Reading in The Wild- Workshop Schedules
Hi Guys, I’m joining The Brown Bag teacher for her summer book study of Reading in the Wild by Donalyn Miller. I’m excited to share how my reading block ran this year in my classroom. In case your new to my blog, I am K-6 self contained teacher for students with Autism. So my reading workshop and how its setup looks different than in most classrooms.
This is my favorite quote from this section of the book. And it speaks to the way I tried to run my reading block this year. I have 14 students who are in grade K-6th and who’s needs and academic levels vary widely. But my goal was to spend as much time as possible reading or interacting with books in a meaningful way. So here’s how I set up my reading block this year.
First, I’m lucky enough to have four wonderful para’s in my classroom. This kept the students-to-teacher ratio really low and allowed me to really focus the group I was working with because my other students are working with a para while not working with me.
Here’s the reading rotation chart we used this year. It’s a little confusing to look at but once you see it in action it makes sense. It works like this. For the first 40 minutes I have the kids in group 1, then I see the students in group 3. Lastly, depending on the day of the week I see either group 2 or 4. My para’s each have a copy of this schedule they can refer to and all they have to worry about is their part of the schedule. If they have an empty block I might give them a student to work with one-on-one or sometimes this is when they take a student down to a general education classroom.
My reading blocks consist of three 35-40 minute groups for a total of 2 hours a day. I split my students up into 4 groups based on ability levels they rotate between myself and my para’s. The chart above show how we rotate groups. We each see three groups a day so I don’t see every student of mine everyday during our reading block. I see the same two groups everyday and rotate between my other two groups for my last block of the day. Our schedule is setup so students spend the most time working in the areas they need the most assistance in.
*The last section of the table is my students Independent work tubs. I have work box tasks that help my students practice different skills that they work on independently. These are all skills they demonstrated competency at and we want to keep fresh. Not all students work independently during our reading block, some go during math.
All new skills are taught while my students are with me and once have the concept they continue working the skill with one of my para’s. I teach our small group reading. One of my fabulous para’s works with students on comprehension skills and our 3rd group works on phonics skills. All of this happens in our main room. When students are with Para 3 they go to our sensory room next door and work on various gross motor skills and sensory input activities. This is NOT a break for my kiddo’s. My para keeps detailed records of how well they do on each skill they practice. It give them a chance to get up and move and helps us work on skills its otherwise hard to find the time for.
My 4th para is a floater. She helps out wherever we need her and she also oversees students when they are working at their desks on their work tubs.
Independent reading is at the very end of the day. It’s the last 25 minutes of day and it’s been a great way to wind down the day. We have lots of bean bags and comfy chairs so everyone finds a spot to comfortable and read till its time to go home. During this time my kiddo’s have two choices. They can either read quietly to themselves or they can come and read with myself or para. The rest of the day they have book tubs at their seat that they can keep books in to read if they finish their work early. So far I have pretty good group of readers.
Let me know if you have any questions of if anything was unclear.