Purpose and Modeling Access Point Two Close and Scaffolded Reading Instruction Access Point Three Collaborative Conversations Access Point Four An Independent Reading Staircase Access Point Five ID: 410583
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Slide1
Access Point One: Purpose and ModelingAccess Point Two: Close and Scaffolded Reading InstructionAccess Point Three: Collaborative ConversationsAccess Point Four: An Independent Reading StaircaseAccess Point Five: Demonstrating Understanding and Assessing Performance
5.1Slide2
What’s Our Purpose for Module 5 ?5.2Understand the goal of independent learning when students access complex texts: To use the literacy strategies that have been taught throughmodeling
close
reading
instruction
scaffolded
reading
instruction
collaborative
learning
structures
P
ractice
building
effective
reading
habits
Nurture
student development through
independent reading
and
sustained silent reading
through
conferences
.
A
nalyze
the
similarities
and
differences
between
independent reading
and
silent sustained
reading
.
Examine the
four elements
of
conferences
, and understand how to use
conferences
for
formative assessments
. Slide3
Goals of Independent LearningIndependent learning workbook pages, worksheets, or busy work.Goals of independent learning areTo empower
students to develop
self-regulation skills
For students to
increase
their
sense of competenceFor students to set their own goals
5.3Slide4
Small-Group Discussion: The Goals of Independent LearningHow does this extend your knowledge?Does it validate some instructional structures already in place for independent learning?
Does
it make you question some instructional independent learning structures already in place?
5.
4Slide5
Directions for Jigsaw Procedure for Examining Independent Reading to Assess Complex Texts 1. Work in groups of four.2. Each group member chooses a different section to read in Chapter 5: Vignette (introduction) at the beginning of Chapter 5 and Figure 5.1: Reading Conference Form
Introduction after Accessing Complex Texts
Requires Independent Reading
Reading Volume and Figure 5.2: Relationship Between Achievement and Independent Reading
Positive Reading Attitudes
3.
Read for 5–7 minutes.
4.
Write down salient points on the graphic organizer and share with your group.
5.5Slide6
Independent Reading and SSR When students are reading by themselves, are we providing the most effective support? In particular, are we providing support for students to access complex texts when they are reading and practicing strategies that we have been modeling and taught in close reading and scaffolded reading instruction?Is there any element in one or both structures that needs refinement?5.6Slide7
Directions for Jigsaw Procedure for Students Respond During Independent Reading 1. Work in groups of four. 2.
Each
group member chooses a different section from Chapter 5:
Introduction and Sticky Notes
Reading Logs
Reflection Journals
Students Talk About Texts
and Figure 5.8
3
. Read
for
5–7
minutes.
4.
Write
down salient points on the graphic organizer to share with your group.
5.
7Slide8
5.8Slide9
Four Elements of Effective Conferences5.9InquiryRecordkeeping
Instruction
DecisionsSlide10
One Final NoteFor students to develop essential reading and thinking habits, which are vital for successful college and career lives, they need to consistently read
independently
and confer with teachers about their reading.
5.10
Next session: Access Point Five:
Demonstrating Understanding and Assessing Performance