1. 90-Minute Reading Block Scheduling Cohort B August 23, 2005 90-Minute Reading Block Scheduling Cohort B August 23, 2005 Examples from William Walker tonifisher@beavton.k12.or.us

2. Overview Reading Block schedules for Kindergarten through 3 rd grade Reading Block schedules for Kindergarten through 3 rd grade Benchmark and Progress Monitoring Assessments Benchmark and Progress Monitoring Assessments Priorities Priorities

3. Sample Reading Block Organization: William Walker Kindergarten (4 sessions of kindergarten) Reading Block is 75 minutes (half day for all) Reading Block is 75 minutes (half day for all) Teacher teaches all aspects of Houghton Mifflin to all learners (mostly whole class instruction, 20/75 minutes is working in small groups) Teacher teaches all aspects of Houghton Mifflin to all learners (mostly whole class instruction, 20/75 minutes is working in small groups) Kindergarten (4 sessions of KIIP, Kindergarten Intensive Intervention Program, Title 1 Funds) 48/83 Intensive/Low Strategic children stay for an additional session of KIIP 48/83 Intensive/Low Strategic children stay for an additional session of KIIP Ratio: 1 teacher, 12 students Ratio: 1 teacher, 12 students Materials used: ERI, Language for Learning and Pre/Reteaching of Houghton Mifflin Materials used: ERI, Language for Learning and Pre/Reteaching of Houghton Mifflin

4. Sample Reading Block Organization: William Walker 1 st Grade (4 classroom teachers, 1 ESL teacher, 2 Instructional Assistants) High Strategic/Benchmark Students (22 students per class) High Strategic/Benchmark Students (22 students per class) Reading Block is 2 ½ hours in length (45 minutes of writing) Reading Block is 2 ½ hours in length (45 minutes of writing) 3 Houghton Mifflin Classrooms (utilize all aspects of HM) 3 Houghton Mifflin Classrooms (utilize all aspects of HM) 30 minute small group instruction (1 teacher, 2 Instructional Assistants in room, use data to determine instructional focus) 30 minute small group instruction (1 teacher, 2 Instructional Assistants in room, use data to determine instructional focus) Explicit Blending, Phonics Library, On My Way Practice Readers, Leveled Readers, Anthology Selections Explicit Blending, Phonics Library, On My Way Practice Readers, Leveled Readers, Anthology Selections Intensive/Low Strategic (23 students) 1 Read Well/Houghton Mifflin Classroom: (50 minutes of Read Well, small group) 1 Read Well/Houghton Mifflin Classroom: (50 minutes of Read Well, small group) 1 Classroom Teacher and 1ESL teacher team teach Houghton Mifflin for 100 minutes (11/12 students) 1 Classroom Teacher and 1ESL teacher team teach Houghton Mifflin for 100 minutes (11/12 students) * Read Naturally in the afternoon for intensive and strategic students

5. Sample Reading Block Organization: William Walker 2 nd Grade (4 classroom teachers, 1 ESL teacher, 1 Instructional Assistant) High Benchmark Class (25 students), Low Benchmark Class (23 students), High Strategic Class (22 students), Reading Block is 2 ½ hours in length (45 minutes of writing) Reading Block is 2 ½ hours in length (45 minutes of writing) 3 Houghton Mifflin Classrooms (utilize all aspects of HM) 3 Houghton Mifflin Classrooms (utilize all aspects of HM) Explicit Blending, Phonics Library, On My Way Practice Readers, Leveled Readers, Anthology Selections Explicit Blending, Phonics Library, On My Way Practice Readers, Leveled Readers, Anthology Selections Low Strategic/Intensive Students (18 students) 1 Read Well/Houghton Mifflin Classroom: (50 minutes of Read Well, small group) 1 Read Well/Houghton Mifflin Classroom: (50 minutes of Read Well, small group) 1 Classroom Teacher and 1 ESL teacher team teach Houghton Mifflin for 100 minutes (9/9 students) 1 Classroom Teacher and 1 ESL teacher team teach Houghton Mifflin for 100 minutes (9/9 students) * Read Naturally in and outside of reading block for intensive/strategic students monitored by IA

6. Sample Reading Block Organization: William Walker 3rd Grade (3 classroom teachers, 1 ESL teacher, 1 Instructional Assistant) High Benchmark Class (25 students), Low Benchmark Class (24 students), High Strategic Class (15 students), High Benchmark Class (25 students), Low Benchmark Class (24 students), High Strategic Class (15 students), Reading Block is 2 hours in length (30 minutes of writing) Reading Block is 2 hours in length (30 minutes of writing) 3 Houghton Mifflin Classrooms (utilize all aspects of HM) 3 Houghton Mifflin Classrooms (utilize all aspects of HM) Explicit Blending, Phonics Library, On My Way Practice Readers, Leveled Readers, Anthology Selections Explicit Blending, Phonics Library, On My Way Practice Readers, Leveled Readers, Anthology Selections Low Strategic/Intensive Students (12 students) 1 Hour of Corrective Reading, ESL teacher and IA 1 Hour of Corrective Reading, ESL teacher and IA 30 Minutes of HM (vocabulary and comprehension) 30 Minutes of HM (vocabulary and comprehension) * Read Naturally in and outside of reading block for intensive/strategic students monitored by IA

7. Assessments Classroom teachers administer all DIBELS benchmark assessments Classroom teachers administer all DIBELS benchmark assessments The teacher/IA who delivers intervention is responsible for progress monitoring The teacher/IA who delivers intervention is responsible for progress monitoring All data is reviewed at monthly collaboration meetings and instructional groups are reformed All data is reviewed at monthly collaboration meetings and instructional groups are reformed

8. Priorities Building Leadership must create common, uninterrupted reading blocks for grade level teams Building Leadership must create common, uninterrupted reading blocks for grade level teams After analyzing the data, staffing/resource decisions must be made from a building perspective After analyzing the data, staffing/resource decisions must be made from a building perspective Coach, principal, teachers and instructional assistants must meet to analyze data and make decisions that will guide instruction Coach, principal, teachers and instructional assistants must meet to analyze data and make decisions that will guide instruction

9. Questions