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Word Lab in a Balanced Reading Program
Schedule #3 (no computer lab available)
Mon. Tues. Wed. Thurs. Fri. Weekly totals
Directed reading/
thinking/listening activities

20 min. lit. groups

 20 min. lit. groups   20 min. lit.  groups

30 min. class read of non-fiction text (SS or Sci) with discussion and direct instruct. activities

30 min. class read of non-fiction text (SS or Sci) with discussion and direct instruct. activities

2 hrs other instruction
Word Lab - vocab. using a variety of comprehension strategies   

40 min. with 1/4 of the class using WL on classroom computers /other 3/4 following along during read-aloud and taking turns reading for 20 min., then participating in SSR for the remaining 20 min. 

*see below

  

(SAME-rotating students as needed)

 

(SAME-rotating students as needed)

(SAME-rotating students as needed)

(SAME-rotating students as needed)

1 hr, 20 min. maximum possible spent on Word Lab per student
(3 hrs, 20 min a week in total instructional time)

40 min. minimum  possible spent on Word Lab (with up to 2 additional hrs, 40 min.  possible for participating in class read-aloud and SSR.)

 *see below
SSR - sustained, self-selected, silent reading

20 min. in class

(SAME)

(SAME)

(SAME)

(SAME)

1 hr, 40 min. SSR in class
Total inclass instruction

1 hr, 20 min

1 hr, 20 min.

 1 hr, 20 min.

1 hr, 30 min.

1 hr, 30 min.

7 hrs. inclass instruction
*This model is for schools that have no computer lab and is also the most cost efficient model for individual teachers that choose to use the program when other classrooms in their school are not involved. Note that students who have stronger vocabulary and reading skills will spend less time using the vocabulary program and more time participating in the class reading time.  Based on data collected from test classrooms, strong readers make progress using the program 40 min. weekly. Challenged readers make even greater gains in reading comprehension when provided more time to use the program. This model works most efficiently if the classroom can provide a 4 to 1 ratio (or better) of students to computers. All students will have 40 min. each at the computers M-F and on Friday, students who need more time can use the additional 40 min. 

This sample schedule applies the "no computer lab" approach within the context of schedule #2. Note that this model can be used with either a schedule #1 approach (SSR for homework) or a schedule #2 approach (all SSR done in class) or a mix of the two.

Students work at their own pace and will finish workbooks at different times. The program maintains access to student progress and its reports provide the information needed to decide which students need more time on the program.  As stronger readers finish a workbook more computers become available for those who need more time. Once some students have finished, the ones not using Word Lab should use this time to spend more time with SSR. This fits what is appropriate for these students according to research. The teacher is then free to spend time helping challenged readers work through the rest of the activities. 

This schedule gives the teacher less freedom to guide and monitor students as they work. Since this is an essential and valuable part of the learning process with Word Lab, teachers will need to give some of the  responsibility to the stronger readers to take over reading to the class during the read aloud, so they may assist students who are working at the computers as needed. 

This schedule is designed to accommodate the classroom that is not likely to follow through with SSR at home nightly as per schedule #1 but may also be adapted to fit with the schedule #1 approach as seems appropriate.

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