Second Chance Reading Examples of Mini-lessons

Iowa Teacher Development Academy 2006 Mini Lessons Short Focused Singular focus Data based Explicit instruction –Need to teach the declarative, procedural and conditional knowledge associated with reading strategies

Iowa Teacher Development Academy 2006 Explicit Instruction Organized support for learning specific comprehension strategies –Explicit teacher modeling (state what you will teach them, why it is important and when they will use it) –Guided practice with gradual release of responsibility –Independent practice

MINI LESSON-CHOOSING INTERESTING WORDS Explicit Instruction

Interesting words: Explicit teacher modeling Today we will be talking about how to find interesting words in our independent reading books. Interesting words are words that we want to add to our vocabulary because of the way they sound as we read them, are used in a different way then what we expect, or because we may not be totally clear on what they mean. Good readers are always looking for interesting words because they know that the best way to build vocabulary is to read or to be read to. This is an important skill because having a good vocabulary helps us to understand what we read.

Interesting Words: Teacher Modeling

Interesting Words: Guided Practice

Interesting Words: Independent Practice Now, I would like for you to read independently in your own book. Read a page and hunt for interesting words that you can harvest for your vocabulary box. Write them on the sticky note I have given you. We will share these words and place them on our Interesting Words Board. Remember Interesting words are words that we want to add to our vocabulary because of the way they sound as we read them, are used in a different way then what we expect, or because we may not be totally clear on what they mean. Good readers are always looking for interesting words because they know that the best way to build vocabulary is to read or to be read to.

MINI-LESSON INFERENCE Explicit Instruction

Inference: Explicit teacher modeling Today we will be talking about inferences. Inferring is the ability to “ read between the lines ” to discover the author ’ s meaning that is implied, but not directly stated. Good readers make inferences as they read to help better understand the author ’ s message. This is an important comprehension strategy you will use as you read many different texts.

Inference: Explicit teacher modeling “ Remy hated trying to talk while driving. There was far too much to think about. Traffic behind and ahead. Traffic to the left and traffic to the right. Curbs and signs and red lights and turns. Foot on brake and hands on wheel. ” –Cooney, C., Driver ’ s Ed, Dell Laurel-Leaf, 1994, p. 5.

Inference: Guided Practice “ He knew he was not teaching. He was merely there and they were merely there. Time passed and then they left. Year after year he and they drifted through an eight-week session. ” –Cooney, C., Driver ’ s Ed, Dell Laurel-Leaf, 1994, p. 8.

Inference: Independent Practice “ Morgan ’ s parents had far greater plans for their son than normalcy. They expected straight A ’ s, brilliance in field and gym, leadership in student government, astonishing achievement in some unusual and fascinating activity, plus a clear complexion. ” –Cooney, C., Driver ’ s Ed, Dell Laurel-Leaf, 1994, p. 21.