2. Components of Reading/Writing Workshop: Standards-based Mini-Lessons Picture from Clip Art on Microsoft Office Online

3. Gradual Release of Responsibility During Reading Workshop Demonstration (I do, You watch) Read Aloud/Think Aloud Shared Demonstration (I do, You help) Share Reading/Think Aloud Invite students to share their thinking Response to shared reading Gradual handover of responsibility Guided Practice (You do, I help) Guided reading Small group instruction Literature Circles Socratic Seminar Independent Practice (You do, I watch) Independent Reading supported by Reading Conferences -Adapted from Regie Routman’s Reading Essentials (2003)

4. Bennett, S. (2007). That workshop book: New systems and structures for classrooms that read, write, and think. Portsmouth, NH: Heinemann.

5. Whole class lessons to teach students something about the reading or writing process Demonstrations of targeted learning Linked to previous and future learning What is a mini-lesson?

6. Structure of a mini-lesson Less than 20 minutes Simple and focused Demonstrates a strategy or technique that teachers want students to try in reading or writing Learning is anchored on a chart or in students’ reading/writing notebooks before students go off to work independently

7. Mini-lessons can look like… Setting a purpose Demonstrating a skill Doing a think-aloud Showing students how to make meaning from a difficult text Presenting information Modeling entry points to an assignment Demonstrating a process Bennett, S. (2007). That workshop book: New systems and structures for classrooms that read, write, and think. Portsmouth, NH: Heinemann.

8. How do teachers prepare mini- lessons? Consult the SC Academic Standards to identify the focus of the lesson – What is it we want all students to learn? Decide how students will demonstrate their learning – How will we know when students have mastered the essential learning? Plan for a series of mini-lessons that act as building blocks to help students accomplish the essential learning Plan follow-up lessons that respond to students’ needs throughout the course of the unit

9. Resources Atwell, N. (2002). Lessons that change writers. Portsmouth, NH: Heinemann. Atwell, N. (2006). Naming the world: A year of poems and lessons. Portsmouth, NH: Firsthand. Bennett, S. (2007). That workshop book: New systems and structures for classrooms that read, write, and think. Portsmouth, NH: Heinemann. Fletcher, R. & Portalupi, J. (2004). Teaching the qualities of writing. Portsmouth, NH: Firsthand. Gallagher, K. (2003). Reading reasons: Motivational mini-lessons for middle and high school. Portland, ME: Stenhouse Publishers. Santman, D. (2005). Shades of meaning: Comprehension and interpretation in middle school. Portsmouth, NH: Heinemann. Serafini, F. (2004). Lessons in comprehension: Explicit instruction in the reading workshop. Portsmouth, NH: Heinemann. Serafini, F., & Young, S. (2008). More (advanced) lessons in comprehension: Expanding students’ understanding of all types of texts. Portsmouth, NH: Heinemann.