The 90 Minute The 90 Minute Reading BlockReading Block

What does What does research evidenceresearch evidence tell us?tell us?

Effective reading instruction requires:Effective reading instruction requires:

At least 90 uninterrupted minutes per dayAt least 90 uninterrupted minutes per day

DensityDensity Systematic delivery of explicit instructionSystematic delivery of explicit instruction ScaffoldingScaffolding DifferentiationDifferentiation

Intensive intervention in addition to initial Intensive intervention in addition to initial instructioninstruction

ScaffoldingScaffolding

Prompts

Corrective Feedback

Modeling

Explicit

Student Participation

Student Efforts

Independent Practice

Student Mastery

Instructional DensityInstructional Density

90 – 120 minutes per d

ayIn

crea

sed

Res

ourc

es

Increased Time

Building S

tudent Reading P

roficiency

The Reading Block

Cumulative EffectsCumulative Effects

Grades K-3

Res

ourc

es

Time

720 days

Student R

eading Proficiency

What are the What are the reading reading componentscomponents??

““The Fab Five”The Fab Five” Phonemic AwarenessPhonemic Awareness PhonicsPhonics FluencyFluency VocabularyVocabulary ComprehensionComprehension

Phonemic Awareness Phonemic Awareness InstructionInstruction

GUIDING PRINCIPLEGUIDING PRINCIPLE Systematically deliver explicit instructionSystematically deliver explicit instruction

HOWHOW Establish instructional routines in blending, Establish instructional routines in blending,

segmenting, and manipulating soundsegmenting, and manipulating sound Scaffold introduction of new phonemic skills Scaffold introduction of new phonemic skills

from simple to more complexfrom simple to more complex Provide ample practice opportunities that Provide ample practice opportunities that

directly align with the phonemic awareness directly align with the phonemic awareness instructioninstruction

Link phonemic awareness instruction to Link phonemic awareness instruction to phonicsphonics

Phonics InstructionPhonics InstructionGUIDING PRINCIPLEGUIDING PRINCIPLE Systematically deliver explicit instructionSystematically deliver explicit instruction

HOWHOW Carefully scaffold introduction of new phonics skills Carefully scaffold introduction of new phonics skills

from simple to more complex letter-sound from simple to more complex letter-sound correspondencescorrespondences

Provide ample practice opportunities that directly align Provide ample practice opportunities that directly align with the phonics instructionwith the phonics instruction

Link phonics instruction to word recognition and spelling Link phonics instruction to word recognition and spelling activitiesactivities

Explicitly address patterns in irregular words and Explicitly address patterns in irregular words and provide ample practice to build sight word recognition of provide ample practice to build sight word recognition of irregular wordsirregular words

Relate phonetic elements to all types of textRelate phonetic elements to all types of text Establish instructional routines for development of Establish instructional routines for development of

phonetic decoding efficiencyphonetic decoding efficiency By third grade, continue instruction in complex sound-By third grade, continue instruction in complex sound-

symbol relationships and morphemes from words that symbol relationships and morphemes from words that appear in academic texts at third grade level and the appear in academic texts at third grade level and the intermediate gradesintermediate grades

Fluency Instruction Fluency Instruction

GUIDING PRINCIPLEGUIDING PRINCIPLE Systematically deliver explicit instructionSystematically deliver explicit instruction

HOWHOW Carefully scaffold student fluency practice Carefully scaffold student fluency practice

from the sub-word level, word level, sentence from the sub-word level, word level, sentence level, and to the text levellevel, and to the text level

Provide daily opportunities for student fluency Provide daily opportunities for student fluency practice with text at the student’s independent practice with text at the student’s independent reading levelreading level

Promote wide fluency practice with a variety Promote wide fluency practice with a variety of different types of textsof different types of texts

Establish a variety of instructional routines for Establish a variety of instructional routines for student fluency development such asstudent fluency development such as Choral readingChoral reading Partner readingPartner reading Reader’s TheatreReader’s Theatre

Vocabulary InstructionVocabulary InstructionGUIDING PRINCIPLEGUIDING PRINCIPLE Systematically deliver explicit instructionSystematically deliver explicit instruction

HOWHOW Provide vocabulary instruction using words for:Provide vocabulary instruction using words for:

Oral language development in grades K-1Oral language development in grades K-1 Both oral language and reading vocabulary in grades 2-3Both oral language and reading vocabulary in grades 2-3

Promote dialogue in various contexts using words Promote dialogue in various contexts using words already taughtalready taught

Promote wide reading of a variety of texts for student Promote wide reading of a variety of texts for student reading vocabulary developmentreading vocabulary development

Read aloud everyday for oral language developmentRead aloud everyday for oral language development Establish instructional routines for:Establish instructional routines for:

Before readingBefore reading During readingDuring reading After readingAfter reading

Establish instructional routines using graphic Establish instructional routines using graphic organizers to expand vocabulary organizers to expand vocabulary developmentdevelopment

Comprehension InstructionComprehension InstructionGUIDING PRINCIPLEGUIDING PRINCIPLE Systematically deliver explicit instructionSystematically deliver explicit instruction

HOWHOW Establish instructional routines for:Establish instructional routines for:

Before readingBefore reading During readingDuring reading After readingAfter reading

Establish instructional routines using graphic Establish instructional routines using graphic organizersorganizers

Scaffold from lower to higher level questions Scaffold from lower to higher level questions to promote higher order thinking skillsto promote higher order thinking skills

Promote dialogue with critical thinking skillsPromote dialogue with critical thinking skills Promote wide reading of a variety of texts for Promote wide reading of a variety of texts for

student reading for a variety of purposesstudent reading for a variety of purposes Use text at appropriate student independent Use text at appropriate student independent

reading levelreading level Read aloud everydayRead aloud everyday

Which Which language arts componentslanguage arts components are linked to reading instruction?are linked to reading instruction?

SpellingSpelling (orthographic) (orthographic) Expansion of phonics instruction in letter-sound Expansion of phonics instruction in letter-sound

correspondencescorrespondences

WritingWriting Expansion of spellingExpansion of spelling (spelling conventions)(spelling conventions)

Comprehension activityComprehension activity (write-a-response to reading)(write-a-response to reading)

Listening & SpeakingListening & Speaking Oral language activities for vocabulary Oral language activities for vocabulary

developmentdevelopment

How do I How do I differentiatedifferentiate instructioninstruction??

What is differentiated instruction?What is differentiated instruction? Differentiation is instruction planned and Differentiation is instruction planned and

delivered with delivered with precisionprecision in small, flexible groups in small, flexible groups of studentsof students

Which students receive differentiated Which students receive differentiated instruction?instruction? All students in the classroomAll students in the classroom

When is differentiated instruction delivered?When is differentiated instruction delivered? Every day during the reading blockEvery day during the reading block

How do I How do I organizeorganize the the reading block?reading block?

CLASSROOM CHARACTERISTICSCLASSROOM CHARACTERISTICS Students are academically engagedStudents are academically engaged Teachers and students are accountableTeachers and students are accountable

ELEMENTSELEMENTS Whole Group InstructionWhole Group Instruction Differentiated Instruction with Learning Differentiated Instruction with Learning

CentersCenters Teacher-Led CenterTeacher-Led Center Several Student Centers (group, pair, Several Student Centers (group, pair,

cooperative, individual)cooperative, individual) Differentiated Intervention with at-risk students Differentiated Intervention with at-risk students

in small, flexible groupsin small, flexible groups

How do I How do I organizeorganize the the reading block?reading block?

It is critical to analyze group size (from 3-8 It is critical to analyze group size (from 3-8 students)students)

Keep high-risk group sizes small (3-5 Keep high-risk group sizes small (3-5 students)students)

It is important to work with each small group It is important to work with each small group differently based on instructional need as differently based on instructional need as determined by results of the various reading determined by results of the various reading assessmentsassessments

Monitor progress of those most at-risk Monitor progress of those most at-risk students more students more frequentlyfrequently for making for making instructional changes to accelerate learning:instructional changes to accelerate learning: Size of the small group Size of the small group Group membersGroup members Level of explicitnessLevel of explicitness Amount of scaffoldingAmount of scaffolding Length of time for targeted instructionLength of time for targeted instruction

Instruction Range of Time Class Configuration Teacher-Led Resources & Plan

The Reading Block 90 minutes

minimum daily

TOTAL TIME:

_____scheduled minutes

TOTAL TIME: _____min. daily

Whole Group

Resource:

TOTAL ROTATION

TIME: _____min. daily

Differentiated Instruction: Teacher-Led Center w/Small Groups 1,2, & 3

Resources:

_____min. daily per group

M T W Th F

Group Instructional Focus

Session 1

         

Group 1:

Session 2

         

Group 2:

Session 3

         

Group 3:

Classroom Intervention

Additional

Classroom Time

TIME: _____min. daily

Differentiated Intervention: 3-5 students Resources:

 

M T W Th F

Intervention Session

         

Instructional Focus:

How do I How do I managemanage the reading the reading block?block?

Academic Tasks to ConsiderAcademic Tasks to Consider Whole Group ActivitiesWhole Group Activities Teacher Led CenterTeacher Led Center Student Led CentersStudent Led Centers Independent ActivitiesIndependent Activities TransitionsTransitions

How do I How do I managemanage the reading the reading block?block?

Room ArrangementRoom Arrangement Large group areaLarge group area Small group areasSmall group areas

Rules versus ProceduresRules versus Procedures Plan proceduresPlan procedures Teach proceduresTeach procedures Consistently enforce proceduresConsistently enforce procedures

Points of DecisionPoints of Decision

What do the What do the assessment resultsassessment results tell me tell me about each of my students?about each of my students?

Which Which target skill(s)target skill(s) can I identify to can I identify to prevent future reading difficulties?prevent future reading difficulties?

Which of my students need to work Which of my students need to work together as a together as a group this timegroup this time??

Points of DecisionPoints of Decision

How much How much timetime is required per group? is required per group?

What What resourcesresources are available to me are available to me for for precise useprecise use with each reading with each reading component?component?

What What additional resourcesadditional resources do I need? do I need?

Points of DecisionPoints of Decision

How do I How do I organizeorganize the classroom during the classroom during the reading block in order to manage the reading block in order to manage differentiated instruction?differentiated instruction? What will each group do at the What will each group do at the teacher-led teacher-led

centercenter?? How much time will be spent at the teacher-led How much time will be spent at the teacher-led

center?center? What will the other students do at each of the What will the other students do at each of the

student centersstudent centers??

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