1. The 90 Minute Reading Block

2. What does research evidence tell us? Effective reading instruction requires: At least 90 uninterrupted minutes per day At least 90 uninterrupted minutes per day Density Density Systematic delivery of explicit instruction Systematic delivery of explicit instruction Scaffolding Scaffolding Differentiation Differentiation Intensive intervention in addition to initial instruction Intensive intervention in addition to initial instruction

3. Scaffolding Prompts Corrective Feedback Modeling Explicit Student Participation Student Efforts Independent Practice Student Mastery

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

5. What are the reading components? “The Fab Five” Phonemic Awareness Phonemic Awareness Phonics Phonics Fluency Fluency Vocabulary Vocabulary Comprehension Comprehension

6. Phonemic Awareness Instruction GUIDING PRINCIPLE Systematically deliver explicit instruction Systematically deliver explicit instructionHOW Establish instructional routines in blending, segmenting, and manipulating sound Establish instructional routines in blending, segmenting, and manipulating sound Scaffold introduction of new phonemic skills from simple to more complex Scaffold introduction of new phonemic skills from simple to more complex Provide ample practice opportunities that directly align with the phonemic awareness instruction Provide ample practice opportunities that directly align with the phonemic awareness instruction Link phonemic awareness instruction to phonics Link phonemic awareness instruction to phonics

7. Phonics Instruction GUIDING PRINCIPLE Systematically deliver explicit instruction Systematically deliver explicit instructionHOW Carefully scaffold introduction of new phonics skills from simple to more complex letter-sound correspondences Carefully scaffold introduction of new phonics skills from simple to more complex letter-sound correspondences Provide ample practice opportunities that directly align with the phonics instruction Provide ample practice opportunities that directly align with the phonics instruction Link phonics instruction to word recognition and spelling activities Link phonics instruction to word recognition and spelling activities Explicitly address patterns in irregular words and provide ample practice to build sight word recognition of irregular words Explicitly address patterns in irregular words and provide ample practice to build sight word recognition of irregular words Relate phonetic elements to all types of text Relate phonetic elements to all types of text Establish instructional routines for development of phonetic decoding efficiency Establish instructional routines for development of phonetic decoding efficiency By 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 By 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

8. Fluency Instruction GUIDING PRINCIPLE Systematically deliver explicit instruction Systematically deliver explicit instructionHOW Carefully scaffold student fluency practice from the sub-word level, word level, sentence level, and to the text level Carefully scaffold student fluency practice from the sub-word level, word level, sentence level, and to the text level Provide daily opportunities for student fluency practice with text at the student’s independent reading level Provide daily opportunities for student fluency practice with text at the student’s independent reading level Promote wide fluency practice with a variety of different types of texts Promote wide fluency practice with a variety of different types of texts Establish a variety of instructional routines for student fluency development such as Establish a variety of instructional routines for student fluency development such as Choral reading Choral reading Partner reading Partner reading Reader’s Theatre Reader’s Theatre

9. Vocabulary Instruction GUIDING PRINCIPLE Systematically deliver explicit instruction Systematically deliver explicit instructionHOW Provide vocabulary instruction using words for: Provide vocabulary instruction using words for: Oral language development in grades K-1 Oral language development in grades K-1 Both oral language and reading vocabulary in grades 2-3 Both oral language and reading vocabulary in grades 2-3 Promote dialogue in various contexts using words already taught Promote dialogue in various contexts using words already taught Promote wide reading of a variety of texts for student reading vocabulary development Promote wide reading of a variety of texts for student reading vocabulary development Read aloud everyday for oral language development Read aloud everyday for oral language development Establish instructional routines for: Establish instructional routines for: Before reading Before reading During reading During reading After reading After reading Establish instructional routines using graphic organizers to expand vocabulary development Establish instructional routines using graphic organizers to expand vocabulary development

10. Comprehension Instruction GUIDING PRINCIPLE Systematically deliver explicit instruction Systematically deliver explicit instructionHOW Establish instructional routines for: Establish instructional routines for: Before reading Before reading During reading During reading After reading After reading Establish instructional routines using graphic organizers Establish instructional routines using graphic organizers Scaffold from lower to higher level questions to promote higher order thinking skills Scaffold from lower to higher level questions to promote higher order thinking skills Promote dialogue with critical thinking skills Promote dialogue with critical thinking skills Promote wide reading of a variety of texts for student reading for a variety of purposes Promote wide reading of a variety of texts for student reading for a variety of purposes Use text at appropriate student independent reading level Use text at appropriate student independent reading level Read aloud everyday Read aloud everyday

11. Which language arts components are linked to reading instruction? Spelling Spelling Expansion of phonics instruction in letter-sound correspondences Expansion of phonics instruction in letter-sound correspondences Writing Writing Expansion of spelling (spelling conventions) Expansion of spelling (spelling conventions) Comprehension activity (write-a-response to reading) Comprehension activity (write-a-response to reading) Listening & Speaking Listening & Speaking Oral language activities for vocabulary development Oral language activities for vocabulary development

12. How do I differentiate instruction? What is differentiated instruction? What is differentiated instruction? Differentiation is instruction planned and delivered with precision in small, flexible groups of students Differentiation is instruction planned and delivered with precision in small, flexible groups of students Which students receive differentiated instruction? Which students receive differentiated instruction? All students in the classroom All students in the classroom When is differentiated instruction delivered? When is differentiated instruction delivered? Every day during the reading block Every day during the reading block

13. How do I organize the reading block? CLASSROOM CHARACTERISTICS Students are academically engaged Students are academically engaged Teachers and students are accountable Teachers and students are accountableELEMENTS Whole Group Instruction Whole Group Instruction Differentiated Instruction with Learning Centers Differentiated Instruction with Learning Centers Teacher-Led Center Teacher-Led Center Several Student Centers (group, pair, cooperative, individual) Several Student Centers (group, pair, cooperative, individual) Differentiated Intervention with at-risk students in small, flexible groups Differentiated Intervention with at-risk students in small, flexible groups

14. How do I organize the reading block? It is critical to analyze group size (from 3-8 students) It is critical to analyze group size (from 3-8 students) Keep high-risk group sizes small (3-5 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 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: Monitor progress of those most at-risk students more frequently for making instructional changes to accelerate learning: Size of the small group Size of the small group Group members Group members Level of explicitness Level of explicitness Amount of scaffolding Amount of scaffolding Length of time for targeted instruction Length of time for targeted instruction

15. How do I manage the reading block? Academic Tasks to Consider Academic Tasks to Consider Whole Group Activities Whole Group Activities Teacher Led Center Teacher Led Center Student Led Centers Student Led Centers Independent Activities Independent Activities Transitions Transitions

16. How do I manage the reading block? Room Arrangement Room Arrangement Large group area Large group area Small group areas Small group areas Rules versus Procedures Rules versus Procedures Plan procedures Plan procedures Teach procedures Teach procedures Consistently enforce procedures Consistently enforce procedures

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

18. Points of Decision How much time is required per group? How much time is required per group? What resources are available to me for precise use with each reading component? What resources are available to me for precise use with each reading component? What additional resources do I need? What additional resources do I need?

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

20. PLANNING Collaborating PLANNING Collaborating PLANNING Collaborating