If you’ve been navigating the Science of Reading, you’ve probably come across the term structured literacy—but knowing what it is and knowing how to actually plan your reading block around it are two very different things.

The good news? You don’t need to throw out everything you’re already doing. A structured literacy approach simply means your reading instruction is explicit, systematic, and intentional, especially when it comes to word recognition and language comprehension.

So what does that actually look like in a 3rd grade classroom?

Let’s break it down.

What Makes a Reading Block “Structured”?

A structured literacy reading block isn’t just about having a reading time—it’s about intentional, research-based instruction that targets the two essential components of skilled reading, as outlined in Scarborough’s Reading Rope (Not familiar with the Science of Reading rope? Check out my blog post here):

1. Word Recognition

• Phonics (sound-spelling patterns)
• Morphology (prefixes, suffixes, roots)
• Decoding strategies
• Fluency through repeated reading

2. Language Comprehension

• Vocabulary instruction
• Building background knowledge
• Understanding sentence structures
• Explicit comprehension strategy instruction

Instead of hoping students “pick up” reading strategies during a read-aloud, you’re explicitly teaching and practicing them—every single day. That means:

• Direct instruction with modeling
• Guided practice with feedback
• Spiral review to build mastery over time

Think of it like this: you’re not just giving students a book and crossing your fingers—they’re being taught how to approach the text with purpose and tools.

3rd Grade Structured Literacy Reading Block (Sample Schedule)

Here’s a simple breakdown you can tweak to fit your students and schedule:

Warm-Up (5–10 minutes)

Kick off with a quick spiral review to reinforce previously taught skills and activate student thinking.

Ideas:

• Phonics warm-up: sound-spelling patterns, blends, or vowel teams
• Oral reading of word lists or phrases
• Quick-write with high-frequency or irregular words
• Morpheme review (prefixes/suffixes)

Tip: Use whiteboards for quick, low-prep engagement during this time.

Explicit Word Study (10–15 minutes)

Teach decoding and morphology explicitly. This is where you introduce or review key patterns and structures students need to read and understand unfamiliar words.

Focus Areas:

• Phonics patterns (e.g., CVCe, r-controlled vowels)
• Morphology (prefixes, suffixes, roots)
• Multisyllabic word decoding strategies

How to Teach It:

• Use an anchor chart to model the skill
• Have students apply it in a notebook or interactive journal

I use my Morphology Notebook here to help students learn and apply prefixes, suffixes, and roots. It builds decoding and vocabulary skills at the same time.

Fluency or Independent Practice (10 minutes)

Reinforce word recognition and comprehension through repeated or meaningful reading.

Options:

• Partner reading with roles (e.g., reader and coach)
• Timed rereading of short texts
• Independent reading with comprehension questions

This is a great spot for my Color-by-Number Reading Passages. Students practice fluency and comprehension while revealing a mystery picture—and it’s completely no-prep.

Comprehension Mini-Lesson (10–15 minutes)

Teach a focused strategy that students will use with texts—this is your direct instruction piece for comprehension.

Examples:

• Questioning, predicting, visualizing, summarizing
• Using context clues
• Determining the main idea or character traits

How to Teach It:

• Use a short read-aloud or shared text
• Model your thinking with a think-aloud
• Create an anchor chart as a reference

Application & Guided Practice (10–15 minutes)

Let students apply the strategy you just taught—independently or in small groups.

Options:

• Practice with a partner or small group
• Respond in notebooks or on graphic organizers
• Use comprehension task cards or center activities
• Pull small groups for targeted instruction based on data

Tip: Keep materials consistent across the week so students build confidence and routines stay tight.

What About Read-Alouds?

You might be wondering—do read-alouds still have a place in a structured literacy reading block? Absolutely.

Even with a clear structure, read-alouds are a powerful tool for building background knowledge, vocabulary, and comprehension. The key is to use them intentionally:

• Choose rich, grade-level texts (fiction or nonfiction)
• Model comprehension strategies like questioning or summarizing
• Spark discussions that deepen understanding
• Revisit key vocabulary and sentence structures

Think of read-alouds as an opportunity to model the thinking you want students to internalize. Whether you’re using a mentor text during your mini-lesson or carving out time later in the day, they’re an essential part of the big picture.

Final Thoughts

A structured literacy reading block isn’t rigid—it’s purposeful. With clear routines for decoding, fluency, vocabulary, and comprehension, you’re supporting every strand students need to become confident, capable readers.

Need an easy way to build fluency and reinforce comprehension?

Check out my Color-by-Number Reading Passages—they’re fun, no-prep, and fit perfectly into your structured routine.

Grab them here and give your students practice they’ll actually enjoy.