Created by Wendy Taylor Taken from Debbie Diller Workshop 2009 (author of Practice with Purpose)
-
Upload
alexis-gallagher -
Category
Documents
-
view
216 -
download
0
Transcript of Created by Wendy Taylor Taken from Debbie Diller Workshop 2009 (author of Practice with Purpose)
![Page 1: Created by Wendy Taylor Taken from Debbie Diller Workshop 2009 (author of Practice with Purpose)](https://reader036.fdocuments.in/reader036/viewer/2022062409/5697c02b1a28abf838cd8702/html5/thumbnails/1.jpg)
Created by Wendy Taylor Taken from Debbie Diller
Workshop 2009(author of Practice with Purpose)
![Page 2: Created by Wendy Taylor Taken from Debbie Diller Workshop 2009 (author of Practice with Purpose)](https://reader036.fdocuments.in/reader036/viewer/2022062409/5697c02b1a28abf838cd8702/html5/thumbnails/2.jpg)
Set up your classroom and make space for whole group, small group and station work areas
Whole group teaching area-place for class to gather on floor-interactive read aloud/shared reading
Small group teaching-make sure you can see whole room-guided reading
Classroom Library -sort by genre, topic, author Writing Center –comfortable-place to display student
writing Creating a word wall Independent Work areas-labeled-some stationary-
some portable and students bring basket or bin to location in room
![Page 3: Created by Wendy Taylor Taken from Debbie Diller Workshop 2009 (author of Practice with Purpose)](https://reader036.fdocuments.in/reader036/viewer/2022062409/5697c02b1a28abf838cd8702/html5/thumbnails/3.jpg)
Think about 4-5 stations that you might like to try first week that are fairly easy to set up (buddy reading, classroom library/independent reading, computer, word study(sorting), listening)
For the first 4 weeks-partner kids together by who seems to get along well
Begin with independent reading-teach kids rules for independent reading (looks, sounds and feels like chart) and how to pick a “just right book” from classroom library
Listen in and talk to kids while reading Build background for stations through
modeling
![Page 4: Created by Wendy Taylor Taken from Debbie Diller Workshop 2009 (author of Practice with Purpose)](https://reader036.fdocuments.in/reader036/viewer/2022062409/5697c02b1a28abf838cd8702/html5/thumbnails/4.jpg)
Model how to think about a book-lots of whole group instruction
Discuss difference between fiction/nonfiction and model how you read them differently (make a chart to display near library)
Model how to summarize when reading-other skills/strategies
Teach kids how to buddy talk during whole group-how turn and talk works
Have kids help sort classroom library-discuss how to sign out books, put them back, keep track on a reading log
Get the class reading independently-build stamina (some teachers incorporate a reader’s notebook where students write responses to what they are reading )
![Page 5: Created by Wendy Taylor Taken from Debbie Diller Workshop 2009 (author of Practice with Purpose)](https://reader036.fdocuments.in/reader036/viewer/2022062409/5697c02b1a28abf838cd8702/html5/thumbnails/5.jpg)
Maybe introduce 2-3 stations throughout the week Pick an easy set up station like buddy reading Introduce station, write directions or “I Can” lists
together-students gain ownership of work 2 kids model for the class while other kids give
feedback Several kids sample stations for about 5-10
minutes-get a taste, check it out during down time Then maybe introduce listening-write directions
for tape recorder-have a couple of kids sample it when you have some time
Or simple word study station where kids work on sorting spelling words or stamping high frequency words
![Page 6: Created by Wendy Taylor Taken from Debbie Diller Workshop 2009 (author of Practice with Purpose)](https://reader036.fdocuments.in/reader036/viewer/2022062409/5697c02b1a28abf838cd8702/html5/thumbnails/6.jpg)
Continue to introduce about 1 station a day (maybe writing, guess my word, poetry, newspaper)
Same pattern (introduce, write “I Can”, 2 kids model feedback and some sampling)
Then you can have half the class independently read at seats and other half go to stations
Just verbally ask kids-who would like to try classroom library? Okay you 2 go there. How about listening?
Kids stay for about 10 minutes (remember only ½ class)
Then switch and those kids now read independently and the other ½ of class now tries stations
![Page 7: Created by Wendy Taylor Taken from Debbie Diller Workshop 2009 (author of Practice with Purpose)](https://reader036.fdocuments.in/reader036/viewer/2022062409/5697c02b1a28abf838cd8702/html5/thumbnails/7.jpg)
Add management board (see wiki under Literacy Work Stations)
Students rotate through 1-2 stations a day-
cards tell them where to go Make two sets of cards-back one in
orange and the other set in purple Rotate cards down for the next day
![Page 8: Created by Wendy Taylor Taken from Debbie Diller Workshop 2009 (author of Practice with Purpose)](https://reader036.fdocuments.in/reader036/viewer/2022062409/5697c02b1a28abf838cd8702/html5/thumbnails/8.jpg)
Switch up partners to kids who are in the same guided reading group-so as not to upset partners when you pull a group
Put a “Meet with Me” card over top of their station card so they know they will be meeting with the teacher for guided reading during that time
![Page 9: Created by Wendy Taylor Taken from Debbie Diller Workshop 2009 (author of Practice with Purpose)](https://reader036.fdocuments.in/reader036/viewer/2022062409/5697c02b1a28abf838cd8702/html5/thumbnails/9.jpg)
Share how it went after trying stations Do lots of modeling of station activities
whole group before moving it to a station If you are going to have students play a
word study game like syllable brainstorm-play the game whole group first
Literacy work stations are practice of what you did whole group-should reinforce phonemic awareness, phonics, vocabulary, fluency and comprehension