Collaborative Circle Blog

Being a Reader Small-group Reading Sets 1–5: What I Have Learned About Using Data and Reteaching Decisions!

I would like to revise my thinking that I shared in a previous blog, Stop! Yes, Stop! Before Intervening, Consider…Being a Reader Small-group Reading Sets 1–5.

Just like you, we at Collaborative Classroom have been grappling with making strategic instruction decisions during Being a Reader small-group reading instruction in Sets 1–5.

Just like you, I have made some smart decisions—and some not so smart decisions—and have learned along the way.

What is still true about my thinking?

Use the Mastery Tests

Give the Mastery Tests in Sets 1–5 to assess students knowledge of the sound-spellings and high-frequency words taught as indicated by the Mastery Test Assessment Notes every four weeks in the Small-group Reading Teacher’s Manual. To learn more, see page xvii in the Being a Reader Assessment Resource Book.

  • Analyze the Mastery Test data using the guidance provided in the Mastery Test Assessment Note and use the data to inform instructional decisions.
    • What phonics errors were observed? Per student? Per group?
    • What sight word errors were observed? Per student? Per group?
  • Reteach all or specific spelling-sounds or high-frequency words using the reteaching lessons and reteaching student book provided every two weeks.
    • Mastery Tests occur at Weeks 4 and 8 of a set and Week 12 and 14 in Set 5.
    • Re-teaching suggestions occur in Weeks 2, 4, 6, and 8 of a set and Week 10, 12 and 14 in Set 5.

Use the Individual Reading Observation (IRO)

Document your observations as you observe students read using the Individual Reading Observation (IRO) record sheet and use the data to inform instruction decisions. To learn more, see pages xvi and 144–145 of the Being a Reader Assessment Resource Book.

  • Individual Reading Observations are suggested every two weeks in Sets 3–5.

What is a new learning?

Use the Group Progress Assessment

Determine how well the group is applying what is being taught using the Group Progress Assessment and the data is used to inform instruction. To learn more, see page xvii of the Being a Reader Assessment Resource Book.

  • Group Progress Assessments occur at Weeks 2 and 6 of a set and Week 10 in Set 5.
  • Use the Group Progress Assessment sheet to record observations and to access suggestions for reteaching guidance.
  • Re-teaching suggestions occur in Weeks 2, 4, 6, and 8 of a set and Week 10, 12 and 14 in Set 5.

What is a revised learning?

Reteach

Use the reteaching lessons as needed based on lesson observations, Master Test, Group Progress Assessment and Individual Reading Observation (IRO) data.

  • Group Progress Assessment guides the reteaching opportunities in Weeks 2 and 6 of a set and Week 10 in Set 5.
    • Important reteaching suggestions are provided in the Suggestions sections of the Group Progress Assessment record sheet.
  • Mastery Tests guides the reteaching in Weeks 4 and 8 of a set and Week 12 and 14 in Set 5.

Planning for reteaching can be confusing! What I have learned is that you are using the information in the Reteaching section and the same three-day pattern laid out for the regular weeks, dividing spelling-sounds and high-frequency words to be taught over the first two days, introducing the new book on Day 2 and following up with review, rereading and discussion on Day 3. To learn more, see page xix of a Being a Reader Small-group Reading Sets 1–5 teacher’s manual.

The Instructional Decision Making sessions can guide to support students’ learning of the foundational skills and the students’ ability to achieve mastery. There are three sessions:  1) Mastery Tests; 2) Read or Reread/Individual Reading Observation; and 3) Lesson Observation/Group Progress Assessment. Download it here.

Please share with us! What are your new learnings? What are your revised learnings? Share on our Collaborative Classroom Community Facebook page.