The 90 Minute Reading Block

What does research evidence tell us?Effective reading instruction requires:

At least 90 uninterrupted minutes per day

DensitySystematic delivery of explicit instructionScaffoldingDifferentiation

Intensive intervention in addition to initial instruction

ScaffoldingPromptsCorrective FeedbackModelingExplicitStudent ParticipationStudent EffortsIndependent PracticeStudent Mastery

Instructional Density90 120 minutes per dayIncreased ResourcesIncreased TimeBuilding Student Reading ProficiencyThe Reading Block

Cumulative EffectsGrades K-3ResourcesTime720 daysStudent Reading Proficiency

What are the reading components?The Fab FivePhonemic AwarenessPhonicsFluencyVocabularyComprehension

Phonemic Awareness InstructionGUIDING PRINCIPLESystematically deliver explicit instruction

HOWEstablish instructional routines in blending, segmenting, and manipulating soundScaffold introduction of new phonemic skills from simple to more complexProvide ample practice opportunities that directly align with the phonemic awareness instructionLink phonemic awareness instruction to phonics

Phonics InstructionGUIDING PRINCIPLESystematically deliver explicit instruction

HOWCarefully scaffold introduction of new phonics skills from simple to more complex letter-sound correspondencesProvide ample practice opportunities that directly align with the phonics instructionLink phonics instruction to word recognition and spelling activitiesExplicitly address patterns in irregular words and provide ample practice to build sight word recognition of irregular wordsRelate phonetic elements to all types of textEstablish instructional routines for development of phonetic decoding efficiencyBy third grade, continue instruction in complex sound-symbol relationships and morphemes from words that appear in academic texts at third grade level and the intermediate grades

Fluency Instruction GUIDING PRINCIPLESystematically deliver explicit instruction

HOWCarefully scaffold student fluency practice from the sub-word level, word level, sentence level, and to the text levelProvide daily opportunities for student fluency practice with text at the students independent reading levelPromote wide fluency practice with a variety of different types of textsEstablish a variety of instructional routines for student fluency development such asChoral readingPartner readingReaders Theatre

Vocabulary InstructionGUIDING PRINCIPLESystematically deliver explicit instruction

HOWProvide vocabulary instruction using words for:Oral language development in grades K-1Both oral language and reading vocabulary in grades 2-3Promote dialogue in various contexts using words already taughtPromote wide reading of a variety of texts for student reading vocabulary developmentRead aloud everyday for oral language developmentEstablish instructional routines for:Before readingDuring readingAfter readingEstablish instructional routines using graphic organizers to expand vocabulary development

Comprehension InstructionGUIDING PRINCIPLESystematically deliver explicit instruction

HOWEstablish instructional routines for:Before readingDuring readingAfter readingEstablish instructional routines using graphic organizersScaffold from lower to higher level questions to promote higher order thinking skillsPromote dialogue with critical thinking skillsPromote wide reading of a variety of texts for student reading for a variety of purposesUse text at appropriate student independent reading levelRead aloud everyday

Which language arts components are linked to reading instruction?Spelling (orthographic)Expansion of phonics instruction in letter-sound correspondences

WritingExpansion of spelling (spelling conventions)Comprehension activity (write-a-response to reading)

Listening & SpeakingOral language activities for vocabulary development

How do I differentiate instruction?What is differentiated instruction?Differentiation is instruction planned and delivered with precision in small, flexible groups of students

Which students receive differentiated instruction?All students in the classroom

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

How do I organize the reading block?CLASSROOM CHARACTERISTICSStudents are academically engagedTeachers and students are accountable

ELEMENTSWhole Group InstructionDifferentiated Instruction with Learning CentersTeacher-Led CenterSeveral Student Centers (group, pair, cooperative, individual)Differentiated Intervention with at-risk students in small, flexible groups

How do I organize the reading block?It is critical to analyze group size (from 3-8 students)Keep high-risk group sizes small (3-5 students)It is important to work with each small group differently based on instructional need as determined by results of the various reading assessmentsMonitor progress of those most at-risk students more frequently for making instructional changes to accelerate learning:Size of the small group Group membersLevel of explicitnessAmount of scaffoldingLength of time for targeted instruction

InstructionRange of TimeClass ConfigurationTeacher-Led Resources & PlanThe Reading Block 90 minutes minimum daily TOTAL TIME: _____scheduled minutes TOTAL TIME: _____min. dailyWhole GroupResource:TOTAL ROTATION TIME: _____min. dailyDifferentiated Instruction: Teacher-Led Center w/Small Groups 1,2, & 3Resources:_____min. daily per groupMTWThFGroup Instructional FocusSession 1Group 1:Session 2Group 2:Session 3Group 3:Classroom Intervention Additional Classroom TimeTIME: _____min. dailyDifferentiated Intervention: 3-5 studentsResources:MTWThFIntervention SessionInstructional Focus:

How do I manage the reading block?Academic Tasks to ConsiderWhole Group ActivitiesTeacher Led CenterStudent Led CentersIndependent ActivitiesTransitions

How do I manage the reading block?Room ArrangementLarge group areaSmall group areas

Rules versus ProceduresPlan proceduresTeach proceduresConsistently enforce procedures

Points of DecisionWhat do the assessment results tell me about each of my students?

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

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

Points of DecisionHow much time is required per group?

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

What additional resources do I need?

Points of DecisionHow do I organize the classroom during the reading block in order to manage differentiated instruction?What will each group do at the teacher-led center?How much time will be spent at the teacher-led center?What will the other students do at each of the student centers?

PLANNING

PLANNING

PLANNING

*Bullet 2 Have participants go through manuals looking for resources to use with flexible groups. Do they foresee additional resources they will need? What?