Have you tried structured literacy blocks? How many of us have tried to teach students with vastly different needs in a whole group format?
…there is no time in the day to train paraprofessionals to lead a small group.
…the paraprofessionals have no prior experience or lack the confidence to run their own group.
…we want to make sure that we are delivering the information in a particular way and collecting data in a way that makes the most sense to us.
Whatever the reason, I get it! You may feel like teaching in a whole group is the only way to make it work. Many of the special educators I have worked with felt that way, too. You are not alone. What we found is that adding structured literacy blocks into your daily schedule maximizes learning opportunities and increases student engagement. That being said, creating a schedule and structuring the physical set up and routines in the classroom to meet the diverse needs of students with disabilities is no easy feat.
As educators strive to meet the diverse needs of their students, the importance of incorporating structured literacy blocks into the daily schedule becomes increasingly evident. For special educators working with both emergent and conventional readers and writers, a carefully designed literacy block can provide a targeted and effective approach to skill development. In this blog post, we’ll explore the implementation of structured literacy blocks that accommodates varying levels of support and encourages engagement through 15, 20, or 30-minute rotations across 3 stations.
At the heart of the structured literacy blocks is the Teacher Station, where core curriculum materials are used to deliver new information and teach new skills. This station serves as the foundation for the lesson, providing students with essential knowledge and skills. The teacher’s guidance ensures that every learner receives personalized instruction, fostering a supportive and inclusive learning environment.
The next structured literacy blocks station needs to be led by a dedicated paraprofessional. The Phonics/Word Study Station extends the core curriculum, reinforcing previously taught skills. This station incorporates a variety of materials, including magnetic letters on a cookie sheet, dry erase boards, paper, and different writing utensils. The hands-on activities at this station aim to deepen students’ understanding of phonics and word patterns, making learning both engaging and effective. Students can look for letters or words within the text that is being read at the Teacher Station to support generalization of skills through the use of familiar text.
You could also use this station to do Predictable Chart Writing strategies!
Promoting autonomy and self-directed learning, this station allows students to apply and reinforce their skills as independently as possible. For emergent readers, shared reading may occur, with a knowledgeable staff member sharing in the reading experience. This collaborative approach focuses on interaction and making meaning of the student’s attempts to communicate about the book. Shared reading is about reading WITH students, not TO them. The adult should follow the student’s lead and interact based on the student’s comments, questions, eye gaze, body language, etc. Students should have a variety of texts to choose from, including high-interest topics.
They can look through and/or read physical books, magazines, or other printed materials, listen to audio books, listen to a book they selected read aloud by an adult, access a book on a computer or an iPad. The idea is to increase engagement by providing choices and maintain the engagement by allowing the student to lead the interaction. Literacy skills are learned through interaction and experiences. We need to give our students as many opportunities as possible to develop these crucial life skills in structured literacy blocks.
To facilitate smooth transitions between stations, visual schedules and timers play a crucial role. Schedules provide a visual roadmap for students, helping them understand the sequence of their stations and what to expect next. Visual and/or auditory timers provide an indicator of how much time they are to be at each station. Clear and concise visual and auditory cues empower students to navigate the structured literacy block independently, fostering a sense of autonomy and responsibility.
See the visual schedule example below. Each station can be a schedule piece that is Velcroed to the schedule and moved to a “finished” area on the back, or they can be written in with dry or wet erase markers and erased or crossed off.
Maintaining an organized learning environment is essential for the success of the structured literacy blocks. Keeping teacher materials organized and in their designated stations ensure that each station is well-equipped for effective instruction. This organizational approach streamlines the teaching process, allowing educators to focus on delivering high-quality instruction without disruptions.
To support student understanding and engagement, mini schedules at each station provide a snapshot of the tasks and expectations. These visual aids help students transition smoothly between activities and promote a sense of structure within each station. By clearly outlining the steps involved, mini schedules contribute to a positive and focused learning experience for structured literacy blocks.
Structured literacy blocks tailored to the needs of special education students can be a game-changer in their literacy skill development. By structuring rotations of teacher-led instruction, targeted phonics/word study activities, and self-directed and/or independent reading opportunities, educators can create a well-rounded and effective learning experience. As we embrace these strategies, we amplify the amount of time students spend engaged in meaningful learning opportunities to continue to develop their emergent reading and writing skills.
Connect with me on Instagram or email me [email protected] to learn more about structured literacy blocks.
Make sure to watch Tara’s interview about Shared Reading on YouTube!
For more information on teaching literacy skills to students with disabilities, I highly recommend reading Comprehensive Literacy for All by Karen Erickson and David Koppenhaver. I highly recommend Building Wing’s literacy programs, Readtopia and ReadtopiaGO. These programs are aligned with all of the components of Comprehensive Literacy for All and work very well in the structured model outlined in this blog post. Additionally, Literacy Instruction for Students with Significant Disabilities offers so much information and additional resources from Karen Erickson, David Koppenhaver, and Caroline Musselwhite. Speaking of Caroline, her AAC Intervention Tips are packed with practical information that you can implement right away.
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