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
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Access Point Five: Demonstrating

Understanding and Assessing Performance
4.1
Whats Our Purpose for Module 4?
Understand the value and necessity of student peer
interaction in collaborative learning.

Analyze the differences in grade-level expectations in

Speaking and Listening Standard Anchor 1 in CCSS.

Look closely at the essential indicators and key elements of

collaborative learning structures.

Explore the most effective collaborative learning structures

to support students in accessing complex texts:
literature circles
discussion roundtables
reciprocal teaching
collaborative strategic reading 4.2
 Is a critical linchpin in the process of
assessing complex texts

Supports student learning in the

absence of the teacher

Provides opportunities for students to

apply skills and strategies

Allows for authentic practice of

academic language

Collaborative Learning
4.3
 According to this standard, students

have to discuss the complex texts they

have been reading. Not only will this aid
them in comprehending the text, but it
will also provide them with practice in
critical thinking, argumentation, and
using evidence in their responses.

Frey, N. ,& Fisher, D. (2013). Rigorous Reading: 5 Access Points for Helping Students Comprehend Complex Texts. Thousand Oaks, CA: Corwin .

4.4
 Directions for Jigsaw Procedure for Quality Indicators of Task
Complexity to Build Strong Structures for Collaborative Learning
1. Work in groups of four or five.
2. Each group chooses a different task complexity indicator:
a. Designs that require students to work together (also read
introduction after Building Structures for Collaborative Learning)
b. Structures that elevate academic language.
c. Structures that ensure grade-level work
d. Designs that allow for productive failure
3. Read corresponding section in Chapter 4 (57 minutes).
4. Write down salient points on chart paper to share with group (5 minutes).
5. Think of your group as the expert learners on this indicator and the larger
group (your audience) as the novice learners.
6. Have fun and be creative!

4.5
Collaborative Learning Quality Indicators

Rethink demanding content with new

learning structures.

Use language frames to building academic language.

Remember that productive failure is good and healthy.

Maintain a level of academic rigor.

Consider task complexity and the degree of

student engagement.

4.6
Collaborative Learning Key Elements

Post, teach, and revisit norms for interaction.

Group students heterogeneously.

Have students set goals.

Promote individual and group accountability.

4.7
What works
well? Consider Classroom
Collaboration
What can be
improved?

Are students
engaged?

What are
your
support
needs? 4.8
Through collaborations today you probably
Reread the text.
Talked with group members to analyze and
synthesize meaning.
Used specialized (academic) language for this
content.

Isnt this what we are asking our students to do?

Reflect:
Did all your group members contribute to the
task?
Did you contribute to the task?
Next session: Access Point Four: Independent Reading
4.9
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