Collaborative Circle Blog

Kindergarten: 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

Kindergarten 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 K 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 section (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 Kindergarten section (pages 7-9).
    • What are the strand-specific implications to your preparation for Tier 1 instruction with Being a Reader?
      • Shared Reading
      • Learning Letter Names
      • Independent Work: Setting the Foundation
    • Scan the Differentiated Tier 1 Instruction Options section (page 8) and Appendix A, “Supporting Students Who Struggle to Learn Letter Names” (pages 18-22).
      • How might these options for differentiation support your planning and instruction after Week 6?

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: Shared Reading, Learning Letter Names, Independent Work, and Handwriting.

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 6-8 in Kindergarten. This allows the students time to establish concepts of print and word and develop phonological awareness.

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.