Chapter+5

Chapter 5
**#1** **power in problems** // Minilessons are described on p. 82 and beyond as a pulling of “the classroom community together to take on a problem”. So problems are good things? Problems might become the glue to hold together a community’s learning? How does that affect you view of problems in your classroom… problems with your readers… problems with your instruction? How do you think that will impact your outlook this year when assessing your readers and determining instructional goals? Might we be called to revise our outlook on problems? Might problems become powerful tools to tighten up ownership in our reading community? // ﻿Response:

There is power in problems, I like the word "challenges". In life as in our classroom there are challenges. I have often stopped and called my students together to revise my instructional goals. Because this year I am looking at being more authentic in my research of what the needs of my charges will be I and my children will be experiencing a lower stress level. We together will have ownership of our reading community. I, as M.J. will include my parapros in my plan for the year. M.J., you are so right on the obsevation piece. The Teacher's Manual is "me", the observation is us.

Margaret Fox

I have two IA's who also give instruction in our classroom. So, I am teaching them how to present lessons that are consistant with 'The Plan'. When they see a problem with student learning or the modality of the presentation, we hold a 'Pow-Wow' and figure out a new strategy. I know I have days when I may not be able to reach some students, but am not offended when I see one of the IA's try another method. We work together as a team using the tools that we have to assess readers and determine instructional goals. I am pretty flexible and am able to realize that **the topics for minilessons don't come from a manual, but from our observations of readers.(pg. 83)** M.J.

"Minilessons power the curriculum", p. 82. So true! I often feel, as a Kindergarten teacher, that my entire day is made up of "mini lessons". They may or may not be related to reading, but they are mini lessons, too. That being said, I like how on p. 84-85 it is clearly layed out how to compose a mini lesson for the purpose of a reading workshop (with the 5 parts of connection, teaching, active involvement, linking & follow-up). Kari

So unfair of you to take the piece I highlighted and turn it into a discussion! :>) Just like trying to hit cross-curricular lessons and get as much mileage as I can from everything I do I saw this simple statement on P.82 to mean a lot to me. I'm reading for reading startegies but anytime I find something to also help with classroom management or problem solving it makes sense if we identify it with the class, discuss it, talk about or research ways to fix it, try it, and then share how effective our efforts were. I like how M.J. named it a Pow-Wow, I can turn that vocabulary into a predictable structure for problem solving with my students. I appreciate structure myself, and like Kari pointed out the 5 parts of the mini-lesson "connection, teaching,active involvement, link, and follow-up", I feel a sense of security and I think my students will also when we get into a set routine and procedure for our reading workshop. Mike  Chapter 5 from Bobbi Friend #1 The idea that a mini-lesson can stem from a problem goes back to the initial question of flexibility. If our planning is too rigid, the idea of creating a mini-lesson that arrises due to an issue in our reading community becomes difficult to imagine. However, when we loosen up the plan book a little, a mini-lesson developed to take care of a reading workshop problem becomes a powerful tool. I had an experience similar to the example on page 83 when Lucy discusses a mini-lesson on a Monday based on the lack of reading that students are doing at home. We can use the structure of the reading workshop to make those valuable lessons. The mini-lesson examples listed on page 83 were all lessons that I used in reader’s workshop in third grade, and I am sure I will use similar ones in sixth grade as well. Carefully developing the structure for workshop is essential for a successful workshop.

Without problem we could all go home. On pg 83 I appreciated the summary of thestring of mini lessons. I even more appreciate the binder that was presented during the year long work shop. Itlets a teacher look at the year long progression and focus on this years classroom needs. KDN

As Bobbie said, “…when we loosen up the plan book a little, a mini-lesson developed to take care of a reading workshop problem becomes a powerful tool.” I believe it is so crucial that in order to meet my students’ needs I observe and find out what they need, in addition to informing my instruction with the objectives in the unit and the district/state standards. I desperately want to avoid being a machine that spits outs pre-determined lessons just because my plans say I should be on day 5 of strand 3 in unit 2! I see myself being prepared with the general course of direction but welcoming the problems that arise. It is through working through real-life problems that people learn best. The problems that come up serve as fertile ground for meaningful learning to occur. The same applies for my instruction. If something isn’t working I need to work to figure it out with an attitude of appreciation for the opportunity to learn and grow as an educator. I humbly accept the role of student and teacher in my classroom! Sara Sabourin I too like MJ's and Mike's idea of the Pow Wow. In my room we just call a meeting. Kids always ask me what I do at meetings and I tell them that meetings are when grown-ups get together to solve problems, discuss things, or get information so we have classroom meetings when we need to address somthing as a group. First graders love doing something that grown-ups do. Many times during a meeting I tell the kids that I didn't do a very good job at teaching a particular skill so I need to bring them together to try another way. I see the importance of being flexible enough to let the learning happen before pushing on to the next expectation while realizing that I am responsible for keeping up with the district's pacing guide. I love Sara's comment, "I humbly accept the role of student and teacher in my classroom!" i remember hearing something to the effect of "A common enemy brings people together." I would also say, "A common problem brings people together." When we work together to solve a problem it becomes personal to all of us and we want to support each other's efforts. I have seen kids really rise to the occassion when it is in the best interest of the whole group! --Jodee Tuttle

// Regarding the discussion about questions in a minilesson on page 88 and beyond, what was your thinking? Please include any reactions to the text, personal examples from experience, or goals for your instruction this year. // Response:
 * 1) ** 2 **
 * questions in minilessons **

In reading **The Connection** on pages 88 and 89, I see myself doing a little of both strategies. It depends on whether or not I am trying to assess if the students were really paying attention when I gave them the 'heads up' at the end of the day. For example, at the end of the day, I briefly give them an overview of what will take place the next day and what they might need to do to prepare for it. In reference to the minilesson, I think the architecture of a minilesson is basically what we learned when we used the ITTIP lesson format. **1.** **Begin with the connection.** **2.** **Teach what we would like the students to try.** **3.** **Give them an opportunity 'to try it out.' Active Involvment Phase.** **4. We Link the minlessons to the ongoing work of the workshop and the student' lives as readers and writers.** **5. Follow-up on the minilesson.** My lessons usually last anywhere from 15-30 minutes. Otherwise it is too long and they will lose interest. Additionally, I try to teach to each persons strengths and offer technological supports/PEC/Sign Language/ etc...to ensure they have equal opportunity to participate in our lessons. It can be a lot to cover just for one lesson, but that is what we do. M.J.

I think that the way Lucy has told us to begin our mini lessons is good because the teacher directs how the lesson is to preceed. First grader's attention spans are so very short that it is important to get right to the point so we "avoid spending half the minilesson reviewing yesterday's work." Most of the children have numerous stories to share and love to do so at the expense of the class. They become restless and confused. Like M.J., my mini-lessons are short abot 15 minutes to try to keep their attention. Ronda

My min ilessons are usually short 10 minutes— Through demo and other small group, compliments or individual conferencing—the minilesson topic unfolds to the student at the level they are at. Page 90 summarizes the ideal way I like to model a mini lesson. KDN

It drives me crazy to hear teachers ask questions (and that I used to do way more of in the past) that make children feel like they’re grasping to figure out what the teacher wants to hear. It reminds me of that scene in the movie, //Ferris Bueller’s Day Off// when the teacher repeats himself over and over looking for one simple right answer. It’s painful to watch! The line of questioning that Calkins explains she //doesn’t// use on pages 88 and beyond are examples of the lowest levels of Bloom’s Taxonomy. It’s based on recalling information. And the way these questions are usually asked invites only a few children to respond. I am guilty for sure of doing this in the past. My goal in the recent years has been to ask some recall-type questions as needed but to focus on higher level thinking, giving all children a chance to share by turning-and-talking to a neighbor as I listen in. So, instead of just asking, “What is the setting?” for one child to answer. I would encourage all to share with a neighbor. Then, I would follow up with an open-ended question such as, “How does knowing the setting help us better understand this story?” I try to set them up for success by stating the question before the lesson if possible. For example, “After I read today I will ask you to share what the setting is and how that helps you understand the story.” My goal is to always improve in this area. I want my students engaged. I want to maximize the learning in the time we have. Sara Sabourin

//Where are you with your comfort level of the architecture of the minilesson? On a scale from 1-10, 1 being “this is a very new way of thinking for me” to 10 being, “I could describe the purpose of the 5 components of a minilesson in my sleep”, give yourself a rating then elaborate on your response.// Response:
 * #3 **
 * minilessons reflection **

I'm new to the reading workshop, but not the format of the architecture of the minilesson be cause of my writing units with Lucy. I thought I was "stealing". I began using this format across my curriculum to create lessons that had continuity. Pg 83 has bullits that I will use as a guide as I prepare lessons for this year. Also pg 84, remembering the connection, how I will teach what I want children to use in their reading. Giving them time to practice the strategy while I observe their understanding. Linking is so important and the follow-up session. I feel I'm an eight on the scale.

Margaret Fox

Having never done reading workshop, I would give myself a rating of a 1, and therefore "this is a very new way of thinking for me". Even though I have taught for 15 years, but almost embarrassingly, I admit, this whole idea (of mini lessons) is brand new to me. I have taught reading, in other grades, (1st, 2nd, and 6th) but the methods were varied. I used whole group instruction, small group instruction, partnering, phonics, etc. I think that the information was still being presented, but just not in a "mini lesson" format. I do see the advantage of it, though. I also see myself doing them in the future. Kari

Like Kari I'm new to the reading workshop. I've had some exposure to it by working with teachers who use it. That helps me because I know I have resources of experience to bounce or share ideas with. I'd give myself a 3 because I feel confident that I know how to adjust my "book learning" into real class strategies, but I just don't have the time or experience of doing it myself. Teaching is all about flexibility, meeting our expectations, the expectations of our administartors, and state expectations.This looks like a tool that will help me meet those expectations. This tool will be important to me, which will increase my buy-in and "engagement, and once I learn to incorporate the structure of the mini-lessons into my teaching my teaching and results should improve. Mike

I guess I would give myself a 3—since I do not have them memorized. But this is the way quality teaching is donein all subjects. The connection givesthe students a hook. The teach is why we are there. The try it is why thestudents are there. The link is thenext stage of the connect. Finally the follow up lets both the teacher and thestudent know how they are doing. See pag 84 for minilesson architecture KDN Chapter 5 from Bobbi Friend #3 I am fairly confident with the structure of the mini-lesson. I would give myself and 8 on a scale from 1-10. I am getting better about the questioning part mentioned in question 2. I realize that the mini-lesson needs to be short and the teaching point must be succinct. Making a strong connection is essential – I am an advocate for integration in every aspect of teaching. When students can connect their learning to what we have worked on previously, they will learn and remember so much easier. The active involvement part of the lesson is where I struggle sometimes. I am tempted to skip this step if I have taken too long on the teaching part of the lesson so that I can get students into their books. However, I realize that this practice part is so important so they can internalize and then use the teaching point. The link seems natural to me because that is the whole purpose of our teaching every day – so students can use what they have learned and apply it in general. I also sometimes would skip the follow-up step if I was running short on time. I need to make a better plan for those steps in the lesson to be certain my students don’t miss that valuable part of the lesson.

I would give myself a 4 on a scale from 1-10. I feel pretty confident with connecting the lesson to their lives. I agree with Bobbi that the mini lesson needs to be short and to the point. With first graders the active involvement piece is an area that the children can "try it" which is an important part especially with younger students as they need to stay focused on the strategy. I am not as consistent in the area of linking and follow-up because of time limits. I need to make a conscious effort to make sure I do these daily as they are a very important step in the reading process. Ronda

Knowing that I was going to fully implement reading workshop this year, I began my version of it last year based on my reading of a couple of different books and Beth Newingham’s website. This allowed me to get my feet wet and give the various aspects of the workshop a try so I could build on and improve my workshop instead of starting from scratch. I give myself a seven for this reason. I am in agreement with Bobbi and Ronda that the mini-lesson needs to be kept short. I feel that I did a good job, especially as the year progressed, of keeping my mini-lessons to less than ten minutes. Also, like Bobbi, I need to work on the active involvement phase of my mini-lessons. This is an area where I didn’t complete everyday due either to time constraints or just forgetting, but I feel it’s important for students to at least “have a go” (92) at the skill they will be adding to their reading toolbox. Stephanie Cooper After going through the Reading Workshop Course last year and implementing all aspects of the program to the best of my abiltiy, I would have to give myself a 7 or an 8 in this area. The 5 components of a mini-lesson are not all that different than any other lesson you teach in any other subject area. In working with Student Teachers, it keeps the Madeline Hunter's Steps for a Good Lesson Plan at the forefront of my mind all the time and if you compare her steps to The 5 Components of a Mini-Lesson outlined for us in Chapter 5, you will find many similarities. Madeline Hunter: Anticipatory Set...5 Components: Connection. Madeline Hunter: Input and Modeling...5 Components: Teaching. Madeline Hunter: Check For Understanding...5 Components: Active Involvement. Madeline Hunter: Guided Practice/Independent Practice...5 Components: The Link (Off you go! - Teacher Monitors). Then there is a follow up! You see, I can relate this "system" of a lesson to what I already do as a teacher. I know that many of you commented in a similar fashion. Good teaching is just good teaching! As far as the length of the mini-lessons go...last year they were roughly 10-20 minutes and I would like to focus them more and make them closer to 10-15 minutes. Short and sweet! :) Keri Cooper

I really appreciated the t charts included throughout this chapter explaining a better way to phrase questions, express our thinking, and link the lesson to children’s reading. The latter is especially helpful as it gives me a new repertoire of things to say to my young readers to imbed the learning in their everyday reading. I am going to copy this page and place it in my conferring notebook and in the meeting area. Stephanie Cooper
 * // In addition to the questions and thoughts above, here is a place to post other ideas and burning questions from chapter five, if any... //**

I agree with Stephanie. The T Charts are extremely helpful and I can see myself using them as a resource for myself. It is important to make our questioning relevant and appropriate to best aide our students in their reading and comprehension strategies. Keri Cooper