We have 90 minutes in our literacy block. (Writing is taught at a different time in the day) Last year, we were told to see as many guided reading groups as we could in that time frame, and have the students rotate through different centers. This seemed to work really well for the primary grades where centers were easy to implement because they needed so much literacy work-sight words, letter sounds, writing letters, CVC words, etc. At the upper grades, it kind of fell apart. While the teacher was meeting with a group, "centers" consisted of independent reading for 90 minutes, completing SS work on their own, working on their writing piece without any teacher guidance (use Lucy Calkins which requires minilessons) As you can imagine, halfway through students were up out of their seats talking, switching books,etc. and the upper teachers hated this model. Because we all had to do as much guided reading as we could, there wasn't anytime for whole class lessons in reading. I'm moving to 3rd grade this year and have been reading Fountas & Pinnell's "Guiding Readers and Writers". Their model is basically: -5 min. individual student share of what they will be doing during literacy -5-10 min. minilesson -30-35 min. individual reading while teacher circulates and holds conferences with each student. Then students write a brief response to what they read in their journals. -15-20 min. guided reading (2 groups if possible) -15-20 min. literacy study (2 groups if possible) -student share of what they did I'd obviously have to adjust the times to fit it within the 90 minutes, but I really like this model and find it more beneficial than our current model. I might not get to every group every day, but I would still be conferencing and listening to them read that way, as well as by checking their reading response journals. I'm hoping to present this to my director this summer.