Differentiation is a huge aspect of my classroom. In order to get the most out of my instructional time, clear expectations and routines are established within my classroom. I implement rotation schedules for both my Reading Workshop block, as well as during my Math block.
Using assessment data on my students' , I create guided Math and Reading groups to target instruction and provide more support on skills we are learning in class. In order to create routines for our both these times, I implemented rotation groups and centers.
For Reading Workshop, students participate in small group instruction with the teacher, experience a listening reading center using the Epic! Reading app, participate in a word work center that reinforces the phonics skills we are learning, or they read silently around the classroom.
For Math, students rotate through four centers: small group instruction with the teacher, hands-on math games/technology math games, independent seat work, and Math notebook reinforcement activities.
At the beginning of the school year, I spend time explaining and modeling expectations for each rotation, as well as introduce students to our visual schedules. For Reading, each reading group is represented by an animal. I then place their cards in a pocket chart to show the centers they will be participating in that day. Each day these cards switch and change. In Math, I use a visual timer which tells student which center to go to for that rotation, as well as counts down how much time they have left. Additionally, I build in clean up transition time.
Through a lot of modeling and gradual release, students are able to independently run these rotations with minimal teacher intervention. This allows me to have ample time to support and reinforce instruction with my small groups.
Using assessment data on my students' , I create guided Math and Reading groups to target instruction and provide more support on skills we are learning in class. In order to create routines for our both these times, I implemented rotation groups and centers.
For Reading Workshop, students participate in small group instruction with the teacher, experience a listening reading center using the Epic! Reading app, participate in a word work center that reinforces the phonics skills we are learning, or they read silently around the classroom.
For Math, students rotate through four centers: small group instruction with the teacher, hands-on math games/technology math games, independent seat work, and Math notebook reinforcement activities.
At the beginning of the school year, I spend time explaining and modeling expectations for each rotation, as well as introduce students to our visual schedules. For Reading, each reading group is represented by an animal. I then place their cards in a pocket chart to show the centers they will be participating in that day. Each day these cards switch and change. In Math, I use a visual timer which tells student which center to go to for that rotation, as well as counts down how much time they have left. Additionally, I build in clean up transition time.
Through a lot of modeling and gradual release, students are able to independently run these rotations with minimal teacher intervention. This allows me to have ample time to support and reinforce instruction with my small groups.