Running head: 120-MINUTE THIRD-GRADE READING BLOCK PLAN 1

120-Minute Third-Grade Reading Block Plan

Jasmine Race

EDU 610

Granite State College

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Introduction

Third grade reading blocks are typically anywhere between 90 and 120 minutes. During

this time, it is important as a teacher to ensure that all students are learning and expanding their

knowledge from and about reading. The block is broken up into segments that allow students to

work through it at their own pace. The segments included in the reading block are: whole-group

activity/lesson, shared/guided reading, independent reading, word work, and technology. Each

group will participate in each segment of the reading block every day. Students know that if they

finish their work early, they are invited to read independently or work on anything in their

writing notebook.

Students are grouped per their reading level and ability, and will move through the

centers as a group. The students’ reading schedule is posted on the board, so all they need to do

is find their group name to determine what their schedule looks like. Although they will work

through independent reading and word work at their own pace, technology and guided reading

are done at certain times, which the students are made aware of by a timer that alerts them to

switch.

Whole-Group Lesson/Activity – 15 minutes

The beginning of the reading block will include a whole-group lesson or activity. This

will set the pace for the reading block and focus students on what the expectations of each

reading segment are. This activity will usually be a closer reading text or a read aloud that is

voted on by the class. I will give them options to choose from, and they will decide which book

they would like to hear. During this time, I will also be introducing them to what should be

worked on during word work. This may include grammar practice, spelling, mentor sentences, or
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comprehension practice. This time will also be used to introduce new vocabulary, topics, or units

of study, and serves as a clarification as to what the students will be learning that day.

Shared/Guided Reading – 30 minutes

Shared/guided reading groups are determined by students’ reading ability. I will meet

with my highest reading group once a week and my lowest every day. The other two groups meet

with me two-three times a week, depending on their need. I use this time to listen to the students

read, as well as model effective reading. Students will read aloud as a group, as well as

independently. When they are reading independently, I will use that time to conference with

students individually to determine their individual reading abilities. I will also use this time to

assess what my students struggle with during reading and what they excel at. I use this

information to determine what types of texts we will look at, what I want them to gather from the

reading, as well as mini-lessons that can be incorporated during their reading group time. This

segment of the reading block takes place while the other groups are working at the reading

centers.

Reading Centers – 45 minutes

Students will pass through each of the reading centers every day, with each one lasting 15

minutes in length at most. Independent reading is used while the students eat their snacks to

practice their reading skills. They are encouraged to choose books that challenge them and their

skills, but are not too difficult or overwhelming. Sometimes, a chapter book will be assigned to a

reading group, and the students in that group will be told to read specific chapters in preparation

for their group. The higher reading groups may also be assigned texts to read when they are not

meeting as a group.
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Students that are working on word work are typically doing so independently. Some

students will need assistance in reading directions and questions, so partners may be assigned to

assist these students. Word work typically consists of spelling, grammar worksheets, and mentor

sentences. A variety of spelling activities are introduced to the students at the beginning of the

year, and they practice these each week with their new words. These activities include: ABC

order, syllable counting, sorting, and sentence writing. Grammar worksheets typically have

students work on parts of speech, mechanics, and writing skills. Spelling is kept in a spelling

folder, and is to stay there until the following week so that I can check student work as I see fit.

Grammar worksheets are kept in the students’ writing folders, as we go over them before lunch

or the following day.

Mentor sentence practice takes a sentence from a mentor text and has students work with

it differently each day. Day one requires students to look closely at the sentence and make notes

regarding things they notice, such as the type of sentence, interesting word choice, unknown

words, and other things that make the sentence unique. Day two has students determine the

various parts of speech in the sentence. Day three has students revise the sentence, while keeping

its meaning. Students will add vivid verbs, change the sentence around, or find other ways to

revise it. Day four has students imitate the sentence by creating a brand-new sentence that

follows the same structure as the mentor sentence. These are done in their writing notebooks, so

that they are held accountable for them when notebook checks are done. On the fifth day,

students are given an assessment regarding the skills they learned that week and center them

around the mentor text.

The technology center involves the students using the classroom computers or the

assigned Chromebooks to access i-Ready Reading. This program is an intervention-based

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program that adjusts to meet the needs of the students. They are assessed through quizzes after

each lesson, periodic check-ups, and three diagnostic tests throughout the year. The data from

this program shows how much students are on-task, how much skills they’ve gained, and which

areas they still need to work on. Some of the students also use a program called Nessy, which is

geared more toward students with dyslexia, and is much more manageable for them than i-

Ready.

Writers Workshop – 30 minutes

After the reading block, we will meet back as a whole-group to go over the goals for

writer’s workshop for the day. Students are given a writing topic, are asked to write about a text,

or given the option of a free-write, so long as they are following the conventions of written

expression. During this time, I will meet with some of the struggling writers and help them

convey their message through graphic organizers and notes that’ll clarify their topic. For students

who find writing tiresome or difficult, they will have access to Google Docs and the voice-typing

feature. This time may also be used to go over the students’ word work, especially if I notice that

many students had struggled with it.

Classroom Set-up

The classroom is set up in a way that all students can access the materials needed for

them to succeed. Students use their desks to complete their seatwork, while small, guided

reading groups meet with me on the carpet or the kidney table in the back of the room. Books are

organized in bins by reading level, and sorted between fiction and nonfiction texts. There are

also texts that are used during guided reading groups that the students have access to if they are

asked to read one of them for their independent reading time. Any worksheets or papers that
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students need will be placed on the chalkboard for the students to grab as needed. Lined paper

and scrap paper is also available in a central location. Students will also be given their i-Ready

logins that they are responsible for keeping at their desk. Reading block schedules are kept

posted on the wall with the group name, who’s in the group, and what order of activities they

will be working in. If there are any changes to the schedule for some reason, the students will be

informed through a verbal warning as well as a written warning on the board.

It is important for students to have structure and resources available to them to succeed in

literacy instruction. Students must be able to develop and practice their skills, both independently

and within a group. Schedules change and things come up, so I need to make sure that the

groupings are flexible and that students know that things can change quickly depending on the

circumstances, such as the loss of Internet. This reading block plan ensures that all of my

students will be successful in their literacy instruction and practice.