Guided Reading Centers
description
Transcript of Guided Reading Centers
Guided Reading Centers
Rosemary MillerKindergarten
Worcester and Audubon Elementary
Let’s go shopping
There is not one RIGHT
way to do centers.
Starting from scratch?
POLL:
Adding to existing?
Might swap?
Rosie’s Emporium
Debbie Dillar’s Department Store
S. G.’s Secret
T1 General
Store
Daily 5Drive Thru
Bonus
How much choice? Students or teacher decide where to go and what to complete?
How rotate? Need checklist or wall chart
When rotate/timeframe? What do when finished early?
How group students?
Where put student work? Where put finished work?
o Do you hold them accountable? How? What do with unfinished work?
Where materials kept?
Other considerations: How label your workstations? Signs with directions? Ex., I Can list
You may wonder… How to find the time?
CENTERSTHE OLD WAYToo Much
WorkGood Bye Centers…
…hello Work Stations!
You may wonder
Discuss –an word family
List –an wordson chart
Seat work
How to find the time?
List –an words on Post Its
Dan, the Flying Manpancan
Independent Practice at Big Book Workstation
How decide? Focus on practice and purposes,
not the “stuff” of stations Begin with what you are trying to
teach your purpose then you can figure out materials
Literacy Work StationsBy Debbie Diller
What is a Literacy Work Station?Dillard’s definition: A literacy work station is an area within
the classroom where students work alone or interact with one another, using instructional materials to explore and expand their literacy.
A place where a variety of activities reinforce, or extend learning, often without assistance of the teacher.
A time for children to practice reading, writing, listening and working with letters and words.
Utilizes existing classroom space and equipment (overhead, easel, tape recorder, pocket chart).
– Ex., Big Book easel becomes your Big Book Work Station
Variety of activities for children to choose from within each workstation (controlled choice)
Emphasis is on practice—meaningful, independent practice.
Children practice all that the teacher has been modeling.
Activities grow out of what the teacher has done during read-aloud, shared reading, modeled writing, shared writing, small group instruction, etc.
The Old Way of Doing Centers Materials were placed in the center
without first being used in teaching Centers were changed weekly with
units of study = lots of prep work No differentiation or choice –
everyone did the same thing
Out with the old and in with the new
Literacy Work Stations
Grow your Work Stations from your Whole group Instruction
“I Can” ListEach work station has a list of activities generated by the class that they could do at a work station.
Debbie Dillar’s WorkStations• Read a poem• Illustrate a poem• Fill in the blanks• Build a poem• Change a poem• Copy a poem• Listen to a poem
• Write a poem • Compare two
poems
Poetry Work Station
Debbie Dillar’s WorkStationsClassroom Library
• Read familiar books• Read independent-level texts• Share favorite parts of a
book with a partner• Write a response to a book
Big Book Work Station• Re-read a book
already read in class• Use Wiki-Sticks to
underline Wall Words• Look for letters with a
fancy wand• Write a personal
connection or questions on sticky notes
• Act out a Big Book
Other Work Stations
Computer
Listening
Buddy Reading
Puzzles & Games
Overhead
Pocket Chart
Creation
Math
Handwriting
Science/Social Studies
How much choice? Students or teacher decide where to go and what to complete?
How rotate? Need checklist or wall chart
When rotate/timeframe? What do when finished early?
How group students?
Where put student work? Where put finished work?
o Do you hold them accountable? How? What do with unfinished work?
Where materials kept?
Other considerations: How label your workstations? Signs with directions? Ex., I Can list
Who chooses? Teacher decides where groups go. Students choose what to complete within each Work Station.
How rotate?
Use wall chart tells where groups go for each block of time
When rotate? 15 to 20 min., rotate 2 or 3 times = 45 min. to an hour
How group? Two kids in a group or work alone
Where put student work?
Unfinished work: take to desk to finish before join next rotation. Finished work: put in central storage place or collect at each work station
Where put materials?
Utilize existing classroom space/set up
Labels? Signs?
Label work stations with title, i.e. Writing Work Station (icons in appendix) Post I Can lists at each workstation
Rosie’s Emporium
Debbie Dillar’s Department Store
S. G.’s Secret
T1 General
Store
Daily 5Drive Thru
Key Features Built off list of skills Choice Easily evolves = less teacher prep Differentiation Independence
Who chooses? Students decide where to go and for how long. Students choose what to complete within each Work Station.
How rotate?
Use checklist
When rotate? Student decides where to go and when to move on within one 20 min. block
How group? Work alone Where put student work? Unfinished work: put in cubby
Finished work: put in mailbox to go home
Where put materials?
Bins and baskets around the room
Labels? Signs? Label work stations with numbers
What’s the worst
that can happen?
Work Stations Computer Work Station Work Station 1 (Listening Center) Work Station 2 (Stamping) Work Station 3 (Creation Station) Work Station 4 (Fine motor skills) Work Station 5 (Handwriting) Work Station 6 (Writing) Work Station 7 (Word Work) Work Station 8 (Visual Spatial)
Why I love it Engaging Kids love it Minimal teacher prep No annoyances Differentiation that is worth it Preparing 21st century learners
Get 3 days out of one helperGroup 1 Group 2
Day 1 A B 2 teachers needed
Day 2 B C 1 teacher
Day 3 C A 1 teacher
A= teacher led guided reading lessonB= teacher led activity, ex. Board gameC= independent activity, ex. Write the room