Knowing When The Lesson is STICKY

Updated: Oct 8, 2021

So, picture this...

You've delivered an intentional and purposeful minilesson to your readers. Your readers have moved into Independent Reading and are trying out the work. But, you are left I move on to my next planned lesson tomorrow or should I dwell here for another day? It doesn't matter what the district's pacing guide's all about the readers. We go where they NEED us to go!

Was the lesson "STICKY"

In other words, how do you know when the students 'got it'?

So, first, look back at your minilesson planning.

Remember what one thing you wanted your readers to gain.



Get in the trenches and watch students reading and working. Notice their behaviors and attitudes towards the work. Eavesdrop on conversations they are having with other readers.

Talk to your readers

Talk to your readers about the work they are doing. Find out their frustrations and struggles. Find out what they feel they are doing well. Confer with your readers.

Look at the reading work

Browse Readers' Notebooks to look for patterns and trends of student understandings. Look at the post-it notes they are jotting on and look at the organizers they are using while asking yourself, "Have they gained what I needed them to gain from the minilesson?"

Use Exit Tickets