The first 20 days of literacy instruction in my building are set aside for helping students build stamina and establish regular routines. We also ideally begin our literacy assessments during this time so that, after the first 20 days, we can start working with small guided reading groups.
The purpose of spending the first 20 days on routines and strong work habits is so that the remaining 160 days or so of school can be spent on learning and growth. I need my students to be able to stay focused on their tasks so that I can focus on mine. If students are supposed to be reading independently while I am meeting with a small group, for example, I need to know that they will actually be reading independently. This allows me to focus my energy on working with my different groups.
To this end, I began introducing literacy rotations to our reading workshop time. I divided my students into three groups and assigned each group a specific location and task: the first group was on the carpet for independent reading; the second group was at their desks working on Front Row ELA tasks; the third group was assigned to read self-selected articles from Wonderopolis at the back of the room. Every 20 minutes we would pause and rotate so that each student had the opportunity to work at each station by the end of the literacy block.
The first 20 minutes went great! Everyone was focused and working on what they were supposed to be doing. The second 20 minutes were good, but not great: there were a few brief snippets of chatter and a few students who were getting up and walking around instead of staying focused on their tasks. The last 20 minutes were just okay: more chatter, more distractedness.
So we now have a plan for our stamina: 20 minutes, 20 minutes, and 20 minutes, with 5-minute breaks between each rotation to let students move and talk before getting back to work. (My goal is for the students to work through the block with fewer breaks, though; I am hoping I can have four rotations total, with one break at the halfway point. But we still have lots of time to build up to that.)
At the end of the literacy block, I shared a video from Flocabulary about finding the main idea of a text, which we watched twice. (I will likely use videos like this at the start of the literacy block in the future to tie in to the mini-lessons of the day, but today it was used in part to give the students time to get up and move around before we switched to the last part of our morning.)
All in all, it was a good start to using rotations in literacy. Tomorrow it will look a little bit different, but we will continue to work on building stamina and establishing routines day by day until the students can regularly and consistently maintain the focus they need to be successful in developing their literacy skills.