As teachers, we’ve all been there. Our minilessons start to stretch a little too long, the modeling turns into a full-blown lesson, and before we know it, our “mini” lesson has become anything but. That’s why this month’s LPM focus is all about hitting refresh on the structure and spirit of the minilesson.
What Exactly Is a Minilesson?
At its core, a minilesson is a short, focused burst of explicit teaching—about 8–12 minutes—that follows a simple, powerful structure: I Do, We Do, You Do.
It’s our chance to set kids up with just the right amount of guidance before they dive into independent work.
The Four Parts of a Minilesson
A well-structured minilesson moves through four intentional parts. Each plays a vital role in keeping teaching concise, meaningful, and student-centered.
1. Connection (1–2 minutes)
Begin by connecting to what students already know. You might say:
- “Remember when we…”
- “I’ve noticed that many of us are…”
- “We’ve been studying…”
You can hook students with a story, a mentor text, or a snippet of student work. The key is to rally the class’s attention around today’s teaching point—which should always end with, “Today I want to teach you…”
2. Teach (4–6 minutes)
This is where we model our thinking and show the strategy in action. Use a phrase like:
- “Watch me as I…”
Demonstrate the skill in your own writing, narrating your thought process out loud. End with:
- “Did you notice how I…?”
Keep it focused and broken into clear steps. When we think aloud, we make the invisible work of writing visible.
3. Active Engagement (2–5 minutes)
Now it’s the students’ turn. Invite them to try the same strategy, either independently or with a partner:
- “Now it’s your turn to try…”
This part mirrors your demonstration but shifts the action to students. Listen in, coach a few pairs, and name what you notice that connects back to the teaching point. These few minutes create powerful bridges between teacher modeling and student ownership.
4. Link (1–2 minutes)
Finally, wrap up by connecting today’s learning to the bigger picture:
- “Today and every day, writers can…”
The link should feel like an invitation, not an assignment. Offer students a sense of purpose and possibility as they move into independent writing time.
When we honor the structure, we honor our time—and our students’ time. It’s not about covering more; it’s about teaching with clarity and intention.
When done well, the minilesson becomes the heartbeat of teaching—a moment to model, practice, and empower our students to go off and work independently.
Here is a great resource to continue your approach to developing effective minilessons!
The Writing Strategies Book: Your Everything Guide to Developing Skilled Writers
