In previous posts, You saw the amount of time it would take the read the texts.
But here's the kicker: those calculations were for the full day of instructional minutes. Most folks in K-5 have 90-120 minutes.
TEA recommends 30 minutes of daily writing instruction.
TEA recommends 60 minutes of explicit, daily phonics instruction for grades K-2.
So...Kinder through 2nd grade classes who only have 90 minutes have no time remaining for the list. If they have 120 minutes, the LIST takes between 5 and 42 days, depending on how long the read alouds take, and how many times the texts are addressed. (This is BEFORE we add the vocabulary that is also required by 1605.)
| Grade | Total Read Time (120 WPM) | Daily Phonics + Writing | 90-Min Block (Days to Finish List) | 120-Min Block (Days to Finish List) |
| Kinder | 117 mins | 90 mins | Impossible (0 mins left) | 3.9 Days |
| 1st Grade | 283 mins | 90 mins | Impossible (0 mins left) | 9.4 Days |
| 2nd Grade | 1,250 mins | 90 mins | Impossible (0 mins left) | 41.7 Days |
When applying the Hasbrouck and Tindal (2017) reading norms to the 3rd-grade mandated list, the instructional timeline becomes even more constrained. While a teacher can read aloud at 120 WPM, a typical 3rd grader at the 50th percentile averages roughly 97 words correct per minute (WCPM) across the school year (Fall: 83, Winter: 97, Spring: 112).
If students are expected to read these works themselves rather than just listening to a read-aloud, the time required to finish the list increases by approximately 23%.
3rd Grade Timeline: Read-Aloud vs. Student Reading
Total Words in List: ~768,000 (based on 24 works averaging 32,000 words each, including novels like The Wind in the Willows).
Daily Writing Deduction: 30 Minutes.
| Reading Method | Reading Rate | Total Time (Mins) | Days (90-Min Block)* | Days (120-Min Block)* |
| Teacher Read-Aloud | 120 WPM | 6,400 mins | 106.7 Days | 71.1 Days |
| H&T 2017 Norms | 97.3 WPM | 7,893 mins | 131.6 Days | 87.7 Days |
*Calculated by subtracting 30 minutes of daily writing from the total block time, leaving 60 minutes or 90 minutes for reading instruction.
Key Instructional Impacts
The Literacy "Crowd-Out": If a 3rd-grade student reads the mandated list at the recommended national rate (97.3 WPM), it would take 132 days—nearly 75% of the 180-day school year—just to finish a single reading of the books in a 90-minute block.
Lost Instructional Time: This "reading time" only covers moving through the text. It provides zero time for:
Vocabulary instruction or dictionary skills.
Reading comprehension strategies or state test (STAAR) preparation.
Rereading for mastery or small-group intervention.
The Gap for Struggling Readers: The Hasbrouck and Tindal data shows that students in the 25th percentile read at only 76 WCPM. For these students, finishing the 3rd-grade list in a 90-minute block would take 168 days, leaving virtually no room for any other instruction for the entire school year.
Efficiency of the 120-Minute Block: Moving to a 120-minute block reduces the "list time" to roughly 88 days at the H&T rate, finally providing enough cushion (approx. 90 days) for the analysis and deep teaching required for students to actually learn from the materials.
4th Grade?
When applying the Hasbrouck and Tindal (2017) reading norms to the 4th-grade mandated list, the timeline reaches a point of near-total saturation of the school year. While a teacher can read aloud at 120 WPM, a typical 4th grader at the 50th percentile averages roughly 115.7 words correct per minute (WCPM) across the year (Fall: 94, Winter: 120, Spring: 133).
Because 4th grade introduces significantly longer works (with an estimated total word count of over 1.1 million words), the "time tax" of the mandated list is most severe at this grade level.
4th Grade Timeline: Read-Aloud vs. Student Reading
Total Words in List: ~1,186,500.
Daily Writing Deduction: 30 Minutes.
| Reading Method | Reading Rate | Total Time (Mins) | Days (90-Min Block)* | Days (120-Min Block)* |
| Teacher Read-Aloud | 120 WPM | 9,888 mins | 164.8 Days | 109.9 Days |
| H&T 2017 Norms | 115.7 WPM | 10,258 mins | 171.0 Days | 114.0 Days |
*Calculated by subtracting 30 minutes of daily writing from the total block time, leaving 60 minutes or 90 minutes for reading instruction.
Key Instructional Impacts
The "Zero Margin" Year: In a 90-minute block, a 4th-grade student reading at the national average would spend 171 out of 180 school days just completing the mandated list. This leaves only 9 days for the entire school year for holidays, field trips, state testing, and teacher-led instruction.
The Mastery Paradox: To "teach" a book for deep understanding, experts suggest a 1:1 ratio of reading time to analysis time. If a 4th-grade teacher spent even half that time (30 minutes of analysis for every 60 minutes of reading), the school year would need to be 256 days long to finish the list in a 90-minute block.
The "Read-Aloud" Necessity: Because the student reading rate (115.7 WCPM) is slower than a teacher's read-aloud rate (120 WPM), teachers are incentivized to read to the students rather than letting students read themselves just to stay on schedule. This creates a barrier to building the very fluency the state standards require.
Impact on Struggling Readers: A 4th grader in the 25th percentile reads at only 91.7 WCPM (average of Fall: 75, Winter: 95, Spring: 105). For these students, the 4th-grade list would take 216 days to read—making it mathematically impossible to finish even if they read for 60 minutes every single day of the year.
5th Grade?
For 5th Grade, while students read faster, the complexity and length of the mandated texts still create a heavy burden on the instructional calendar. Using the Hasbrouck and Tindal (2017) norms, a typical 5th grader at the 50th percentile averages 125.3 words correct per minute (WCPM) (Fall: 110, Winter: 127, Spring: 139).
5th Grade Timeline: Read-Aloud vs. Student Reading
Total Words in List: ~850,000 (based on 17 works averaging 50,000 words each).
Daily Writing Deduction: 30 Minutes.
| Reading Method | Reading Rate | Total Time (Mins) | Days (90-Min Block)* | Days (120-Min Block)* |
| Teacher Read-Aloud | 120 WPM | 7,083 mins | 118.1 Days | 78.7 Days |
| H&T 2017 Norms | 125.3 WPM | 6,782 mins | 113.0 Days | 75.4 Days |
*Calculated by subtracting 30 minutes of daily writing from the total block time, leaving 60 minutes or 90 minutes for reading instruction.
Key Instructional Impacts
The "Two-Thirds" Threshold: In a 90-minute block, a 5th grader reading at the national average spends 113 days—roughly 63% of the school year—just finishing the raw reading of the list. This represents a slight "relief" compared to 4th grade, but it still leaves very little time for the high-level critical thinking and research skills required by 5th-grade standards.
Student Independence: This is the first grade level where the average student's independent reading rate (125.3 WPM) surpasses the standard read-aloud rate (120 WPM). This suggests that 5th-grade teachers could technically save a few days by having students read silently, though this assumes all students are reading at or above the 50th percentile.
The Differentiation Gap: For a 5th grader in the 25th percentile (reading at 97 WCPM), the list still takes 140 days to complete in a 90-minute block. This confirms that for roughly 1 in 4 students, the mandated list is still an all-consuming task that prevents them from receiving supplemental support during the ELAR block.
Mastery Challenges: Similar to 4th grade, if a teacher dedicates even one day of analysis for every two days of reading, the 5th-grade schedule effectively hits 170+ days, leaving no room for the independent research projects that are a hallmark of most 5th-grade curricula.
The K-5 Perspective
Across all grade levels, the data shows that "The List" is not a supplement but a dominant schedule-maker. In a 90-minute block, it consumes between 60% and 95% of the instructional year in the upper elementary grades, making the transition to a 120-minute block almost mandatory for any school that wishes to include writing, phonics, and student-centered instruction.
Here is a comprehensive summary report of the K-5 time constraint findings, structured for you to easily share or publish.
Summary Report: The Instructional "Time Tax" of the Mandated Reading List
This report analyzes the impact of the proposed state-mandated reading list on the 180-day school year across grades K-5. By calculating raw reading time based on national fluency norms (Hasbrouck & Tindall, 2017) and subtracting required instructional blocks for writing and phonics, we can see the mathematical "crowding out" of the elementary classroom.
Key Findings Across K-5
1. The Critical "Redline" (Grades 3-5)
In the upper elementary grades, the shift from picture books to novels creates a massive time deficit.
4th Grade Crisis: A 4th-grade student reading at the national average (115.7 WCPM) will spend 171 out of 180 days just finishing the raw reading of the list in a 90-minute block.
Zero Margin: This leaves only 9 days for the entire school year for state testing, holidays, and student-centered projects.
The "Two-Thirds" Threshold: In 5th grade, students spend roughly 63% of their school year (113 days) on raw reading alone, significantly limiting the time for high-level research and critical thinking skills.
2. The K-2 Mathematical Impossibility
For grades K-2, the conflict between the mandated list and the Science of Reading (explicit phonics) becomes a zero-sum game in a 90-minute block.
Instructional Conflict: Subtracting the TEA-recommended 60 minutes of phonics and 30 minutes of writing leaves 0 minutes for the reading list.
Mandatory 120-Minute Transition: For these grades, the 120-minute block is no longer a "recommendation" but a mathematical necessity just to open the books on the list.
3. Impact on Student Mastery vs. Coverage
Coverage Over Mastery: To teach a text for deep understanding, research suggests a 1:1 ratio of reading to analysis. If teachers applied this, the 4th-grade list would require a 256-day school year.
The Death of Differentiation: Because the "whole group" must stay on pace with the state list to finish by May, small-group intervention for struggling readers is frequently the first component removed from the schedule.
Fluency Barrier: In 4th grade, students read slower than the average read-aloud rate. This pressures teachers to read to students to save time, rather than allowing students to practice the independent reading required for their own growth.
Comparative Data Table (180-Day Calendar)
Calculations based on 90-minute ELAR block with 30 minutes deducted for daily writing.
| Grade | Total Word Count | Student Reading Rate (H&T) | Days to Finish List | % of School Year |
| 3rd Grade | ~768,000 | 97.3 WCPM | 132 Days | 73% |
| 4th Grade | ~1,186,500 | 115.7 WCPM | 171 Days | 95% |
| 5th Grade | ~850,000 | 125.3 WCPM | 113 Days | 63% |
Conclusion: The List as the "Schedule-Maker"
Across all grade levels, the data shows that "The List" is not a supplement but a dominant schedule-maker. It removes local control and teacher autonomy, forcing a "race to the finish" that prioritizes the completion of a list over the mastery of literacy skills.
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