Working With Wonders

After receiving many questions on how I run my reading block, I’ve finally sat down and typed up a summary for you to read! Please keep in mind that what I do in my reading block changes from week to week – I am sharing with you a quick summary.

working with wonders

  • My reading block starts right after specials/snack/bathroom. 10:25

We have uninterrupted time up until 11:55 – This is when my students who require extra remediation time outside the 90 minute reading block leave for small group reading instruction (Title 1 Reading Teacher).  During this block (when some of my students are at Title 1 Reading) we finish up our reading stations.

Let me get into detail…

A SUMMARY OF MY READING BLOCK – WEEKLY VIEW

  • 10:25GRAMMAR/WRITING – I follow our reading series and students complete the practice pages from the grammar book.  Our team is also great about sharing – Mrs. Baty, Mrs. O’dell and Mrs. Mauriell will often create/share grammar practice sheets/quizzes.
  • 10:45-11:00 - SPELLING/VOCABULARY – There are 2 main worksheets that I use for vocabulary.  Mrs. Wiggins makes wonderful practice sheets each week :)  The second one I use in the worksheet located in the student reading practice book.  We also spend this time writing in our writing notebooks (writing a sentence and drawing a picture, sorting spelling words by pattern).  We don’t do this all in one day.
  • 11:00-11:30 – STORY OF THE WEEK – During this time we will work from our workshop book, anthology, reading practice book, or complete a close read practice sheet.
  • 11:30-12:30 – READING STATIONS - During this time I will work with students for guided reading instruction.  My other students are at a reading station (independent or computers).

It took me several weeks to get a schedule that works for me.  I have to work around several things – First, I have students who get pulled out for extra reading instruction (outside my 90 minute block) – Second, We have a very different Wednesday schedule due to our Mentor reading program.  Below is a look at my crazy schedule.  I call it crazy because there is no way I’d remember it all if I didn’t write it down.

reading stations schedule

As you can see – I only complete 3 rotations on Monday and Tuesday.  Wednesday – is just…different.  Thursday and Friday I complete only 2 rotations due to testing.

A CLOSER LOOK AT MONDAY

workshop book

After grammar, vocabulary, and spelling, we start our WORKSHOP book story.  I read the story aloud to my students. We stop, discuss, and record our thinking on my close reading worksheets.  After this, it is reading stations time.

11:35-11:55 – ROTATION 1 :

  • SMALL GROUP:  On Monday we complete the SMALL COMPREHENSION worksheet inside the reading practice book.  I don’t have a picture, but its usually only half a page long.  It’s short and sweet and focuses on skills we need to cover for the week.
  • INDEPENDENT: This varies – I usually extend what was practiced during grammar or vocabulary.  Sometimes students simply use this time as silent reading time.
  • COMPUTER: This varies – I usually have students go on iStation (a reading program).  Sometimes they will go on a keyboarding practice site.  Sometimes they will type sentences using their spelling words.

11:55 -  It is during this time that I have students leave the room for extra reading instruction.  I make sure these students are in the group I meet with first.  This way they don’t miss out on small group instruction in my classroom.

12:00-12:20 – ROTATION 2 : Students use the chart paper to help them keep track of where to go.

12:20-12:40 – ROTATION 3 : Students use the chart paper to help them keep track of where to go.

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A CLOSER LOOK AT TUESDAY

practice book

After grammar, vocabulary, and spelling, we continue our WORKSHOP book story.  I allow my students to partner read the story and if needed finish the close reading sheet that we started yesterday.

We then gather back together and read the longer story inside the student reading practice book.  See picture below.  We simply read, stop, and discuss. We will complete the comprehension questions in small group.

11:35-11:55 – ROTATION 1 :

  • SMALL GROUP:  On Tuesday we complete the LONG COMPREHENSION worksheet inside the reading practice book (see above picture).  Some groups finish this very quickly, so we have time to complete a writing activity.  This usually involves creating a thinking map that reinforces the reading skills for the week. (compare/contrast, cause/effect, sequence, etc).  Students keep these inside a reading response journal.
  • INDEPENDENT: This varies – I usually extend what was practiced during grammar or vocabulary.  Sometimes students simply use this time as silent reading time.
  • COMPUTER: This varies – I usually have students go on iStation (a reading program).  Sometimes they will go on a keyboarding practice site.  Sometimes they will type sentences using their spelling words.

11:55 -  It is during this time that I have students leave the room for extra reading instruction.  I make sure these students are in the group I meet with first.  This way they don’t miss out on small group instruction in my classroom.

12:00-12:20 – ROTATION 2 : Students use the chart paper to help them keep track of where to go.

12:20-12:40 – ROTATION 3 : Students use the chart paper to help them keep track of where to go.

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A CLOSER LOOK AT WEDNESDAY

leveled readers

Wednesday is very different – If I didn’t have the schedule change (due to our Mentor reading program), I would follow the Monday/Tuesday Schedule.

I complete stations first (only two rotations).  During small group, the students simply read the leveled reader that follows the story of the week.  We do not finish it today.

Around 10:50 – when my whole class in back,  we complete grammar, vocabulary, and spelling.  We then start our ANTHOLOGY book story.  I read aloud this story and we stop, discuss, and write our thoughts down using the close reading tri-folds I’ve typed up.

After this, We take a little break and I do a read aloud from a chapter book at the carpet.

When we return to our desks, we complete a reading/writing activity.

 

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A CLOSER LOOK AT  THURSDAY

20140226_121623

After grammar, vocabulary, and spelling, we continue with our ANTHOLOGY book.  Students will partner read the story of the week and finish the comprehension tri-fold as needed.

After this, it is time for our weekly reading assessment. I usually type a written response and attach it to the the short comprehension test.  When students are done – they may silent read.  We begin our first rotation around 11:55.

12:00-12:20 – ROTATION 1:

  • SMALL GROUP:  On Thursday we continue reading our leveled reader.  Today we will stop and pick one page to focus on.  We will create a thinking map to reinforce the reading skill of the week.
  • COMPUTER: This varies – I usually have students go on iStation (a reading program).  Sometimes they will go on a keyboarding practice site.  Sometimes they will type sentences using their spelling words.

12:20-12:40 – ROTATION 2 : Students use the chart paper to help them keep track of where to go.

 

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A CLOSER LOOK AT  FRIDAY...

After grammar – I give our weekly spelling test.  We then review the strategies to follow during our reading test and complete the long cold read.   When students are done – they may silent read.  We begin our first rotation around 11:55.

12:00-12:20 – ROTATION 1:

  • SMALL GROUP:  On Friday we complete a close reading on the main article of Scholastic News.
  • COMPUTER: This varies – I usually have students go on iStation (a reading program).  Sometimes they will go on a keyboarding practice site.  Sometimes they will type sentences using their spelling words.

12:20-12:40 – ROTATION 2 : Students use the chart paper to help them keep track of where to go.

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There is a ton that I have not included on here…You all know that no schedule is perfect, but I try my best and stick to it as best as I can.  I hope this has given you a little idea on how I complete my reading block.  Below are a few more pictures from my classroom.  Thank you for reading!!

computer station independent reading independent reading2 leveled readers response