Reading Rotations

Guided reading, independent reading, partner reading…how do they all fit together with the reading workshop? I get a lot of questions from teachers asking me if I use centers and how I organize all the different parts of my reading block. Instead of explaining my ELA block through a blog post, I thought it would be best to share via a video. In this video, I share with you three simple rotations that my students go to every day, as part of my reading workshop block: meet with the teacher, reading partnerships, and independent reading.

Click here to watch my other YouTube reading videos: Reading Rotations

After viewing the video, I had a couple of teachers reach out to me and ask me the following questions.

Teacher Question:

When your students are moving through all three rotations, are they reading different books/texts in each one? I do a small group rotation that is similar. I teach a whole class lesson with one text and then when I pull my groups for guided reading I use something different. Then when they’re independent reading they’re reading from their book baggie- so again something different. It’s not too confusing for my third graders to be reading all diff texts right? I do it this way every year and for some reason I’m all of a sudden concerned about the diff texts they’re reading at once. Can you please shed some insight?

My Thoughts:

Thank you for watching my videos. You are exactly right, yes! When I teach the mini-lesson, most times I am using a mentor text. A mentor text means that it is a book/text that I have already read to my students, and I am just referring back to a portion of it for the purpose of the mini-lesson. I am using it to explicitly model the learning target or objective of the mini-lesson. A book that I read aloud to my students is usually at a higher reading level. You can read more about my mentor texts here: Mentor Text

When I pull my guided reading groups, I am using a different book from what I used during the mini-lesson. The texts that I use during my guided reading group are based on a reading level or a strategy I am teaching to that group. If I am not meeting with my students in a guided reading group, then they are at independent reading. They have a book nook filled with about 3-5 just-right books that “fit like a glove.” They can use these books or another book from the classroom library to apply what I taught in the mini-lesson as they are reading independently. I strongly believe that students should be exposed to a plethora of books. To answer your question, no, I do not believe that it is too confusing for your third graders. When I taught third grade, my students would be reading one book with their book club and another book in a guided reading group with me. You are on the right track, keep going!

Teacher Question:

I was wondering if you set a timer and tell your students to switch to each rotation or the students just know when to complete each and for how long they should engage in that activity.

My Thoughts:

That is a great question! I have tried both, using a timer and not using a timer. For some groups of students, when I used a timer, it caused more “panic” and was not helpful. For other classes, they loved seeing a timer displayed on the smartboard and could pace their time at each rotation. This year, I have a small class, only 16 students. They are able to monitor their own time, with my guidance. (When I am done meeting with them for guided reading, for example, they know to go to the next rotation.)

Interested in the resource you see in the video?
Click here to purchase the Reading Rotation Bulletin Board Set on TPT: Reading Rotations

Click here to read more: Reading Rotations

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As always, please contact me with any questions and I am happy to try to help!