The National Center for Education Statistics (NCES) has released two reports based on the 2018 NAEP Oral Reading Fluency (ORF) study: a brief highlights report and a longer statistical analysis report. This highlights report presents the key concepts and findings of the 2018 NAEP ORF study, the first such NAEP study since 2002. The study was administered to a nationally representative sample of over 1,800 fourth-graders from 180 public schools. Students who participated in the study first completed the NAEP fourth-grade reading assessment. Then they read four short passages out loud to assess their oral reading fluency (i.e., the ability to read text aloud with speed, accuracy, and proper expression) as well as two kinds of word lists to assess their foundational skills (i.e., word reading and phonological decoding). Both the NAEP reading tasks and oral reading tasks were administered to students digitally, with student responses recorded on tablets.

The results indicate that for an estimated 1.3 million public school fourth-graders (36 percent) who performed below the NAEP Basic achievement level in reading in 2018, and in particular for an estimated 420,000 fourth-graders whose performance placed them in the lowest third of the below NAEP Basic level, fluent reading of connected text, such as paragraphs, is a major challenge. The challenge with fluency and foundational skills is particularly pronounced among Black and Hispanic students. These students read a passage at half the rate of a NAEP Proficient fourth-grader; misread 1 out of every 6 words, which are more likely to be content words that are important for comprehension, not function words (e.g., the, and, on); focus on individual words or phrases instead of the meanings of sentences and passages; read in a monotone voice, indicating lack of text comprehension; and show little knowledge of spelling-sound correspondence.

• Recommendation Reminders that provide a snapshot of each recommendation and how-to steps from the WWC guide.
• Teacher Scaffolds that model the language teachers can use with families to describe a specific skill, why it is important in learning to read, and how to support that skill.
• Family Activities that contain evidence-based literacy activities with easy-to-follow plans, and materials that teachers model and share with families.
• Family Literacy Videos that show families engaging their child in activities related to the skills teachers modeled during family literacy nights or at parent-teacher conferences.

The College Instructor’s Guide is designed to assist college instructors build pre-service teacher knowledge of evidence-based strategies to help kindergarten through grade 3 students acquire the language and literacy skills needed to succeed academically. This tool is intended to be used in conjunction with the Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade practice guide, produced by the What Works Clearinghouse (WWC), an investment of the Institute of Education Sciences at the U.S. Department of Education. College instructors may use the lessons in this tool to provide collaborative learning experiences which engage pre-service teachers in activities that will expand their knowledge base as they read, discuss, share, and apply the key ideas and strategies presented in the WWC Practice Guide.

Each lesson in this College Instructor's Guide includes the following:

• A recommendation reminder that provides a snapshot of the WWC practice guide recommendation and how-to steps for pre-service teachers.
• Guidance to support college instructors as they teach pre-service teachers about a specific skill, why it is important in learning to read, and how to support that skill in the classroom.
• Videos that explain foundational reading skills and demonstrate the use of activities intended to improve foundational reading skills with students in grades K-3. Pre-service teachers are asked to complete a video reflection worksheet for each video.
• Activities for pre-service teachers to complete with peers in the college setting that reinforce foundational skills taught to students in grades K-3.
• Observation forms to be used in the practicum setting that include guiding questions related to each recommendation to help pre-service teacher’s compare newly learned strategies to observed practices.

This Second Grade Teacher's Guide provides information for second grade teachers on how to support families as they practice foundational reading skills at home. It serves as a companion to the What Works Clearinghouse (WWC) practice guide, Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade. Both guides present four research-based recommendations and how-to steps: the WWC guide is for teaching children at school, and this guide is to help teachers support families in practicing foundational reading skills at home.

The information in this Second Grade Teacher's Guide is designed to assist teachers in supporting out-of-school literacy activities that are aligned to classroom instruction, informed by student need, grounded in evidence-based practices, and facilitated by ongoing parent-teacher communication. The Teacher's Guide provides a framework for literacy support activities presented during schools' family literacy nights and parent-teacher conferences. This Teacher's Guide includes:

• Recommendation Reminders that provide a snapshot of each recommendation and how-to steps from the WWC guide.
• Teacher Scaffolds that model the language teachers can use with families to describe a specific skill, why it is important in learning to read, and how to support that skill.
• Family Activities that contain evidence-based literacy activities with easy-to-follow plans, and materials that teachers model and share with families.
• Family Literacy Videos that show families engaging their child in activities related to the skills teachers modeled during family literacy nights or at parent-teacher conferences.