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