Organizing Literacy Centers Maureen Nosal

Literacy Centers All literacy centers should be purposeful and reinforce literacy concepts and skills taught during directed instruction

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 systems Assigned 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 transitions Provide 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 Centers Students 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 Literacy Work Stations. York, ME: Stenhouse. Hayes, Latisha Workshop on Literacy Centers presented to Providence Reading First Schools. Invernizzi,M.,et.al Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction, 4th edition. Pearson Learning.