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Collaborative Circle Blog

Being a Reader Small-Group Reading Sets 1–5: End-of-Year Data Collection

What a challenging school year 2020–2021 has been! We started the year by prioritizing foundational skills instruction to support students’ ability to access increasingly complex texts with accuracy and automaticity. As we wrap up the school year, we want to engage in data collection that will prioritize our Being a Reader Small-Group Reading Sets 1–5 instruction going into the 2021–2022 school year.

Document End-of-Year Information

Document end-of-year information in a way that can be shared with the 2021–2022 teacher.

To collect end-of-year data, document sounds and high-frequency words that are tricky for students. The data collected will help next year’s teacher know what sounds and sight words to review with students prior to starting formal Small-Group Reading Sets 1–5 instruction next fall.

Last Passed Mastery Test

The Mastery Tests are the record of what students know at the end of the year.

For a complete picture of student learning, use the student’s last passed Mastery Test with the Small-Group Reading Sets 1–5 Scope and Sequence. The scope and sequence will enable you to easily see the spelling-sounds and high-frequency words the student has mastered up to and including the lesson of the last passed Mastery Test.

To prepare for the new school year, save the student’s last passed Mastery Test to help next year’s teacher identify the starting point of instruction.

Considerations for the Beginning of the School Year

A Note About Using the Placement Assessments for Small-Group Reading Sets 1–5 (K–1 and Grade 2)

The Placement Assessments are not designed to be pre- and post-tests. They are designed to quickly and efficiently assess what your students know and to place them in the appropriate set in Small-Group Reading Sets 1–5. The Mastery Tests are the record of what students know at the end of the year.

A Note About Grades 1 and 2

Leverage the whole-class review opportunities to support students prior to determining placement in Small-Group Reading Sets 1–5.

To support grade 1 students in reactivating prior learning, engage the whole class in the Being a Reader Grade 1 Review for the first 6–8 weeks of instruction. The Being a Reader Grade 1 Review is located on the Learning Portal (Professional Learning/Implementation tab > RTI/MTSS Guidance chicklet > Appendix C).

To support grade 2 students in reactivating prior learning, engage the whole class in Being a Reader Word Study instruction. The first 8 weeks are devoted to reviewing and solidifying complex vowel spelling patterns. Then 2 weeks are spent on inflection endings followed by 2 weeks on alphabetizing.

For grade 2 students who require more intensive instruction in complex vowel spelling patterns, see the grade 2 section of the RTI/MTSS Guidance document located on the Learning Portal (Professional Learning/Implementation tab > RTI/MTSS Guidance chicklet).

Watch for the 2021–2022 Beginning-of-Year Guidance document for additional support for your implementation.

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