Making Choices

Once I was ready for Word Work, and I was sure my students could handle some independent reading time, I began allowing them to choose the order of their activities.

We began making choices with just Read to Self and Read to Someone.  Each student made their choice; those who wanted to Read to Self grabbed their book boxes and chose their reading spots first.  Those who wanted to Read to Someone waited at the carpet, then had about 30 seconds to find a partner.  I asked them to stand back to back with their partner to make it very easy to see who still needed a partner).  If there is an odd number, I allow a group of 3 rather than force someone to Read to Self.
 

Once everyone was settled, I set my timer for 8 or 9 minutes, and they got to work, which I held one student to assess them. It was a little noisier than when I was more watchful over their reading, but overall, everyone read.

A few days of practicing those two choices, and we were ready to include Word Work in the menu.  I made a clipboard with every student's name and the three choices.  For the first round, they may choose any option.  Luckily, they are pretty spread out and don't have the mischievousness to conspire with friends to all choose the same activity!

My clipboard.  I put a small dot in the column for each student's choice.  Names down the side, and "Self", "Someone", and "Word Work" on the top.  The little c's on the side are to note who got to use the computer that round. 

I also began letting students use my 2 old, decrepit student computers.  I set them up to use Starfall, which is very simple to navigate.  I am experimenting with my most independent workers first so that I can find a few "computer experts" who can help troubleshoot when I am working with small groups - someone who can close a rouge pop-up, or click an icon in the favorites bar.

Kids who are using computers or those who I will be working with one on one are dismissed first, and then those who choose Read to Self and Word Work are dismissed as they make their choices.  Those who choose Read to Someone wait at the carpet and follow the same process described above.

The work time is not silent, but it is "inside voices".  Those who choose to move around the room when they should be still might be separated or assigned a spot near me; a few reminders for smaller voices might have to be given.

When the round is over (either my timer goes off, or I decide we're done - usually about 8-10 minutes), I ring a bell, and everyone cleans up and returns to the carpet. We do a short lesson (maybe a read aloud, phonics practice or sight word review), and then repeat the choice process once again.

Clipboard for 2nd round:

I used a new color to note the next round.

About thee-fourths of my kids are able to remember what they have already chose and choose a different option.  Others need a reminder that they can't choose Read to Someone every time (and one or two need to be told that legos is not an option...you know, they're still kindergarteners!)

We repeat the same routine, and I get in a second chance to sit with someone one on one.  Eventually, this is when I will pull a reading group or do DRAs.

After time is up, same thing: ring bell, clean up, back to carpet.  Another mini lesson, and we're on to our third round.

I put a vertical line to show one day's work; I'll use the same page next time.

At the end of an hour, everyone has read alone, with a partner, and completed at least one word word activity, and I have done two or three mini lessons (one before the first round, and then two between rounds).  I have worked with students, and there is no mess to clean up, no centers to re-stock and minimal prep for the next day.