1. Literacy Work Stations
Presented By: Lindsay Randall

2. Literacy Work Stations/Centers
To provide a means to implement quality independent practice of previously taught literacy objectives. Literacy stations may be used to support distributive practice, differentiation, and engagement for students while teachers work with small, flexible groups of students.( Southall, 2009)

3. Why should we use centers?
Practices that include whole group instruction and drills focusing on isolated skills (often found in pre-packaged language arts curricula) are “not particularly effective for primary-grade children, [and] are even less suitable and effective with preschool and kindergarten children” (Arquette, 2007)

4. Benefits
One way is to use literacy centers that can provide reinforcement or skills, choice of activities, and can enable the teacher to work with small groups for direct, differentiated teaching. (Arquette, 2007)

5. What’s Different About Differentiated Literacy Centers?
Traditional Centers
Activities are based on whole-class instruction
Differentiated resources are not available
Students may become bored or frustrated
Individual levels of support are not part of the center design
One level of response format is provided for each activity
Students may select activities that are outside their instructional zone
Differentiated Centers
Activities are based on student assessment data
Students work with multilevel resources
Students are engaged in their learning
Levels of support based on student need are incorporated into the design of each center
Tiered activities include varied responses for each skill or strategy
Students follow a simple coding system to select activities within their instructional zone.
(Southall, 2009)

6. 3 Steps to Implementing Differentiated Centers:
1. Identify the appropriate level of challenge for your students based on assessment data
2. Select the appropriate center activities that directly support the skills and strategies
students most need to practice and extend
3. Plan center activities for groups of students working at the same level of challenge and on
the same skills at the centers
(Southall,2009)

7. Think-Pair-Share
Why is having differentiating centers essential for literacy stations and having authentic purpose for literacy instruction?
What challenges do you foresee in
Implementing differentiated centers?

8. Examples of Differentiating Centers
Presenter: Show example of the center and explain how to differentiate. Show materials
Gradual Release of Responsibility
Modeling – through the use of read alouds, modeled writing, shared reading, guided writing and mini-lessons
Coaching– Students practice with teacher in guided reading, writing groups or mini-lessons
Independence – Students work independently at work stations with materials and strategies previously taught.
(Diller, 2005)

9. Explicit Instruction Ideas
Types of Mini Lessons - Beginning of the year how tos - Introducing a work station - After adding something new - Reviewing work station activities - Anchor charts - I Can Lists

10. Gradual Release of Responsibility
1.Teacher Models and Explains the Activity
Some activities need repeated modeling, while others need to be modeled only one time. For example, an alphabet matching game may be modeled once at the teacher-led center and then placed at a student center. Completing an open sort may require many whole group lessons in addition to modeling at the teacher-led center before being placed at a student center.
2. Teacher provides Guided Practice
Students practice what the teacher models and the teacher provides prompts and feedback.
3. Teacher provides Supported Application
Students apply the skill as the teacher scaffolds instruction.
4. Independent Practice
Students apply the skill independently.
(Florida Department of Education,2005)

11. Example: I Can What is an “I Can” list?
A list if activities generated by the class that they could do 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.

12. Make and Take
Make and Take activity- presenter models and instructs the purpose and use of the center. The presenter will model how to create the center for a meaningful literacy center.
Discuss with the group how to differentiate this particular center.
Consider…How does this literacy station activity employ effective and efficient means to reach one of the goals that I set?
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?

13. Video of Differentiating Literacy Centers
As you watch the video:
What are the benefits of differentiating literacy centers?
What was the most engaging aspect that you took away from the video or new information?

14. Evaluation
Please take a few minutes and fill out the evaluation. Please reflect on the session so far.

15. Book Study Chapter 3 Practice with Purpose- Debbie Diller
Think-Pair-Share
How can we hold students accountable for their literacy center work?

16. How to Document Progress
Anecdotal notes
Student work samples
Take photos of students working at stations ( twice a year)
Use work station sharing time to collect information

17. Holding Students Accountable
Observe two students a day
Periodically review student reading logs
Have students share during class sharing time
Periodically evaluate student book reviews or responses
( Diller, 2005)

18. Word Splash
Each person will take 2 minutes to create a word splash on the information they took away from the chapter that they read prior to the session.
Next, please take two minutes to read each word splash.

19. Minute Reflection Please answer the following…
1. What are three new pieces of information you learned from chapter 3 that you will now implement in your own classroom.
2. What questions do you still have about literacy centers and holding students accountable?

20. Discussion of Session Please take a few minutes to fill out a 2nd evaluation to evaluate the session as a whole. Please complete the overall evaluation.

21. References
Arquette, C. (2007). Multiple Activity Literacy Centers: Promoting Choice and
Learning Differentiation. Illinois Reading Council Journal, 35(3), 3-9.
Digital Millennium Copyright- TeacherTube. (2010). Literacy Centers. Retrieved November 4,
2011. From
Diller D. (2005). Practice with purpose: Literacy work stations for grades 3-6
Markham, Ontario: Pembroke Publishers Limited.
Florida Center for Reading Research. (2005). Kindergarten and first grade: student canter
activities: teacher resource guide. Florida Departments of Education
Southall, M. (2009). Differentiated Literacy Centers in Action. Retrieved from
Differentiated_Literacy_Centers_in_Action.sflb.ashx