1. Cooking Up Effective Writing Mini-Lessons In Primary Grades
Presented by:
Elizabeth Marsili
Betsey Olotka
Clipart purchased from Scrappin’ Doodles

2. Instructional Framework for Writing Workshop
Closing
Mini Lesson
5-10 minutes
5-10 minutes
* Set focus
* Partner share
Instructional Framework for Writing Workshop
* Standards
* Author’s Chair
* Mentor Text
*Teacher
* model
* Independent Student writing
This is ideal! However, research shows that if you are struggling getting this in than it is better to have 3 fifty minute workshops rather than 5 thirty minute workshops. We want students writing longer than we are talking.
* Small groups
* conferencing
Work Time
40 minutes

3. What is a MINI LESSON made of?
(Architecture)

4. Four main steps in a mini lesson
Connection: students access prior knowledge and hear teaching point.
Teacher Talk:
Yesterday we…
Today I am going to teach you how to…
Teaching: teach ONE skill, strategy, method, etc. during this time.
Teacher Talk:
I want to show you…
Watch and notice how….

5. Four main steps in a mini lesson
Active Involvement: give all the students a quick opportunity to try out the new skill or strategy. Students practice and then turn and talk with their partner.
Teacher Talk:
I would like for you to try this in your writing.
Turn and talk with your partner…

6. Four main steps in a mini lesson
Link: Link to what the class has already learned.
Teacher Talk:
So today and everyday…
As you continue your writing, you may want to…

7. Ingredients of Writing Mini Lessons
Daily during Writing Workshop
Based on grade level standards
Based on student assessments—formal and informal
Short, focused and direct teaching!
Remember, they are
often more efficient than effective

8. How do I plan
mini lessons
for my class?

9. Mentor Texts? What is the
Touchstone Texts or
Mentor Texts? What is the
Difference?
Using Mentor Texts!!
With Mentor Texts you are NOT teaching the book. Rather you are teaching a writing strategy or a craft.
Touchstone texts and mentor texts are often used interchangeably. There are many researchers who will argue they are the same thing; others will argue they are different. Touchstone texts are usually the 3-4 texts you will use with each genre/writing study that you teach. You have read them aloud enough that you and your class are familiar with them. The touchstone texts often will become your mentor texts. These are then the texts that you use to show students good writing whether in mini lessons or in conferencing.

10. Plan your mini lessons using Mentor Texts!!
What can be included in Mentor
Texts:
1. Touchstone texts
2. Teacher produced writing
3. Student writing

11. Plan your mini lessons using Mentor Texts!!
When you begin a new genre study, gather 4-5 mentor texts that you would like to use. Read through those books and decide what these books can be used to teach in writing.
Most unit studies can have 4-5 mentor texts you use throughout to model. The mini lesson is just your
one main teaching point! Find a published book that shows it, a student book, or your already written work.

12. Plan your mini lessons using Mentor Texts!!
Mentor Text Mini-Lessons can focus on:
1. Ideas
2. Structure
3. Written Craft

13. HOW TO Plan your mini lessons using Mentor Texts!!
Your goal is to say something like, “let me show you how this author did ___________. Let me show you how I tried it out. Now, why don’t you see if you can try it out.”

14. Stop HERE! Choose a book and try it out!
Use the grade level checklist and rubric
What would you teach using this mentor text?
Stop HERE!
Choose a book
and try it out!
Pick 1 or 2 colleagues to work with and be ready to share some ideas in 5 minutes.

15. Teaching with the Teacher’s Writing…
Students need to view you as a writer.
Use a piece you have already written
It is often most beneficial to share a book/piece of writing you have already written. Students see teachers write all day. A mini lesson may not be the best time to show them how to write unless you are modeling something they need to see such as finger spaces, stretching out words and sounds, adding punctuation, etc.
If you want them to help you add on, have the initial part of your book already written.
If modeling writing, only model a portion.

16. Using a student’s written text…
Be purposeful in your selection
Using a student’s written text…
Make sure you have conducted a conference
Be very purposeful when choosing a student’s work as a mentor text. It will be someone you have conferenced with who has modeled what you want the class to notice. It is not a time to correct the student’s work or use it as an example of incorrect writing.

17. Planning lessons based on student’s writing
Use the grade level rubric and genre checklist to help you.
Planning lessons based on student’s writing
Take a look at the grade level narrative writing samples.
With a partner, decide on 1-2 mini lessons you would want to teach based on the student’s writing.
Writing samples from the UNITS of STUDY will be copied and provided to pairs of teachers.

18. Last
But not least…

19. Ingredients of Effective Mini Lessons
The teacher has something to teach and she gathers the whole class around to teach it.
Typically fall into one of these categories:
Procedural
Qualities of good Writing
Writer’s Process
Editing Skills

20. Ingredients of Effective Mini Lessons
Unit pacing is based on district recommendations and purposeful planning based on students’ needs.

21. What’s the job of the MASTER CHEF (teacher)?
revisit what has been previously learned
set the learning target for the day
model the writing technique desired whether through a mentor text or teacher modeled writing
Link to what you expect students to include in their own writing.