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Access Point One: Purpose and Modeling

Access Point One: 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: Demonstrating Understanding and Assessing Performance.

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Access Point One: Purpose and Modeling

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  1. Access Point One: 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: Demonstrating Understanding and Assessing Performance

  2. What’s Our Purpose for Module 5 ? • Understand the goal of independent learning when students access complex texts: • To use the literacy strategies that have been taught through • modeling • close reading instruction • scaffoldedreading instruction • collaborative learning structures • Practicebuilding effectivereading habits • Nurturestudent development through independent reading and sustained silent reading through conferences. • Analyze 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.

  3. Goals of Independent Learning • Independent learning workbook pages, worksheets, or busy work. • Goals of independent learning are • To empower students to develop self-regulation skills • For students to increase their sense of competence • For students to set their own goals

  4. Small-Group Discussion: The Goals of Independent Learning • How 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. 5.5

  6. 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?

  7. Four Elements of Effective Conferences Inquiry Recordkeeping Decisions Instruction

  8. One Final Note For 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. Next session: Access Point Five: Demonstrating Understanding and Assessing Performance

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