Skill Development through Practice

  5. What are the components of a minilesson? Your ideas: • Connection • Teach • Have a Go • Link to Student Writing

  6. Demonstration

  7. A Closer Look Components • Connection • Teach • Have a Go • Link to Student Writing 

  8. For Example: Connection Many of you use the word “flow” to describe your reading of a piece or problems drafting. What do you mean by it? What is “flow” and how do writers accomplish it? I will answer this question for you in this minilesson, focusing specifically on allusion.

  9. For Example: Teach “I was wiping my ass with poison ivy again, this time on a daily basis, but I couldn’t ask for help. That’s not the way you did things in my family” (89).

  10. For Example: Have-A-Go What other allusions do you recall from King that develop his ideas about writing? Share with a partner.

  11. For Example: Link to Student Writing As you consider what kind of word or words to repeat, think “allusion.” If you do, post your allusion on the whiteboard and share during share time.

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