Structured for Success

Ramp-Up’s 90-minute daily instruction includes

• Independent, self-directed reading, using classroom library materials, to build comprehension, vocabulary, and fluency
• Daily read-aloud sessions to model comprehension, vocabulary, and fluency
• Whole-group, explicit instruction and technology-based activities to build comprehension, vocabulary, and writing skills
• Individual instruction to address unique student needs
• Whole-group discussion and sharing of literacy strategies

Classroom Structure: Ramp-Up Literacy uses the following routines—though there may be variations for some lessons and the time allocated for the routines will vary daily.

Independent Reading
Students choose a book from the classroom library and read for 10–15 minutes.

Read-Aloud/Think-Aloud
On most days, the teacher models fluent reading and comprehension strategies with a read-aloud. Sometimes this is accomplished by reading several chapters of a text and may take as much as 15 minutes. Other days a shorter passage and less time may be used.

Vocabulary Focus / Word Study
The teacher presents words for study and analysis—often from the read-aloud text—and students place these words on their vocabulary cards along with student-friendly explanations. This activity may take 5–10 minutes.

Classroom Conversation
Classroom conversations follow most read-alouds. Depending on the topic, the discussion may last from 5 to 15 minutes.

Whole-Class Instruction
There is a daily lesson. It may be a comprehension lesson, a vocabulary lesson, a writing lesson, or a syntax lesson. The lesson is short and focused and is followed by students applying the lesson. This takes no more than 15 minutes and make require 10 minutes or less.

Individual and Small-Group Work Time
A daily work period of at least 30 minutes is required for differentiated instruction wherein the teacher is able to perform diagnostics and to work with individual students. At the beginning of the course, all students perform the same task during the work period and multiple tasks (work stations) are phased in so that over time there are at least three different activities. Students will have both an independent menu of activities for the work period and a “rotation” through set activities.

Closing
The last five minutes of each class is devoted to a whole-group reflection on the lesson or a celebration of student progress.