The National Reading Panel Report research shows that ALL students need at least 90 minutes of uninterrupted reading instruction each day to become strong readers, and that this instruction must be systematic, explicit, scaffolded, and differentiated across the classroom.
Teachers should be teaching reading to all students using the Comprehensive Core Reading Program that is on the level of the majority of children in the class. An initial lesson from the Comprehensive Core Reading Program is usually 30-40 minutes each day of the required 90 minute uninterrupted reading block.
For the remainder of the block, the teacher should differentiate instruction focusing on the need of students using the Comprehensive Core Reading Program or 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 should provide immediate intensive intervention to children in need (as determined by a diagnostic assessment). Find more detail here: Elementary Reading/Literacy Block Reboot from Just Read, Florida!
Expectations of the reading block
Scientifically based reading instruction includes explicit and systematic instruction in the following areas:
- Oral language
- Phonemic awareness
- Phonics
- Fluency
- Vocabulary
- Comprehension
Differentiated reading instruction
Differentiated reading instruction is:
- Teacher-led
- Individual or small group
- Matching instruction to diverse needs
- Flexible
Characteristics of differentiated small groups
- Students grouped based on reading assessment data
- Texts from a variety of sources, including numerous leveled books
- Decoding and comprehension focus
- Systematic word study
- Vocabulary
- Writing
90-minute reading block template
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.
| 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
Phonics & Fluency
Vocabulary & Comprehension
|
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| 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 | 5 | 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) | |
| 3x per week | 1 | 1 | 1 |
Group 1 also needs iii, which requires work on the following skills in addition to work with Elkonin boxes:
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