Guided reading groups are hard enough to manage without the constant activity that is created by students moving to and from reading centers. During team meetings, our 1st-grade team regularly discussed alternatives to reading centers, looking for less disruption during independent student work time.
What we disliked the most about our rotating centers, was the loss of instruction time when students were stopping what they were doing, watching the “wheel” turn to the next activity, and then cleaning up one area to rotate to the next. Sometimes it would take 3-5 minutes to move to the next center or to get to the guided reading table. Students not only took too much time to clean up, but also had questions or problems about what center to go to next. These transitions rarely went smoothly. They also complained that they weren’t finished at their center and needed more time. There was so much unfinished work to keep track of.
As teachers, we knew there had to be a BETTER, MORE EFFICIENT way to get students to work more independently so we could teach our guided reading groups with very little instructional time lost.
After LOTS of discussions, trial and error, we thought we would try a list approach.
A MUST Do, MAY Do Approach.
With this approach, students stay at their tables (I seat them with their reading groups) for most of the time except for partner reading when they sit on the floor or carpet side-by side to read. When called to the guided reading table, all they do is stop working and get to the table. No commotion, no wheel turning, no stopping everyone from what they were doing, etc.
In other words, a lot more time for guided reading instruction at the table!
They have a list of what they MUST Do and when they are finished with that, what they MAY Do.
The list can be edited to fit your students’ needs in each group. You get editable pdf versions:
And you can fill in your own lists to suit each group’s needs like this:
(Notice the list is non-specific for what vocabulary words or what anthology story to read. This is so I don’t have to make a new list each day or week! The vocabulary words are either posted on the board or the next page in their vocabulary notebook. And they know which story to read.)
This is how their lists look pretty much every week. I just change out the materials in their bins weekly.
I differentiate the lists for each reading group depending on their reading goals and color code the lists by printing each list on a different color.
For example, if my struggling readers are working on sight words, I make sure “Flashcards” and “Drills” are on the MUST Do list, not MAY Do so they are getting the practice they need.
In other words, I determine what each group’s goals are first, and then I create the lists and fill their bins with the needed materials.
Speaking of bins…
I purchased these bins to organize books for partner reading so they would stand vertically and titles could be more easily seen.
I found this to be the best way to organize the bins. All bins and their parts, including the MUST Do, MAY DO lists, are color-coded to match the tables where they sit and/or the reading groups they are in.
In order to target your reading instruction and include materials that meet your students’ needs, you need to do regular testing and group accordingly. Check out my blog post that takes you through a TARGETED Guided Reading plan!
I select seatwork that is differentiated to meet their reading goals. I use the activity sheets that come with our Houghton Mifflin Journeys series, but you can use any seatwork that supplements what your students are working on. For example, if your students are working on long vowels, my Long Vowel FLIP Books would be a perfect supplement! Or get the BUNDLE of Long and Short Vowel FLIP Books and save $$! There are also many Short Vowel FLIP Books to choose from as well!
7-Up Sentence Writing using sight words is another product that works great as seatwork.
Their vocabulary notebooks stay in their bins all year. In my opinion, Vocabulary Notebooks should be used daily for students to record vocabulary words, define, use in a sentence and draw a picture.
Like many of you, I color-code my groups (red, yellow, green and blue) and their bins and folders reflect those colors. Their seatwork folders can have the Must Do May Do lists attached or displayed somewhere in the room for them to reference.
Every day I insert new differentiated seatwork into their folders on the “Not Done” side with names on. I have found that if I write names on the top, I can better keep track of who has completed their work. It takes a few extra minutes each day, but is well worth it! When they are finished, they insert their work on the “Done” side. The next day, I staple any unfinished work to their new seatwork. If their stapled packet of unfinished work begins to grow after a few days, it is time to decide
- Is the work too challenging? Do I need to modify for that child?
- Is the student off task during their seatwork time?
- Do I need to move the student closer to the guided reading table so I can better monitor their independent work?
- Is seatwork even appropriate for this student? Perhaps this student is not an independent worker and needs to be included in two guided reading groups.
- Is it time for a note/call home?
Games for the week are included right inside the bins unless they are too large. Then students are instructed on my expectations for the week. I try to include games that are simple and those they are familiar with so I am not constantly giving directions. I make sure all materials are included:
I include games/activities (most have this listed as a MAY Do) that will support their reading goals as well (sight word games, fluency games, etc. Whatever their reading needs are at the time). Here are some sight word games to check out:
- Targeted Phonics Games and Centers
- Read, Stamp, Write Fry Sight Word Center
- Read, Trace, Color, Write It Center
- Fry Sight Word Roll and Read Center
- Roll and Read Short Vowel Word Families
- Roll and Read Long Vowel Word Families
- Roll and Read Beginning Blends Center Activities
- Roll and Read Literacy Centers Big BUNDLE
- Sight Word Trains Games and Activities
- Phonics and Word Family Pocket Chart Activities BUNDLE
- Speed Drills Big BUNDLE For Guided Reading and Centers
I change out books as needed, but research shows that repeated reading of familiar text can support fluency building. I make sure the books are at their independent reading level so they can easily read them with a partner with success. I also include books that they have read successfully at the guided reading table. I include games/activities (most have this listed as a MAY Do) that will support their reading goals as well (sight word games, fluency games, etc. Whatever their reading needs are at the time). Here are some sight word games to check out:
See my TpT store for lots of center activities like the one below.
Partner reading is a practiced skill. We regularly review expectations for partner reading. How they sit, who reads when, how to point, etc. I include 2 copies of each title per partnership if possible, but sometimes they share. 🙂 Expectations for both of these scenarios is important as well.
So far, our MUST Do, MAY Do system is working! As with any program, teaching students your expectations for each activity is a must.
Our students enjoy mostly uninterrupted, quiet work time (unless they are called to the guided reading table) and much more instruction time at the guided reading table!
More time in text. Isn’t that what they need?
- 7 Ways to Squeeze MORE Into Your Literacy Block
- Targeted Guided Reading
- 6 Guided Reading Tips That Work!
- Vocabulary Every Day!