How do I keep my mini-lesson short when the text is long?

Summary

The video discusses effective strategies for delivering mini-lessons in reading comprehension, emphasizing the importance of teaching thinking skills rather than simply reading text aloud. Kristina explains how to keep mini-lessons within 15-20 minutes by focusing on explicit instruction of skills like identifying the main idea, followed by modeling ('I do, you watch') and guided practice ('We do'). She highlights the need to use previously read texts for teaching thinking, ensuring that the lesson is about instruction, not just reading. Ultimately, mini-lessons should develop critical thinking before applying skills to new, unseen texts.

Takeaways

• 📚 Teachers often struggle to keep comprehension lessons brief while covering extensive text and complex topics.
• 📝 Mini-lessons are focused on teaching thinking skills, such as identifying the main idea or analyzing an argument.
• 🕒 A mini-lesson should last 15-20 minutes and involve explicit instruction on a specific skill, like finding the main idea.
• 👩‍🏫 The first half of a mini-lesson should include direct instruction where the teacher explains the concept, such as what the main idea is and how to find it.
• 🔍 Teachers should model the thinking process using a text they have already read, projecting it to show how to apply the lesson.
• 🧠 The lesson isn't about reading new text but about demonstrating how to think through comprehension tasks with a previously-read text.
• 👀 After modeling the skill ('I do, you watch and listen'), teachers should guide students through the process ('We do').
• 📖 Simply reading aloud and asking questions is not considered a lesson, but rather a read-aloud session.
• 🎯 The goal of the mini-lesson is to teach the thinking process, not just to complete the reading of a text.
• 🏅 Mastering the skill of applying comprehension strategies to a new, unseen text happens over time, beyond mini-lessons.

Q & A

What is the main focus of the mini-lesson being discussed?

The mini-lesson focuses on teaching 'thinking' skills, such as understanding how to figure out the main idea, rather than just reading the text aloud.

Why does Kristina emphasize teaching thinking skills in a mini-lesson?

Kristina emphasizes that a mini-lesson is about teaching students how to think, specifically how to analyze and understand concepts like the main idea, rather than just reading the text.

How should a mini-lesson be structured according to the speaker?

A mini-lesson should be divided into two parts: the first half involves explicit instruction on skills like finding the main idea, and the second half uses a 'gradual release' model, where the teacher demonstrates ('I do') followed by a guided practice ('We do').

What is the purpose of using previously read texts in a mini-lesson?

Previously read texts allow the teacher to focus on teaching the thinking process without spending time reading new texts. This helps the teacher model how to identify concepts like the main idea without having to go through an entire text in class.

Why does Kristina say 'reading aloud and asking questions' is not a lesson?

She explains that simply reading aloud and asking questions is not instruction. A true lesson involves explicit teaching of thinking skills, such as how to identify main ideas, followed by student practice.

How should the 'I do' phase of the mini-lesson be conducted?

During the 'I do' phase, the teacher models the skill being taught (e.g., identifying the main idea) using a text that has already been read, demonstrating the thinking process while students watch and listen.

What role does gradual release play in the mini-lesson structure?

Gradual release means the teacher first demonstrates the skill (I do), then guides the students as they practice it together (We do), eventually leading to independent student application.

What is the ultimate goal of teaching thinking skills through mini-lessons?

The ultimate goal is to prepare students to apply these thinking skills independently with new texts, though this takes time and practice beyond the mini-lesson.

How does Kristina suggest dealing with longer texts in upper grades?

She suggests not reading longer texts during the mini-lesson but instead using excerpts or previously read materials to focus on teaching the skill, such as identifying the main idea.

What is the difference between a mini-lesson and game-day practices, according to Kristina?

A mini-lesson teaches the skill (e.g., how to think about the main idea), while game-day practices involve applying the skill to fresh, unseen texts in a more comprehensive way.