By Cynthia Satterlee, Staff Developer at The Reading & Writing Project at Mossflower
If you’ve ever looked at a Unit of Study and thought, “Where do I even begin?”—you’re not alone.
I work with teachers across the country, and I hear this again and again: the Units of Study are powerful, but they can feel like a lot. There’s so much to teach, so many amazing tools packed into every bend and every session. But the truth is, teaching doesn’t have to feel overwhelming. With a few thoughtful planning strategies, you can make your minilessons more responsive, more streamlined, and more effective.
Here are my top tips for planning minilessons in the Units of Study in Reading and Writing:
1. Start with Student Work: Let Assessment Guide the Way
The most effective planning starts with knowing your students. I always encourage teachers to bring student work to the planning table. Whether you're teaching a reading or writing unit, begin with a pre-assessment.
For writing, that might mean giving students an on-demand prompt. For example:Think about a book you know well. Write a literary essay that makes a claim about the text and supports it with evidence.
For reading, consider the core skills the unit is built around—there are typically four—and use the pre-assessment to help you see what kids already know and can do.
2. Zoom Out: Understand the Story of the Unit
After you’ve reviewed student work, take time to study the unit as a whole. What’s the arc of the unit? What are the major goals of each bend? What is the work students are asked to do?
If your students already show strength in a particular area—say, identifying character traits—you might decide to move more quickly through that bend. On the flip side, if a key skill like interpretation is shaky, you might need to bolster that work in reading workshop before diving deep into literary essays in writing.
Knowing the “story” of the unit helps you plan with purpose and intention.
3. Read the Bold First: Get the Gist Before You Get Stuck
Inside every minilesson is a goldmine—but you don’t need to mine every word. Each lesson follows a predictable structure: connection, teaching point, teaching, active engagement, and link.
Before diving into the full script, read the bolded parts first. These bolded lines usually capture the essence of what you’re meant to teach. For example, if it says, “Build excitement that students will publish their first literary essays today,” you can pause and think: Got it. I know how to build excitement—I can make that my own. If you aren’t sure how that should go, read on to the narrative paragraphs. These give you a picture of how the teaching might look and sound.
Remember: the Units of Study aren’t scripts—they’re guides. The narrative paragraphs that follow are often drawn from real pilot classrooms. You don’t need to replicate every word. Just make sure you understand the teaching and how it fits into your instructional goals.
4. Watch the Videos—But Make It Quick
If you’re using the newest Units of Study, don’t forget there are teaching videos for every session. Many teachers find it helpful to watch these videos (sometimes at 2X speed!) while reviewing the printed session. It gives you a feel for the pacing and tone, and can spark ideas for how to make the lesson your own.
5. Set a Timeframe—and Stick to It
Units are designed to be taught over 4–6 weeks. But all too often, teachers find themselves stuck in Bend One at week four. Why? Because they’re trying to do everything.
Instead, use your assessment and the unit overview to decide which lessons are critical for your whole group, and which can be tucked into small groups or conferring time. Avoid skipping entire bends unless your pre-assessment reveals a very clear need. Often, the final bend includes the most sophisticated work—don’t shortchange your students by running out of time before you get there.
6. Revise Your Plan as You Go
Planning isn’t a one-and-done event. After each bend—or even each week—take a moment to reflect. Pull a few student drafts or notebook entries and ask yourself:
What do my students now know how to do?
What still needs support?
Which upcoming minilessons are most essential?
Responsive teaching means being flexible, and the best plans are the ones you revise in real time.
Final Thought: You’re Not in This Alone
Planning doesn’t have to happen in a vacuum. Lean on your literacy coach and grade-level colleagues. Talk through your assessments, the unit’s goals, and the lessons you’re prioritizing. You’ll find that just a few minutes of collaborative planning can bring clarity—and confidence.
Ready to Get Started?
Try this:
✅ Review your pre-assessment data.
✅ Choose 4–5 must-teach mini lessons for Bend One.
✅ Highlight the bolded lines in each session and jot your own notes.
✅ Set a calendar for your unit—and commit to sticking with it.
✅ Keep student work at the center of every planning decision.
You’ve got this. The Units of Study are a rich resource—and with a few simple shifts, your mini lesson planning can become more efficient, more focused, and more joyful.
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