Managing the Components of the

Comprehensive Literacy Framework

References

 “Demystifying the 90-minute Reading Block”

by Ruth Gumm and Sheryl Turner
 Florida Center for Reading Research
 Fcrr.org
 What does How do I organize How do I manage the
research evidence the reading block? reading block?
tell us?

What reading How do I differentiate How do I address

components are instruction with differentiated
necessary? flexible groups? intervention?

Managing the Components of the

Comprehensive Literacy Framework
What does research evidence
tell us?

Effective reading instruction requires:

 At least 90 uninterrupted minutes per day
 Systematic delivery of explicit instruction
 Scaffolded instruction
 Differentiation
 Intensive intervention in addition to initial
instruction
 Framework for Reading
Adapted from National Reading Panel, 2000
Put Reading First, CIERA, 2001

Decoding Comprehension
Phonemic
Awareness Phonics Fluency Vocabulary Comprehension
 Scaffolded Instruction

Child
Direct Explanation

Modeling Child
Guided Practice

Teacher Independent
Practice and
Application
 Instructional Cycle
Informed by Assessment

Assessment

Practice and Plan

Application Instruction

Guided
Model
Practice
How Do I Organize the Reading Block?

 Classroom Characteristics
– Academically engaged
– Accountability
 Elements
– Whole Group Instruction
 Read Aloud
 Shared Reading
How Do I Organize the Reading Block?

 Elements
– Differentiated Instruction with Small Groups
 Guided Reading
– Differentiated Instruction with Learning Centers
 Teacher-led centers
 Several Student Centers (group, pair, cooperative,
individual)
 Independent reading
 Differentiated intervention with at-risk student in small,
flexible groups
How Do I Organize the Reading Block?

 Group Size
– Typically 3-8
– High-risk groups 3-5
 Small Group
– Work with each group differently based on
instructional need as determined by results of
various reading assessments.
How Do I Organize the Reading Block?

 Small Group
– Monitor progress of at-risk students more
frequently to make instructional changes to
accelerate learning:
 Size of small group
 Group members
 Level of explicitness
 Amount of scaffolding
 Length of time for targeted instruction
 Preventive Instruction
“The best intervention is effective instruction.” (National Research Council)

Intensive
Intervention

Differentiated
Intervention

um
Differentiated n u
t i
Instruction
o n
l C
n a
Initial ti o
c
Instruction t ru
s
In
How Do I Differentiate Instruction?

 Differentiation is instruction planned and delivered

with precision in small, flexible groups of students.
 All students receive differentiated instruction.
 Differentiated instruction is delivered daily during the
reading block.
 Planning:
– Identify target reading components
– Identify target resources
– Implement a classroom management system
The Reading Total Time: Whole Group Resources:
Block 20-30 min. daily Core
90 minutes program
Minimum daily Total rotation Differentiated Instruction Resources:
time: 60-70 Teacher-led centers with Core and
Supplemental
min. daily Groups 1, 2 and 3

M T W Th F Instructional
Focus
20-25 minutes Session I 1 2 3 1 2
per group Session II 2 3 1 2 3
Session III 3 1 2 3 1
Classroom 10-15 Differentiated Intervention Resources:
Intervention minutes Supplemental
M T W Th F and
Additional (Basic)
Intervention
Class Time 30 min.
with teacher Intervention
(Minimal
Session
Proficiency)

Flex Time 30 minutes Reading Across the Resources:

Curriculum Supplemental
Additional
Class Time Language Arts
with teacher Writing
Spelling
 Instruction Range of Class Configuration Examples of Teacher-Led
Time Activities
TOTAL Resource: CCRP
TIME: Segment sounds (PA)
Whole Group Sound-letter correspondences (Phonics)
20-30 min
The Reading Block daily
Partner reading (Fluency)
Prereading Lesson: words (Vocab)
Reciprocal Teaching (Comprehension)

TOTAL TIME: TOTAL Differentiated Instruction:

ROTATION Small Group Instruction: Groups 1, 2, & 3
90 minutes minimum daily TIME:
Resources:
60-70 min 20-25 min M T W Th F CCRP & SRP
Daily daily per
group
Group Instructional Focus
Session 1 1 2 3 1 Group 1: segment sounds
2 w/Elkonin boxes

Session 2 2 3 1 2 Group 2: word sorts w/common

3 syllable spelling patterns

Session 3 3 1 2 3 Group 3: reread decodable books

1
Classroom Intervention TIME: Differentiated Intervention: 3 – 5 Resources:
Additional Classroom Time 10-30 min students SRP & Intervention Program
w/teacher daily
M T W Th F
Intervention X X X X X Instructional Focus:
Session • Phonemic segmentation w/ mirrors
• Word building w/letter & pocket
charts
Flex Time Time: Reading Across the Curriculum Supplemental Materials
• Word-level fluency card activity
30. min Writing, Spelling
daily

CCRP = Comprehensive Core Reading Program

SRP = Supplementary Reading Program
Intensifying Shared Reading for Word
Identification Strategies and
Comprehension

 An effective daily routine that evolves

throughout the year.
 20-30 minutes in Whole Group
 Same materials in small group and centers
 Stay focused on students’ needs and on
critical skills and strategies
Intensifying Shared Reading for Word
Identification Strategies

 Monday: Prepare for the Reading

 Tuesday: Shared and Assisted Rereading of
the text
 Wednesday: Reread with specific focus on
sound-letter patterns
 Thursday: Reread with focus on specific
sight words
 Friday: Reread with a focus on specific
structural elements
Intensifying Shared Reading for
Comprehension

 Monday: Activate prior knowledge, preview

vocabulary
 Tuesday: Read with predictions and
questions
 Wednesday: Reread for fluency
 Thursday: Reread with focus on specific
strategy
 Friday: Response
How Do I Manage the Reading Block?

 Rules vs. Procedures

– Plan procedures
– Teach procedures
– Consistently enforce procedures
 Room Arrangement
– Large group area
– Small group area
How Do I Manage the Reading Block?

 Academic Tasks
– Whole Group Activities
– Teacher Led Center
– Student Led Centers
– Independent Activities
– Transitions
 Student Centers

Word Work
Writing
• word sorts
• spelling activities • written response to reading
• vocabulary w/graphic organizers • conventions practice
• Elkonin boxes
• six common spelling patterns

Reading corner Investigations

• partner reading
• question probe
• independent reading
• graphic organizers
• “whisper” choral reading
Decisions
 What do assessment results tell me about
each of my students?
 Which target skills can I identify?
 Which of my students need to work together
as a group at this time?
 How much time is required per group?
 What resources are available for me?
 How do I organize the classroom during the
reading block in order to manage
differentiated instruction?
 Key Components of
Effective Reading Instruction

“A teacher The Teacher

affects
eternity;
she can
never tell
where her
influence
stops.”
Henry Brook Adams
American Historian