Presentation on theme: "Literacy Work Stations"— Presentation transcript:
1 Literacy Work Stations From Debbie Diller’sLiteracy Work StationsMaking Centers Work
2 The Literacy Work Station Continuum… Where are you at?Freshman in College…Watch out Debbie, here I come!
3 What do Literacy Work Stations Look, Sound, and Feel Like? The Vignette…What do Literacy Work Stations Look, Sound, and Feel Like?
4 What is a Literacy Work Station? “An area within the classroom where students work alone or interact with one another, using instructional materials to explore and expand their literacy.”Diller, 2003
5 Literacy work stations are: An area within the classroomSave classroom spaceThey are not an extraIntegral part of instructionWorking alone or with PartnersMost children work in partnersSometimes children work alone
6 Literacy work stations are: Using Instructional MaterialsMaterials that have been used for whole-group and/or small group instructionModel first before moving to work stationVariety of ActivitiesChoice is important for the success of literacy work stationsEach work station should have a variety of choices but not so many that they overwhelm the students
7 Literacy work stations are: Time for Children to practiceMeaningful, independent practiceThings are not put into the work stations just to keep children busy.
8 The Purpose of Literacy Work Stations The Purpose of Literacy Work Stations is Two-Fold:Provide “meaningful practice that allows the learning to take root in the child’s brain.” (pg. 2)ANDProvide time for the teacher to work with small groups to focus on meeting the needs of all studentsWork stations should include activities (independent practice) that are real, relevant, and meaningful for both the students and the teacher.
9 To increase students’ attention to tasks, students could: Play a gameMake somethingTalk with a partnerTell a storyBe a recorder (have a job to do)MoveDo something newDo minimal amounts of worksheets
10 Literacy Work Stations Must place an emphasis on teacher modeling and increasing student responsibility.All students have equal access to the high level of engagement that Literacy Work Stations provideActivities should be grounded in manipulative type activities versus paper and pencil activitiesStudents are better able to internalize what they are learning with multiple opportunities to practice what was taught – they can connect the old with the new.
11 Guaranteeing Independence Teachers must model appropriate behavior, allow for a gradual release of responsibility, provide a risk-free environment and a proper independent work level, and communicate clear, explicit expectations.Modeling – must be modeled to children multiple timesGradual Release of Responsibility – Modeled (I do) , shared (we do), guided (we do), independent (you do)Risk-Free Environment – a place where they feel safe and secureIndependent Work LevelWhen the task is too hard, the students do not have a clear understanding of the task, or it has not been modeled, student struggle and then often misbehaveClear, Explicit Expectations – students need to know what they “can do” at each station
12 Non-Negotiables for Literacy Work Stations Focus on practice and purposes, not the “stuff” of stationsWe must think about the WHAT (what you are trying to teach) before looking for the stuffLink to your teachingStudent practice must be linked directly to instructionSlow down to speed upDo not put out too many work stations all at once when starting outBe sure you have explicitly modeled each station before releasing it studentsBalance process and productInclude opportunities to create products at some work stations, but not all
13 Non-Negotiables for Literacy Work Stations Less is moreDo not put too many things in each work station – keep it manageable for the studentsUse noveltyIntroduce one new thing at a time – it will make the novelty last longerSimplifyKeep your management system simpleKeep your materials simple
14 Mini Lessons Short and Focused (5 to 10 minutes) Explicit Types of Mini LessonsBeginning of the year how tosIntroducing a work stationAfter adding something newReviewing work station activitiesAnchor chartsI Can Lists
15 “I Can” List What is an “I Can” list? A list if activities generated by the class that they could done at a work station.Why use I can lists?Helps build student ownership and buy in.They provide students with choice.Provides opportunity for differentiation.
16 Management Pocket Charts Rotation Wheel Planning Sheets Work Station Check List
17 How to Document Progress at Literacy Work Station Anecdotal notesStudent work samplesTake photos of students working at stations (twice a year)Use work station sharing time to collect information
19 Key Components of Reading Phoneme Awareness: the ability to isolate and manipulate the sounds of languagePhonics: “the alphabetic principle” mapping print to soundVocabulary: the ability to understand and use a broad variety of wordsFluency: the ability to read with accuracy, automaticity and expressionComprehension: the ability to understand what is read by applying appropriate strategiesBig 5/Big 3
20 Five Big Ideas Phonemic Awareness Teach to Automaticity Phonics FluencyVocabularyComprehensionTeach to AutomaticityTeach deeper CognitiveProcessingMiddle School Big 3 Fluency, Vocabulary and Comprehension
21 Changing Emphasis of Big Ideas ComprehensionVocabularyAutomaticity and Fluency with the CodeAlphabetic PrinciplePhonological Awareness3-821KListeningReadingMultisyllablesLetter Sounds & CombinationsChanging Emphasis of Big Ideas Our long-term goal is that all children will read independently gain meaning from text. To do this, certain skills have more importance at different times. Our charge is to emphasize what is important at critical points in time.
23 Evaluating Work Station Activities Does the literacy station activity address one of the “Big Five”?How does this literacy station activity employ effective and efficient means to reach one of the “Big Five” goals?Does the activity provide meaningful literacy practice for your students and support what your are teaching?Is there anything that could be changed or added to this the activity to make it a more meaningful literacy activity for your students?
24 Work Stations for the Emergent Stage Emergent Readers:Develop phonological awarenessDevelop print awareness and concepts of printLearn about letters and soundsExperiment with writing, using letters or letter-like forms
25 Work Stations for the Early Stage Early Readers:learn to read and write high frequency wordslearn to decode and spell single syllable wordsuse pictures and print to construct meaning, both in reading and in their writingare acquiring fluencythey reread to self correct and attend well to print.
26 Work Stations for the Transitional Stage Transitional Readers:Are gaining in fluencyHave good decoding skills but may lack comprehensionHave difficulty with decoding longer words or certain vowel patternsAre making the transition to silent reading and are learning to do more editing and revising
27 Places and Spaces Questions to consider: What literacy stations do you want to have? Why?Where will you put them?How will they link to instruction?How will you structure them for independence?How will you share the ownership with the students?
28 Places and SpacesMaterials that are used frequently need to be readily accessible.
29 Places and SpacesWorksheet driven literacy stations take the responsibility off the student and put it all on the teacher –choosing the papers, running copies, finding places to keep them, and of course the hours of grading – instead put the learning in the hands of the students.
30 Stations do not need to be a “thing of beauty” or Places and SpacesStations do not need to be a “thing of beauty” or“as seen on Pinterest”
32 Places and SpacesWord walls can be great teaching tools, but are often “out of reach” for the students – they are intended for the students use and must be located where students can use and own them.
33 Places and SpacesDon’t lose sight of your whole-group instruction area – it is a place where kids feel like they are a part of the learning. Older students often pay more attention here than they do at their desks.
34 Places and SpacesHaving an organized space can make more time for actual instructionMust make space for kids our priority
35 Places and Spaces Planning Your Space – Quotes from Debbie “Think about your instruction first…then plan for space to make that happen.”“There is a direct link between structure, organization, and effective instruction.”“Clutter can lead to chaos.”
36 Planning YOUR Space Reflect on your CURRENT space… Do you like the way your room is arranged?Is it conducive to student learning?Are there changes you would like to make for next year?
38 How to Add Literacy to Traditional Kindergarten Centers House Keeping – Simple recipes, children’s cookbooks and class address or telephone bookBlocks – Maps, architectural books, take pictures of structures for class building bookSand and Water – Letter molds, catch ABC confetti, bury magnetic letters for a letter treasure huntSee pages for more ideas