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An Example of the 90 Minute Reading Block
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In addition to being a requirement of the district K-12 Comprehensive Research-Based Reading Plan, it is the philosophy of the Just Read, Florida! Office to use Scientifically Based Reading Research (SBRR) found in the National Reading Panel Report and in the No Child Left Behind legislation passed by Congress in 2001. This research shows that ALL children benefit from initial instruction found in Comprehensive Core Reading Programs (CCRPs), that is systematic and explicit. Teachers should be teaching reading to all students using the CCRP that is on the level of the majority of children in the class. An initial lesson from the CCRP usually consists of 30-40 minutes per day of the required 90 minute uninterrupted reading block (the 90 minutes is a minimum time required). For the remainder of the block, the teacher should then differentiate instruction focusing on the need of students using the CCRP or SRP (Supplemental Reading Program). This differentiated instruction may be on grade level with special attention to the needs of each student. In addition to the 90-plus minutes, the classroom teacher, special education teacher, or reading resource teacher will provide immediate intensive intervention to children in need (as determined by a diagnostic assessment).
| Instruction |
Range of Time |
Class Configuration |
Examples of Teacher-Led Activities |
| |
25-45 minutes |
Whole Group |
Work with Core Comprehensive Reading Program (CCRP) |
| Initial 90+ minutes daily |
Phonemic Awareness:
Segmenting sounds
Blending sounds
Phonics & Fluency:
Sound-letter relationships
Blending & decodables
Dictation and spelling
Vocabulary & Comprehension:
Robust Vocabulary Instruction
Pre-reading strategies
During reading strategies
Post reading strategies
|
TOTAL TIME:
45-65 minutes |
Small Groups (Group 1-5**) |
Group 1: segment sounds with Elkonin boxes |
| 15-20 minutes * |
M |
T |
W |
Th |
F |
Group 2: word building with letters & pocket charts |
| Session 1 |
1 |
4 |
2 |
5 |
3 |
Group 3: review complex blending strategies |
| Session 2 |
2 |
5 |
3 |
1 |
4 |
Group 4: reread the decodable book |
| Session 3 |
3 |
1 |
4 |
2 |
5 |
Group 5: choral reading of a new poem |
| Immediate Intensive Intervention |
20 minutes |
|
M |
T |
W |
Th |
F |
Work with Supplementary Reading Programs (SRPs) |
| 3 X per week |
1 |
|
1 |
|
1 |
Group 1 also needs iii, which requires work on the following
skills in addition to work with Elkonin boxes
phonemic segmentation with mirrors
common syllable patterns with spelling
reading a decodable book at instructional level
|
|
|
|
* This sample class has five small flexible groups that are formed based upon ongoing assessment results. The teacher meets with three groups daily during sessions 1, 2, and 3. While not working with the teacher, students will be working in small groups at literacy centers.
** Small group size can vary, but the immediate, intensive intervention group should be no larger than 3-5 students.
|
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