Reading Instruction Layout

   So I guess for my first post I will start with the biggest component to my class...reading.  I really wanted to have my whole-group time leveled a little this year.  For whole-group, I have my kids split up into two groups (higher-achieving and lower-achieving), so I guess I should really call it large-group rather than whole-group.  I only have 6 kids in my lower achieving group because I want to be able to have a smaller student:teacher ratio with them.  While I am doing large-group with one, my second group is doing their first two rotations of Daily 5 small groups.  Then we switch and I do large-group with the second group while the first group does their first two rotations.  Then they all go to their last three rotations and I am free to pull kids or give feedback as they are working or whatever else I need to do while they're working.  During whole-group I do a combination of Wilson Fundations phonics (the reading program my school system is implementing for K-1 phonics and handwriting), Making Words, and cover whatever Language Arts skills I need to.  I have started using 'Daily 5' reading this year for my small groups and love it!  In case you haven't heard or don't know much about Daily 5 here is a link to more info on it.  http://www.thedailycafe.com/  It would behoove you to check it out.  I have my small groups a little more structured than the original Daily 5 plan sets it up though.
   My students are assigned to groups and they rotate to each group on a schedule that is the same every day.  I have alarms set on my phone and each time they hear an alarm go off they automatically begin cleaning up and go right to their next "rotation location" and begin working. 

   They have 15 minutes for each rotation.  Using the alarms makes the transitions seamless and I don't have to worry about which students have done which activities because of the schedule.  I know all of my students are doing each of the activities each day.  Another plus is that my teaching assistant is able to work with each child for 5 minutes every day.  My TA uses this time to read over their leveled readers with them or go over their personal sight word lists to practice and keep them updated or work with them on whatever I need her to.  My TA  pulls the students that are working in the Read to Self small group.  I have three students in each small group so that gives each kid 5 minutes with my TA, and 10 minutes to read quietly.  I am a little OCD (people that know me would say more than a little :) )  so I like to have everything consistent and planned out.  Here is a picture of my schedule.  I have it under a glass table top so that I can write on it using a dry erase or wet erase marker.

   The 5 small-groups are still pretty much the same as the layout of the original Daily 5 program.  I have Read to Self where my students each have a personal library of 5 books that they checkout from my class library every Monday.  These personal libraries are kept in magazine holders.  It's just what works easiest for me. 

   They choose a quiet spot in the room and get to sit on a throw pillow to read.  They also have two other options to include in their reading time.  They can use a whisper phone to read into so that they can hear themselves reading or they can choose a reading buddy (stuffed animal) to read to.  Whichever they choose the procedures are the same: stay in one place, read the whole time, and read quietly. 

   The second small group is Listen to Reading.  The students have choices to either listen to a story on the computer or listen to a book using a DVD player and some big books in my classroom. 
   The third small group is Word Work.  This group changes activities weekly, but the location is always the same.  They always sit on the green community carpet in the front of my room.  The activities I plan for this group are always hands-on with manipulatives.  For example, this week my students were playing KABOOM.  In this activity they have a jar full of popsicle sticks.  On each stick is written a sight word and there are a few sticks with the word KABOOM written on them.  Students take turns closing their eyes and choosing a stick from the jar.  If they can read the word they get to keep the stick.  If they cannot read the word they must put the stick back in the jar.  If they pull a stick with KABOOM on it they must put all of their sticks back in the jar.  When the alarm goes off to change rotations the students count their sticks and the one with the most sticks wins.  The students love it and they practice their sight words in a fun way. 

   The fourth small group is Read to Someone.  The students sit elbow to elbow and knee to knee (EEKK) with their groupmates and take turns reading to each other.  They must practice active listening when it is not their turn to read. 
   The fifth small group is Handwriting.  Since my school system uses Wilson Fundations for our K-1 phonics and handwriting program, this is the time where the students will independently practice their handwriting for Wilson.  This is one of those times that my Type A comes out and I might be a tad too scheduled.  On Mondays and Wednesdays the students trace the lowercase alphabet on a page I create using "Amazing Handwriting Worksheet Maker".  http://handwritingworksheets.com/flash/printdots/index.htm  It is free to use and I love it.  It is soooo easy to create any tracer page you desire.  On Tuesdays and Thursdays the students trace the uppercase alphabet using the same kind of tracer page.  To cut down on paper, I put copies of the tracer pages in plastic page protectors and have students trace with wet erase Vis-a-Vis markers.  They have to bring them to me to erase them so that I can check and make sure they were doing their personal best and give any necessary feedback.  On Fridays the students fill in a blank sheet with handwriting lines on it.  I use this as a weekly assessment of their handwriting progress.  The students complete the handwriting activities at their own seats. 
   The procedures that are outlined in the Daily 5 Program work really well with this group of kids I have right now.  They are simple and concise: Stay in one place, work the whole time, work quietly.  I also love how it teaches kids the '3 ways to read': read the words, read the pictures, retell a story you have heard.  I like how this really helps the students get into books without feeling like they aren't old enough or skilled enough.  In my experience it has shown them that everyone can enjoy books regardless of ability or age. 
  This is the first year I have my reading organized like this but I really like how it has worked out.  I hope this gives you some ideas you may find interesting.  I know this is a lot for one post, I promise my others will be shorter.  It sounds a lot more complicated than it really is.  If you need clarification on any of it don't hesitate to ask.