Utilizing the structure of the mini lesson components helps to keep the mini lesson focused and within a short time frame to maintain 1/3 teacher talk time and 2/3 student time.

The purpose of the connection is to set students up for learning something new or extending on previous learning.
Connection is similar to an anticipatory set
Connection is short 2-3 minutes
Provides the opportunity to be explicit about the teaching point: today I'm going to teach you (skill) by (strategy)

Example: when people learn new things they often need to take notes to help remember the information. It is also important to have a way to organize them so they are useful when referring back to them. Today I'm going to teach you how to take notes using Cornell notes.

Three options for teaching moves are think aloud, model, demonstrate.

Think aloud: show students the mental processes required to do the task. Pre plan use of think aloud to focus on rigorous use of the strategy

Modeling and demonstrating are "doing" not just sharing your thoughts
Demonstration is walking through the process rather than just telling
Modeling is showing the behaviors of readers, writers, scientists, historians, mathematicians, artists, etc.

Fine line between the two...most important is to know whether you will be thinking aloud about a mental process or Show a process/behavior by actually going through the motions.

Example: demo components of c-notes or model would actually walk students through the use of c-notes

Anchor chart will be created as the 4 components are taught in this presentation so it can be referenced and modeled as an example

Anchor charts do NOT need to be created for every lesson
Might grow as mini lessons are taught
Key phrases written
Created WITH students
Do not need to be perfect, just thoughtful
Can also be created digitally

Thinking about the gradual release of responsibility, the active involvement is time during the lesson students are asked to give the skill/strategy a try.

Example: teacher reads a portion of Avid weekly and has students try filling out a portion of the Cornell notes template

Authentic, relevant connection to what readers, scientists, etc do
Direct link to what was modeled to what students will do
Tied to the teaching point
Sets expectations for how students will show their understanding of the teaching point today

Example: note taking is something readers, scientists, historians, etc do all the time, so today and and throughout the year you can use Cornell notes to help organize your thoughts, by the end of the class, be ready to turn in your notes from the reading of your choice text.

Going back to the planning circle from module 1,
Think of the backwards design as you plan.
Learning target: what do I want students to know and be able to do?
Debrief: how will I want students to demonstrate understanding of the target?
Work time: what will students do to practice the target?
Mini lesson: what do I need to think aloud, model, or demo?

As you think about the last question, you need to first answer the others to plan an effective mini lesson.

Could also have a couple teachers share their lesson

Before you move to the next slide, have teachers think about what are their expectations within the workshop model up to this point and before the next module.

Reflect on meeting the targets
Have teachers identify an object in the room that connects to each component, or draw something that connects to each component.