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90-Minutes Reading Block

90-Minutes Reading Block. April Kelley Reading & Writing Consultant ESU #6. Demystifying. the Reading Block. Answers to Questions:. What does research evidence tell us? How do I organize the reading block? What constitutes an interruption ?

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90-Minutes Reading Block

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  1. 90-Minutes Reading Block April Kelley Reading & Writing Consultant ESU #6

  2. Demystifying the Reading Block

  3. Answers to Questions: • What does research evidence tell us? • How do I organize the reading block? • What constitutes an interruption? • What does a reading block schedule look like? • How do I manage the reading block? • What reading components constitute the reading block? • How do I differentiate instruction with flexible groups? • How do I address differentiated intervention?

  4. What doesresearch evidencetell us? Effective reading instruction requires: • At least 90 uninterrupted minutes per day • Density • Systematic delivery of explicit instruction • Scaffolding • Differentiation • Intensive intervention in addition to initial instruction

  5. 90 Minute Reading Block • Focus on 5 essential components of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. • Whole group instruction to focus on reading skills everyone needs. • Small group instruction: Group students with similar skill needs to provide them with extra reading instruction and practice.

  6. 90 Minute Reading Block • Walk-to-Read: Students travel to other classrooms for reading instruction based upon the skills they need to learn and practice. • Flexible Grouping: Students will rotate from group to group based upon the skills they need to learn and their needs at the current time. • Constant monitoring will allow us to get students in the appropriate skill group and adjust our instruction based upon their needs. (More individualized instruction)

  7. Walk-to-Read • Advantages • Disadvantages

  8. Instructional Density The Reading Block 90 – 120 minutes per day Increased Resources Building Student Reading Proficiency Increased Time

  9. What constitutes an interruption? • Lunch • Special Area (art, music, band, PE, media, etc.) • Exceptional Student Education pull-out • Mentoring during whole group instruction • Trips to the library • Counseling • Recess • English Speakers of Other Languages pull-out • Computer Lab pull-out • School Assemblies • All-call

  10. How is your reading block currently organized? Whole group Small group Centers Length

  11. How do I organize the reading block? CLASSROOM CHARACTERISTICS • Academically engaged • Accountability ELEMENTS • Whole Group Instruction • Differentiated Instruction in Small Groups and Centers

  12. How do I organizethe 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 assessments. • Monitor progress of those most at-risk students more frequently for making instructional changes to accelerate learning: • Size of the small group • Group members • Level of explicitness • Amount of scaffolding • Length of time for targeted instruction

  13. What could a reading block schedule look like? CCRP = Comprehensive Core Reading Program SRP = Supplementary Reading Program

  14. What could a reading block schedule look like? CCRP = Comprehensive Core Reading Program SRP = Supplementary Reading Program

  15. Sample Reading Schedules

  16. Stacy’s Sample Reading Lesson Plan

  17. Chad’s Sample Reading Lesson Plan

  18. Which schedule/lesson plan do you like? Why?

  19. Clarifying the Gray Areas • Exclude: • Theme-based spelling instruction • Include: • Orthographic spelling instruction Write-a-response to reading Critical Thinking Skills • Writing conventions • instruction • Writing process • instruction Comprehension • Write-a-response • to reading activity • Critical thinking activity • - Questioning the author dialogue • - Semantic feature analysis Writing Composition Conventions Spelling Oral Language Activities Phonemic Awareness Activities Theme-based Orthographic Speaking Listening &

  20. How do I differentiate instruction? When is differentiated instruction delivered? • Every day during the reading block How can a teacher plan in order to differentiate? • Identify the target reading components • Identify the target resources • Implement a classroom management system

  21. How do I plan for differentiated instruction? PM = Progress Monitoring CCRP = Comprehensive Core Reading Program SRP = Supplementary Reading Program

  22. How do I plan for differentiated instruction? PM = Progress Monitoring CCRP = Comprehensive Core Reading Program SRP = Supplementary Reading Program

  23. How do I differentiate intervention?

  24. Do you currently differentiate in your small groups? -If so… how? -If not…what could you try?

  25. How do I manage the reading block? • Room Arrangement • large group area • small group areas • Rules versus Procedures • plan procedures • teach procedures • consistently enforce procedures

  26. How do I manage the reading block? • Academic Tasks to Consider • Whole Group Activities • Small Groups • Student Centers • Independent Activities • Transitions

  27. Student Centers • Word Work • word sorts • spelling activities • vocabulary w/graphic organizers • Elkonin boxes • six common spelling patterns • Writing • written response to reading • conventions practice • Reading corner • partner reading • independent reading • “whisper” choral reading • Investigations • question probe • graphic organizers

  28. Points of Decision • What do the assessment results tell me about each of my students? • Which target skill(s) can I identify to thwart future reading difficulties? • Which of my students need to work together as a group at this time?

  29. Points of Decision • How 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? • How do I support small group instruction if my CCRP predominately uses whole group instruction?

  30. Points of Decision • How do I organize the classroom during the reading block in order to manage differentiated instruction? • what will each group do at the small group instruction? • how much time will be spent at the teacher-led center? • what will the other students do at each of the student centers?

  31. Seven Word Summary Write a sentence using exactly 7 words to summarize what you learned about a 90 Minute Reading Block today. Share your summary with your group. Make one summary for your group to share out.

  32. 90-Minutes Plus High Quality Reading Instruction Questions??? Presented by April Kelley

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