Access Point One: Purpose and Modeling

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 6 ? • How to assign effective text-dependent tasks so that student engagement with complex texts will • Develop metacognitive skills • Prepare them for the demands of college and their future careers • Examine the influence of feedback on students accessing complex texts. • Consider the value of formative assessments in cultivating our students’ ability to access complex texts.

5. Text-Dependent Tasks

6. Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research,77(1), 81–112. 6.6

7. Looking Closely at Feedback • What type(s) of feedback do you provide most often? • Why do you think feedback about the process and self-regulation is the most useful to students? • Why do you think feedback about the student as a person is limiting?

8. Be mindful with feedback. When effective feedback is not given, the learner is unable to clarify errors and misconceptions. If effective feedback isprovided, the student is able to move forward in accessing complex texts.

9. Important Reminders: • Feedbackis primarily intended for the individual. • Feed-up is a process of making instructional decisions based on patterns and trendsacross groups.

10. Why Error Analysis?

11. One Final Note “You can’t fatten a sheep by weighing it.” —Brick, 1904 Culminating tasks and assessments are never final; we are constantlyobserving and assessing our students and planning accordingly for lessons. It’s the cycle of effective instruction.