1. 1 Putting it All Together: Building an Effective 90 Minute Reading Block 22

2. 2 InstructionRange of Time Class ConfigurationActivity Ideas INITIAL READING BLOCK 90+ minutes minimum daily 90 scheduled minutes TOTAL TIME: 45 to 60 min. daily Whole Group Early Elementary Intermediate Grades Phonemic Awareness activities Structural Analysis Lessons Phonics & Fluency Multisyllabic Word Reading Robust Vocabulary Robust Vocabulary Pre-reading activities Pre-reading Activities During reading activities During reading activities After reading activities After reading activities CORE Program Work: Phonemic Awareness (Segmenting Sounds, Blending Sounds) Phonics & Fluency (Sound-letter relationships, blending & decodables, dictation & spelling, structural analysis) Vocabulary & Comprehension: (Robust vocabulary instruction, pre-reading strategies, during reading strategies, after reading strategies) TOTAL ROTATION TIME: 30 to 45 min. daily Small Groups (Teacher-led instructional focus) Include objectives, modeling, guided practice, feedback,pre/reteaching, etc.) Focus 1: Mastery of grade-level Core with extension activities. 15 min. daily per group MTWTHF Focus 2: Mastery of grade-level Core Session 1: Focus 3: Additional explicitness and practice (preteaching and reteaching) to achieve mastery of Core materials Session 2: Focus 4: Mastery of grade-level Core with additional fluency practice Session 3: Focus 5: Additional explicitness and practice to achieve mastery of Core materials and reteaching of critical deficient decoding skills Additional Intensive Intervention (30+ minutes) TIME: 30 min. daily MTWTHF Focus 6: Explicit small group instruction to master basic phonemic awareness and decoding skills, vocabulary and comprehension instruction, and extra practice to become fluent with mastered skills Additional work with intervention (Tier 3) or supplemental (Tier 2) programs Intervention Session 90 Minute Reading Block Planning

3. 3 With your partner review the Reading Block template. Look in your core materials to see what is covered in whole group instruction across one week. How much time is allotted for this? How much time will be left for small group instruction each day? Does your core include small group instructional plans? If you do not use a core program, discuss how you structure your whole group and small group time and the materials that you use for each. Activity 23

4. 4 Differentiating within your Reading Block Whole Group Instruction: leveling the playing field by engaging all learners Small Group: putting students with like needs together for instruction of specific skills Independent Activities: providing students with opportunities to master taught skills 24

5. 5 Differentiating During Whole Group Instruction Make instruction more explicit Increase opportunities for guided and independent practice Reteach key skills when necessary Use consistent instructional routines or common strategies Provide opportunities to respond and receive feedback –Choral responses –Partner sharing/reading –Action responses –Written responses

6. 6 Differentiating During Small Group Instruction What do you need to know? –How will children be grouped for support? –What specific skills will you teach? –What curriculum and/or instructional program will you use? –What materials/strategies will you use? What data can you use? –Class List Report (DIBELS Next) –Scores & Percentiles Report (AIMSweb) –Individual protocols (look at error patterns) –Core or supplemental program assessments (adapted from DMG, 2011)

7. 7 Small Group Instruction Considerations: –Flexible groups so that groups meet the specific needs of students assigned to them –Size of group: 3-5 for struggling readers –Number of days per week –Number of minutes per day: 10, 20, 30 minutes per day –Type of lesson structure: skill-focused or guided reading –Content and level of the lesson: reading skills and level of instruction

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9. 9 Review the article, Lesson Structures for Small Group Instruction. As you read, reflect on the current lesson structure for your small groups. Are the lessons skills-focused or guided reading? Complete the T-Chart in your participant workbook Activity 25

10. 10 Structure for Success: Setting up a physical space conducive to whole group and small group instruction

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15. 15 Traffic flow or patterns Workstation locations – proximity of loud and quiet stations Teacher line of view Accessibility (of materials and space) Organization Key Considerations in Set-up

16. 16 Partner Reflection Take a few minutes to think about the set-up in your classroom and reflect on the key considerations on slide 73 as well as the following questions. 1.Do you have ample space for whole group instruction? 2.Do you have a table or space for small group instruction? 3.Describe the spaces you use for Literacy Workstations. 4. Is the current set-up efficient or are modifications needed? 27

17. 17 The big question is… How do we effectively manage and provide meaningful work for the rest of the class while instructing small groups? 28

18. 18 One Option: Literacy Work Stations A literacy work station is an area within the classroom where students work alone or interact with one another, using instructional materials to explore and expand their literacy. It is a place where a variety of activities reinforce and/or extend learning, often without the assistance of the classroom teacher. It is a time for students to practice reading, writing, speaking, listening, and working with letters and words. (Diller 2003)

19. 19 Instructional Focus Phonemic Awareness Phonics (Basic or Advanced) Fluency Vocabulary Comprehension Writing in Response to Literature Work Station Considerations

20. 20 Guiding Questions: What is the purpose? Is it aligned? Is it relevant? Does it provide practice on taught material? What previously taught skills are practiced at the work station? Work Station Considerations

21. 21 Example Station Activities

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24. 24 With your partner, discuss 1.Does your core program include materials for literacy work stations? 1.If you do not use a core program, or yours does not come with materials, discuss how you plan and prepare the work stations in your room. 1.List the work stations set up in your classroom. Review each station using the guiding questions on slide 78. 1.How often do you change the materials in each work station? 1.What are the challenges and benefits of literacy work stations in the upper grades? Activity 29

25. 25 This will not work without an effectively taught management system 30 Procedures

26. 26 Spend the first two to four weeks of school showing students how to be members of productive and literate communities. It is important to plan carefully and allow enough time to really establish habits and routines. The best way to guarantee success is through plenty of modeling and scaffolding, gradually releasing more responsibility to the students. Keys to Success

27. 27 S = Structure for success T = Teach expectations O = Observe and monitor I = Interact positively C = Correct fluently Accomplishing this Daunting Task

28. 28 Define what appropriate behavior in each work station looks like, sounds like, feels like Define what student productivity looks like and sounds like in the context of each work station Define how students will transition between work stations Explicitly Define Expectations

29. 29 Work station #1 – Comprehension Looks LikeSounds Like Behavior Students are sitting at the table, all four legs of their chair on the floor, hands and feet to themselves, book open, or passage in front of them. Students are quietly reading the story, passage or poem to themselves. This may be accomplished through silent reading or whisper reading. Productivity Students generate before, during, and after questions to go with the story, poem, or passage. Productivity is quiet as students generate their questions. They may pose their questions to another student at the table or discuss generated questions, as long as voices are at a whisper. Transition Students put away books, passages, or poems and place generated questions into their workstation folders to be collected later. Students voices are no louder than a whisper.

30. 30 Phased approach (over time) –Step 1: Teach station “A” to mastery –Step 2: Teach station “B” to mastery –Step 3: Blend stations “A” and “B” –Step 4: Teach station “C” to mastery –Step 5: Blend station “C” with “A” and “B” –Etc… –This process might take several weeks to be fully implemented Explicitly Teach Expectations

31. 31 Periodically move through stations providing specific feedback on behaviors and productivity. Hold students accountable for permanent work products. Scan the room frequently. Keep rates of positive feedback at high levels. Observe and Monitor, Interact Positively, and Correct Fluently

32. 32 This tool tells students Where to be When to be there What to do while they are there A management board must: meet the needs be large enough to be seen have icons that match those on the centers or workstations be easy for students to read and understand Management Boards

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36. 36 System One: In this system, students are kept in skill-based groups to rotate through work stations. System Two: In this system, students are assigned to one group for the teacher- led center, but another group for work stations. Small Group Organization Systems

37. 37 Activity Refer to the list of literacy work stations that you generated 1.Complete the “Looks like, Sounds like” chart for each station. 2.Review the rotation systems in the slides. Does your current rotation system need revising? If so, what revisions would you make? 33-34

38. 38 Quickly review this section on building an effective reading block. Share with your partner one thing you plan to work on in your classroom. Reflection