Collaborative Conversations

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
Access Point Five: Demonstrating
Understanding and Assessing Performance
What’s 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
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
“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 .
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 (5–7 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!
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.
Collaborative Learning Key Elements
Post, teach, and revisit norms for interaction.
Group students heterogeneously.
Have students set goals.
Promote individual and group accountability.
What works
Consider Classroom
What can be
Are students
What are
Through collaborations today you probably
 Reread the text.
 Talked with group members to analyze and
synthesize meaning.
 Used specialized (academic) language for this
Isn’t this what we are asking our students to do?
 Did all your group members contribute to the
 Did you contribute to the task?
Next session: Access Point Four: Independent Reading
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