2.  Think about your current reading workshop. What one word would you use to describe it.  Find your group.  Discuss your word and why you chose it.

3.  * Common Core Speaking and Listening Standards  *Video Clip – Preparing for Small Group Work  *10 Minute Break  *Architecture of a Mini-lesson – Making it Your Own  Collaboration on the New Unit - Insights Into Characters

4. There are 4 Literacy Strands Reading Reading Writing Writing Speaking and Listening Speaking and Listening Language Language

5. › Comprehension and Collaboration (1-3) › Presentation of Knowledge and Ideas(4-6)

6.  Look at the Speaking and Listening Standards for your grade level.  In what ways do the reading units address these standards?

7.  View video clip.  Learning map reflection › What do you notice? › What are you already doing? › What might you try?

8. Take a break!

10.  How do you set expectations?  How do you bring students to the meeting area?  Where/ how do students sit?  How do you let students know it is time to begin?  What consistent routines provide structure?

13.  Make it exciting  Tell a personal story.  Connect to a student sample.  Remind students of the previous day‘s teaching point.  Refer to the mentor text  Notice student achievements.

14. Names and demonstrates or models one skill or strategy.  Explicitly name the teaching point  Use clear, explicit, simple language  Use signal words to: › Cue the demonstration › Start the demo › Alert students

15.  Teacher provides a shared text  Students research a demonstration  Students restate their understanding of a teaching point  Students imagine how they’ll use the strategy

16.  Symphony  Turn and Talk (eye to eye, knee to knee)  Thumbs up, Thumbs down  Partner 1, Partner 2  Whiteboards

19. What students are doing What the teacher is doing Reading self-selected books Responding to reading Practicing the minilesson strategies Meeting with small groups of students to provide reading instruction based on needs Conferring with students to support individual needs

21.  Choose a colored slip.  Find the other people in the room who share your color.  Collaborate and plan how you will teach the minilesson.  Don’t forget to find the “tricky” parts of the lesson.

22.  One thing I will do...