Framework for a High-Impact Mini-Lesson
Reading and Writing
In-Person and Remote Learning
What it looks like…………..
Lesson Objective: Students will be able to……………………
Teaching point: I can ……….
Introduction
 Greet- connect with students. Prepare the
emotional climate. Set a positive tone.
 Require community participation.
 Sharing announcements, reminders
 Sharing the outline flow of activities to foster
predictability, safety and security.
 Activate prior knowledge
 Explain why it’s important
 Put the lesson in context
Instruction
Teach (Modeled)
“I do it” (You watch)
 Name teaching point, learning target
 Define, explain, model/demonstrate strategies and
thinking processes
 Share visual presentation of content
o Explicit examples (exemplar/non-exemplar)
o Explanation – create those mental pictures
o Shared practice
o Inquiry/Exploration
o Mentor Texts
o Anchor charts
 Think aloud - create mental pictures of the concept
 Illustrate in sequence
 Use descriptive language
 Explicit demonstration, building cumulative
knowledge
 Scaffold learning
What it sounds like………..
Mentor Text:
CCLS:
 “I am glad you are present”
 I am glad you are here”
 I am so glad to see you”
 Yesterday, I shared the importance of …………
 As readers/writers………….we …………….
 “We have been learning………………...
 “This is important because………………..”
 Model how to …………….
Explain that you can ……………………
 Show students ………………..
 “Today I want to teach you that
(readers/writers………so they can……. One way
we do this is by………. First, we………., then
we………….Finally……………
 “Watch me as I think aloud…
First,………
Then,…………
Then………..
Finally, ________ is …………”
 “Did you see how I……….”
Interaction
Active Engagement (Guided Practice)
“We do it (together)
 Multi-entry points learners (differentiation)
 Students practice the strategy or concept presented
 Assess – formative
 Questioning
 Writing connection
 Provide timely, meaningful, affirmations and/or
corrective feedback




Ask students to …………….
“Now, it’s your turn to try it out”………..
Begin to try it…………….
Let’s do this……….I am here if you need
support, but you must try first”
 Please share with me……………
Framework for a High-Impact Mini-Lesson
Reading and Writing
In-Person and Remote Learning
 Group Share
 Recall and review, build automaticity.
Closure
(Independent Practice)(“You do it alone” - Reflect)
 Recap/Summarize
 Restate the teaching point using key phrases, ideas
and encourage students to apply the new learning.
 Briefly review the skill into a graphic organizer
 Explain next steps
 Share corresponding resources to support
asynchronous activity
 Share writing connection




Students are………………..
“Today we learned that readers/writers…
So they can………
One way to do this is by………………
First we………
Next we…………….
Then we………..
Finally, we………….”
 Turn and talk with your partner and………...”
 “Reflect on your own. As you continue to do
your work this week, remember to think
about (teaching point)”