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How do I plan a comprehension mini-lesson?
1. Introduce the skill.
2. Demonstrate the skill through teacher instruction (i.e., I do).
3. Support students as they interact with the skill (i.e., We do).
4. Close the lesson.
When planning whole-class reading comprehension lessons, my Comprehension Planner can help you to stick to this four-part process with fidelity.
Step 1: Introduce the Skill
Step 2: Demonstrate the skill through instruction
It is crucial that you plan out this portion of the mini-lesson. If you attempt to wing it, the mini-lesson will likely go long and/or you will start asking questions of the class. When this happens, the I do bleeds over into Step 3 (i.e., We do) prematurely. Step 2 is all about teaching the thinking.
Plan out your Think Aloud
Step 3: Foster interaction—We Do
Treat the We do with the same attention that you gave the I do. In other words—plan out the second Silhouette Head on page 2. Expect to guide students’ Thinking Voices. Although you will give students time to Turn & Talk, anticipate that you will do most of the work because they are still in the early learning stages of the skill. Redefine We do to mean I’m going to do another one; I’m hoping you can help me.
Step 4: Closure—Wrap it up
The same target skill is the focus of the whole-class comprehension mini-lesson for 4-7 days. The first page of this planning template includes the key instructional points to roll out across the week, but the same 4-step rhythm is executed daily. Each day, as a new facet or tip is shared, the teacher demonstrates another I do followed by a We do. This is the reason for pages 3-8 in the planning template. Each excerpt used in the lesson has been pre-selected and pre-planned for its Reading Voice and Thinking Voice details.