C ENTERS …S IMPLIFIED FOR K-2 Kathryn Gillenwater, Literacy Specialist K-5 Instructional Coach...
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Transcript of C ENTERS …S IMPLIFIED FOR K-2 Kathryn Gillenwater, Literacy Specialist K-5 Instructional Coach...
CENTERS…SIMPLIFIEDFOR K-2
Kathryn Gillenwater, Literacy Specialist
K-5 Instructional Coach
Sullivan County Department of Education
423-354-1566
WHY ARE WE DOING THIS? _____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
MOTIVATION
Choices•We respond to options
Recognition•Sense of accomplishment
I KNOW THE “WHY” BUT HOW?!!
PURPOSE
ELEMENTS OF A PRINT/INFORMATION RICH ENVIRONMENT
Classroom Libraries with Leveled Text Word Walls/ Word Charts/ Bulletin Boards Graphic Organizers Reading/ Resource Stations Student Generated Work Technology
A PRINT-RICH ENVIRONMENT DOESN’T CONTAIN:
Coloring sheets Unrelated math/reading worksheets Puzzles and games that do not relate to the
curriculum Words on every object in the room Stale word walls
DESIGNINGStep 1 Define organizational pattern & grouping plan
Step 2 Map in your direct instruction area
Step 3 Design room arrangement to include 4 permanent centers. Literacy stations will be incorporated gradually into these.
GROUPING DECISIONS FOR CENTERS
Homogeneous groups at centers Based on reading
group Few groups Fewer stations More students at
each station Rigid time frames
Heterogeneous groups at centers Individual, small
group, partner pairings possible
Many groups More stations More students
choice Sustained activity
Rotations
“Center, Seat, Circle”Teacher removed from rotations
DIR
EC
T IN
STR
UC
TIO
N
Technology
Core Program Materials Leveled readers Practice pages Word cards Transparencies
White boards and dry erase markers
Individual mirrors Timers Graphic organizers
REA
DIN
G C
EN
TER
Technology
Big Books Read the Room with pointers,
word hunt sticks, “specs” Fiction and nonfiction book boxes Theme related book tubs Magazines and newspapers Poetry box Reference books Flannel board and magnetic
board with props for retellings Pocket charts with sentence/word
strips
WO
RD
WO
RK
CEN
TER
Technology
Magnetic letters and magnetic boards
Pom-poms or plastic chips for phoneme counting
Versa Tiles Station Cookie tins for portable word work Cookie sheets Reading Rods Phonics phones Spinners Clipboards Sight word cards Pocket charts Story of the Week
Reconstruct (5) Important Sentences
WR
ITIN
G &
ILLU
STR
ATIN
G C
EN
TER
Technology Paper (all kinds, colors, sizes– lined and unlined)
Clipboards Greeting cards, stationery,
envelopes Stencils Die-cuts Blank shape books All kinds of markers, pens,
pencils, crayons, colored pencils, chalk
Letter stamps and stamp pad Typewriter Computer station
DIS
CO
VER
Y C
EN
TER
S.T.E.M.
Activities
Collections Baskets (shells, insects, leaves, rocks, etc.)
Magnets, magnetic items, sorting trays
Sponges, scales, measuring materials, thermometers
Containers (jars, cups, paper plates)
Microscope & slides Tweezers, eye droppers, tongs,
magnifying glasses Tubs with sink/float items Related books, magazines, songs,
and poems Science learning logs Models, Construction Sets
LAUNCHINGStep 4 De-clutter to free up space
Step 5 Set up purposeful centers that reinforce/extend previously taught skills
Step 6 Discuss & model appropriate learningbehaviors
DOS
Select a manageable number to begin. Begin with materials familiar to the student. Provide a work board or visual display for
assigning students to stations. Use icons for emergent/beginning readers.
Have “must do” and “choose to” activities each day.
Try to anticipate everything that can go wrong and have a troubleshooting plan.
Have consequences for students not working appropriately.
Motivate students by recognizing literacy efforts.
DON’TS
Don’t consider center time as free time. Don’t feel you have to assess every activity. Don’t allow students to interrupt your small
group instruction. Don’t find different locations for worksheets
and delude yourself into thinking you have created real learning centers.
Allow groupings to remain static once the need for movement across groups becomes necessary.
MANAGINGStep 7 Teach routines!
Step 8 Have a system for dealing with noise.
Step 9 Provide clear, explicit expectations.
ENCOURAGE INDEPENDENCE
Choose activities for practice that students CAN do independently or with just the support of another student. Know your students.
Take pictures of what clean looks like Label shelves, boxes, bins, etc. Gather all materials needed for that station to
minimize kids running across the room to find supplies.
Teach students what to do if they need the teacher during small group time. Post-it notes Parking lot Ask 3 Before Me
MINI-LESSONS THAT ADDRESS MANAGEMENT ISSUES
How to share materials and/or take turns. How to use a quiet voice at work stations. How to read the management board. How to clean up. How to use materials. How to choose “good fit” books. Development of “I Can Lists.” Development of the “Instead Box” to use
when equipment doesn’t work.
SUSTAININGStep 10 Keep centers engaging
CONTINUE TO…
Introduce new materials Link stations to current events or student
interests Continually build connections between the
curriculum and stations
WHY ARE WE DOING THIS?
Students learn better in small groups. Students learn better and retain more when
they are provided choices. Helps the teacher to differentiate instruction. Provides practice and application of skills. Provides authentic literacy experiences. “… change in location is one of the easiest
ways to get the brain’s attention.” E. Jenson, 1998