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Mentor Texts and Mini Lessons- 2nd Grade
Transcript of Mentor Texts and Mini Lessons- 2nd Grade
How is the Daily Five coming along in your classrooms?
Title 1 Teachers
How have DRA
assessments influenced the Daily Five?
Anchoring the Literacy Block
with Strategy-Based Mini Lessons
Strategies That Work
A Compilation of
Background and Purpose Behind the Cafe
We have our management system, the Daily Five, now WHAT do we teach and what is our focus?
The Cafe is an organization system to teach strategies
Standards drive our strategy instruction, but more importantly our instruction is guided by the needs of our students.
We use formative assessments to organize what needs to be taught whole-group, in our guided reading groups, and in reading conferences.
Autonomy in Instructional Sequence
The teacher keeps a notebook with record-keeping forms:
Student Data (DRA)
Guided Reading Lesson Plans
Individual Student Conference Forms, Anecdotal Notes, or observations
Students confer or meet with the teacher to be assessed, receive targeted instruction, to set goals, and then again to follow up on progress.
Whole-group instruction is based on needs that emerge for many of the students during conferences or in guided reading, often using texts from whole-class read alouds.
The Foundations of the CAFE Menu
"At the beach we chatted about assessments, skills we were teaching, and how little follow-through we seemed to have with students after connecting the two. We would teach strategies and then put them up on a bulletin board, and they'd stay in front of us, but students didn't access them. The instruction was random, with little order or organization to help us or our students sort through what the strategies meant to them, or how they fit into their own progress as readers."
Gail Boushey and Joan Moser, 2009
The Birth of the CAFE Menu of Strategies
How do you organize your mini lessons between centers?
Many of the strategies readers use can fit under five categories: comprehension (C), accuracy (A), fluency (F), and vocabulary or expanding vocabulary (E)...CAFE!
The Cafe Menu of strategies are research-based and used widely when reading, but are not the only strategies proficient readers use
The CAFE menu is a flexible system that should be tailored to your classroom needs
Not all strategies will be added to your board during the year
With every age group, most of the strategies are introduced with a picture book, and sometimes from a portion of a chapter book.
Strategy cards are added to your CAFE board when implemented and introduced to your whole class.
Strategies are reinforced during guided reading, but are not the only skills or strategies covered during your small group time.
Strategies are then practiced by students during centers, especially in read to self and read to someone.
Introducing and Adding to the CAFE Menu
Mini Lesson- A short, targeted approach to teaching a specific concept
Mini lessons are short (usually 5-7 minutes; no more than 15 minutes)
Mini lessons only teach ONE new strategy at a time
We don't want to overwhelm the students with too much to remember or try during read to self
Mentor Texts in Mini Lessons
You don't want to deprive students of hearing such a wonderful story, but a regularly scheduled read-aloud time is the appropriate setting for a read aloud of the entire story. I believe that students benefit from hearing text that we plan to use for teaching points at least twice before the lesson. As a matter of fact, the best books to use for making teaching points are those well-loved books that students have heard, read, and reread numerous times. I know that there are lists of suggested books for teaching specific reading concepts, and there are even entire books devoted to such lists, complete with lesson plans. But you don't have to rely on those lists. Your lessons will usually be more effective if you keep your eyes open for potential teaching points in the books that you use for read aloud, shared reading, literature discussion, and author studies. Depending on the length of the book, this can also help you drastically cut the length of a mini lesson by enabling you to read only selected passages.
Showing Kids How vs. Telling Them What to Do
"Our responsibility as teachers when teaching reading is to make what is implicit, explicit,"
We need to show learners how we think- a think-aloud or modeling
We use the gradual release of responsibility (Fielding and Pearson, 1994) to introduce strategies: teacher modeling, guided practice (we-do), and independent practice (you-do)
Which Strategies do I want to Target in my Mini lessons?
Indiana State Standards
Observing reading behaviors and needs of students
How Often do Mini Lessons Occur?
In between Daily Five Rounds
Offers a brain break and takes the cognitive load off of students as teacher models strategy
Strategies taught in mini lessons can, and should be, repeated throughout the year...how many times do you naturally "back up and reread" during read alouds?
Let's Try It!
Select a mentor text to read aloud; this may be any book you love or from one of the book lists.
Think: How could I use this book to teach a reading strategy in my classroom?
You may choose to do a noticing lesson as well...
Strategies that Work Booklist
Includes skills like decoding
As Shari Frost said, we as professionals know so many wonderful books and can make our own connections, making it more authentic for our classroom.
Shared Read Aloud
Using Clues From the Text + What I Already Know
Other Resources for Finding Mentor Texts
"When you're picking out food from a restaurant menu, you make choices depending on what sounds tasty and healthy for you. When you are reading, you choose different strategies to understand different types of books. If you're reading your favorite picture book, you might use certain strategies. If you're reading magazines, newspapers, or reading on the internet, other strategies may be more effective to use."
Boushey and Moser, 2009
The Cafe Menu
(Shari Frost, Choice Literacy, 2014).
(author, reading specialist, and Chicago public schools professional developer
Making Inferences =
"We all need mentors in our lives- those knowledgeable others who help us learn how to be teachers, mothers, musicians, artists, athletes- who help us do what we could not do before on our own."
Cappelli and Dorfman, 2007.
Mentor texts are pieces of literature that we can return to again and again to help our young readers and writers learn how to do what they may not yet be able to do on their own.