Collaborative Circle Blog

Grade 2: Prepare for the Early Weeks of Being a Reader Instruction 2019-2020

The Being a Reader program provides a wide range of essential early literacy experiences to inspire the students’ love of reading, allow them to move at their own pace as they develop as readers, build their confidence, and establish their sense of identity as readers.

Being a Reader Teacher’s Manual, Introduction, p. xxvi

Grade 2 teachers, this is just for you! This blog post will support you in reflecting on practice, preparing for the early weeks of instruction, and staying connected to the Collaborative Classroom community.

Reflect on Practice

Take a moment to reflect on your own practice in regard to teaching the Being a Reader program and consider your own learning goals for the 2018-19 school year. Ask yourself:

  • What worked well?
  • What would you like to do differently to increase your effectiveness?
Preparing for Early Weeks of Instruction

Being a Reader, Grade 2 is strategically designed to support our most fragile students. To learn more about this strategic design and prepare for the early weeks of instruction, you will need volume 1 of your Being a Reader Teacher’s Manual and the RTI/MTSS Guidance for Reading Instruction in Collaborative Literacy 2019 document.

First, think about your preparation using the RTI/MTSS Guidance 2019 document.

  • Scan the Tier 1: High-quality Classroom Instruction, Screening, and Group Interventions (pages 2-4).
    • What are the general implications to your preparation for Tier 1 instruction with Being a Reader?
  • Read the RTI/MTSS Considerations for Grade 2 section (pages 13-14).
    • What are the strand-specific implications to your preparation for Tier 1 instruction with Being a Reader?
      • Word Study
      • Independent Work: Setting the Foundation
    • Reread the Word Study Review Weeks Considerations section (page 13), the End of Week 2 Considerations section (page 14) and the Week 8 Considerations section (pages 14-15).
      • What are the implications to your Word Study instruction and monitoring student progress?
        • As you consider this question, you might want to delve deeper into the Word Study scope and sequence. To do so, click here.

Next, with your reflections in mind, read more about each of the Being a Reader strands of instruction in the Understanding the Program section of your Being a Reader Teacher’s Manual: Word Study and Learning Independent Work.

Friends, Don’t Rush Small-group Reading Instruction!

If you have not already done so, pause immediately and read the Friends, Don’t Rush the Being a Reader Placement Assessment blog post. Small-group reading does not start until Weeks 4-6 in grade 2. This allows students time to reactive their learning by engaging in the Word Study review weeks.

Our recommendation is to wait, wait, wait!

To learn more about small-group instruction, wait for the “Preparing for Being a Reader Small-group Reading Instruction” blog post, which will publish in September.

Stay Connected!

We regularly publish blog posts that address specific questions or topics of interest to teachers implementing Being a Reader. Review Being a Reader blogs here and here.

Be part of the conversation on Twitter or Facebook.

Consider joining our Facebook Collaborative Classroom community group, where educators ask questions and share their experiences implementing their own caring communities. Learn more here.