Organizing Literacy Centers Maureen Nosal. Literacy Centers All literacy centers should be...
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Transcript of Organizing Literacy Centers Maureen Nosal. Literacy Centers All literacy centers should be...
Organizing Literacy Centers
Maureen Nosal
Literacy Centers
All literacy centers should be purposeful and reinforce literacy concepts and skills taught during directed instruction
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How do I set up and run my literacy centers?
Select a manageable number of literacy centers
Support the 5 areas of reading and writing
Phonological Awareness Phonics Fluency Vocabulary Comprehension
Provide a workboard, or visual display, for assigning students to centers
Use a checklist to insure students complete centers
Keep it simple. Centers should be easy to maintain and update
Teaching Students to Use Centers
Gradually introduce your literacy centers
- Establish clear expectations for behavior
- Introduce 1 new center each day. Begin with simplest centers and gradually add more complex.
- Practice using a center before adding others.
- Provide oral and written directions
(use icons or pictures for emergent and beginning readers)
Initially, offer guided feedback and support
Always review basic procedures and expectations for centers
Teaching Students to Use Centers, con’t
Model routines for using centers:- how to read the work board
- how to use the center materials
- how to share and talk with classmates
- how to clean up
Anticipate potential problems at centers– Have small groups role play problems, e.g., arguing over a
book, missing materials, etc…– Let children help to create peaceful solutions
What does a work board look like?
A work board includes:– Names of the centers– Children in each group
• Post it in a central location that is eye-level for students
•Use words, icons, pictures, and photos to help students understand the board
• Teach students to use the work board independently
Management Boards
Rotation systemsAssigned rotation
systems
Self-selection system
How do students move from center to center?
At first, model and practice transitions in small groups.
Move by groups at the beginning of center time.
Limit the number of people at a center
Designate 1 center to handle back ups
ALWAYS review the transition process daily with students. Let the class help to brainstorm and to evaluate transitionsProvide positive feedback for smooth transitions
How much time is spent at centers?
Timed Centers
Give a pre-determined time for each center
Use a timer
Build in 1-2 minutes for clean-up
Use a checklist to hold students accountable
Untimed CentersStudents move at their own pace as they complete their work
Keep a checklist for clean-up at the center
Prioritize particular centers to be completed
References
Diller, D. 2003. Literacy Work Stations. York, ME: Stenhouse.
Hayes, Latisha. 2005. Workshop on Literacy Centers presented to Providence Reading First Schools.
Invernizzi,M.,et.al. 2007. Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction, 4th edition. Pearson Learning.