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ERIC Number: ED386702
Record Type: RIE
Publication Date: 1995-Sep
Pages: 12
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Reading Mini-Lessons: An Instructional Practice for Meaning Centered Reading Programs.
Barrentine, Shelby; And Others
Insights into Open Education, v27 n1 Sep 1995
Mini-lessons (brief, informative explanations that demonstrate what readers do) are a key instructional practice in meaning centered reading programs. The content of the mini-lessons is determined by the needs of learners. In procedural mini-lessons, teachers explain the steps for successfully completing a task or performing a reading-related behavior. In literary mini-lessons, teachers demonstrate how to compose meaning by focusing on literary content. Teachers can use mini-lessons about strategies and skills to make invisible meaning-making processes visible to readers. Attitude mini-lessons capitalize on and predispose children toward the intrinsic rewards of reading. What makes mini-lessons a unique instructional practice is the combination and interpretation of some basic features of instruction: relevance, time, materials, nature of the teacher talk, and student application of what is learned. Recommendations for developing mini-lessons include: (1) select topics that emerge from students' reading needs; (2) choose a few familiar books to illustrate key points; (3) use a timer to limit the lessons to 7 minutes; and (4) include mini-lessons as a routine part of reading instruction. (Contains four sample mini-lessons.) (RS)
Publication Type: Guides - Classroom - Teacher; Collected Works - Serials
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: North Dakota Univ., Grand Forks. Center for Teaching and Learning.