First, I assess my students using running records and retellings (see the reading assessment section). I divide students into homogenous groups so that I can match groups with books that they will be able to read with 90-95% accuracy. Homogenous groups work for my class because I reassess about every three months to prevent the social and academic delays caused by tracking.

I make it clear that just as adults are expected to get along with those they work with, so are my students. Nevertheless, occasionally I have to change a student’s group to make the group’s behavior manageable. In these cases, the target student isn’t in her or his ideal group. Frankly, however, I’d rather have a student reading a book that’s a little too easy rather than have students chatting, goofing off, or arguing during the reading workshop.