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University of California Santa Barbara Literacy Block Plan

University of California Santa Barbara Literacy Block Plan

Description

You have a class of 16 second grade students. Below is the classroom list of students, their demographics, and reading levels as measured using a computerized reading assessment program.

  1. Javier: Hispanic male, proficient in English, reads at a level 1.6
  2. Sam: White male, special education student in reading and math, reads at level 0.8
  3. Sherry: White female, in the gifted program, reads at level 3.5
  4. Toby: White male, reads at level 2.2
  5. Trina: African American female, reads at level 1.9
  6. Eric: Hispanic male, receives one hour of ELL services each day, reads at level 1.2
  7. Rachel: African American female, reads at level 2.6
  8. Gavin: White male, receives special education services for speech/language, reads at level 1.3
  9. Hairo: Hispanic Male, proficient in English, reads at level 1.8
  10. Brandon: African American male, reads at level 2.1
  11. Tyler: White male, reads at level 2.3
  12. David: White male, reads at level 2.
  13. Daisi: Hispanic female, receives one hour of ELL services each day, reads on level 1.2
  14. Taylor: White Female, reads on level 2.
  15. Reona: African American female, receives special education services in reading reads on level 1.1
  16. Erica: Hispanic female, proficient in English, reads on level 1.6

Use this information to develop a reading block for your classroom. The reading block should include the following:

  1. Leveled reading groups and daily rotation schedule for the groups, including the names of the students and the rationale for developing each group;
  2. a list of Literacy Stations for use when students are not meeting with you in groups or individually;
  3. a list of materials needed for the Literacy Stations as well as instructions for each station;
  4. class schedule for the literacy block which includes time for whole-group mini- lessons, read-alouds, writer’s workshop (whole group, modeling writing, and independent writing), independent reading time, and word work (or spelling activities);
  5. include a list of appropriate formative and summative assessments that you will use throughout the year to monitor your students’ achievement periodically. Also include a timeline for administering the assessments; and
  6. include the use of technology such as projectors/ELMOS, Internet sites for learning, etc.