Status Updates From Rigorous Reading: 5 Access ...

Model before expecting- with read aloud
Questions require students to return to the text, can sometimes be key details
Require evidence- can draw on personal experience but should also move beyond

Students respond in a reading journal and then discuss with classmates

Use learners work as evidence:
Teacher inquires abt work
Decide what to teach next
1-2 min strategic instruction, student attemp work with support
Teacher notes

Confer with students during independent writing or reading about the class text

Use cc as a guide for leveling up with grade levels. Use speaking and listening as guide for group expectations

Short written summaries can be helpful- but especially when comparing multiple short texts. Annotations seem to be more dominant than summary style notes

Think aloud through tricky parts of the text to model strategies; mindset- difference in surf and complex texts. Predict and resolve comprehension problems.

Grade level = text complexity = readability + levels of meaning, structure, clarity, knowledge demands + reader motivation, task variables

Foundation is comprehension- but how much guidance is too much? Grade 2 is when cc ends teacher guidance