Collaborative Circle Blog

What is the purpose of Set 6 in Being a Reader? Which students might benefit from the instruction in this set?

Being a Reader is an early reading program for grades K- 2 intended to grow students to be confident and competent readers. In the program, students in all three grades receive differentiated reading instruction in small groups. Teachers group students according to where they are on the continuum of reading development, regardless of grade level, and ongoing assessment informs grouping and regrouping. Small-group Reading Set 6 (included in grades 1 and 2) is an optional set that provides additional Tier 1 support for students who are not quite ready for the demands for independent reading in Set 7. Set 6 lessons have a dual purpose. First, they introduce students to the lesson format used for developing readers in Sets 6-12. Second, each book provides targeted fluency work.

In designing the small-group reading sequence in Being a Reader, we took note of the difficulty students often have making the transition from controlled-vocabulary texts to other classroom books, in which students are confronted with numerous unknown words and longer texts. Success with these texts requires students to read fluently and more independent.

In deciding whether to use Set 6 for a group of students, consider the following guidelines:

  • For students who have successfully passed the mastery test at the end of Set 5, review the Individual Reading Observation (IRO) record for the student and think about your observations of the students’ reading behavior. If you answer yes to the following questions, move the student directly to Set 7. Students who do not meet these guidelines may benefit from Set 6 instruction. Some groups may need only the first two of the five lessons in the set, which are focused on fluency. Ask yourself:
    • When reading independently, is the student reading books at Fountas and Pinnell level J or above without struggling?

    • Is the student reading fluently?

      • Is the student’s reading rate at least 75 words per minute in the Set 5 books?

      • Does the student use appropriate intonation when reading aloud?

      • Does the student use punctuation appropriately, pausing for commas and pausing slightly longer for periods?

  • Students who test out of the Being a Reader Sets 1-5 Placement Assessment and are reading at Fountas and Pinnell Level I (DRA16) will benefit from the shorter books and slower pace of instruction in Set 6 to prepare them for the demands in Set 7. For this situation, use all five of the books and weeks of instruction in Set 6.