I would then structure my language arts time so that I had room for 2 or 3 rotations during each session. I would make sure to work with my struggling groups daily, and with the other groups at least every second day. I would make sure to touch base with all of my groups at the beginning of each session so that they knew what they were to be working on and what the expectations were.
At my previous school, we used parent volunteers that we trained. They were able to take a couple of the groups and work with them at the same time as we were working with our groups. This really helped as we knew that all of the students would receive some support each day. (Note: I gave the more capable students to my volunteers and I worked with those that needed more explicit instruction.)
It is more difficult to get parents to volunteer now as many of them are working and not available to help out on a consistent basis.
One classroom at a time is supported. All the students are put into reading groups and teachers, support staff, and teacher volunteers lead the groups in guided reading studies. The Learning Assistance teacher also takes some of the more at risk students and gives them extra support at a different time of the day.
Every few weeks the students are assessed and the groups are adjusted accordingly.
This seems to be more effective and it makes it easier for teachers to schedule as well. All of their students are receiving instruction at the same time and there is communication happening about what is going on in the various groups.
Stay tuned for upcoming posts about guided reading with some tips and tricks for emergent readers as well as those who are advanced and ready for novels. I would love to hear some of yours as well.