1. What it is, How to Implement it, and How to sustain it
Literacy Stations K-6
What it is, How to Implement it, and How to sustain it

2. NORMS Tame Your Technology
Keep Conversations Professional and Respectful
Actively Participate

3. We Will/ I will
We will develop our knowledge base for effective implementation and maintenance of the Literacy Stations.
Given the information provided, I will create an action plan to implement and sustain Literacy Stations in my classroom.

4. Big Spring ISD Vision Instill respect and pride in all
Empower our community of learners
Unite staff and students
Ensure educational excellence from both staff and students
How does Daily 5 fit in with the Vision of BSISD?

5. Let’s Experience A Station!
Find the envelope marked “Station 1” on your table.
As a group complete the station.
You have 15 minutes.
Daily 5 is a Literacy Structure that offers differentiation and consistency. This is a classroom management system that offers students 5 tasks to do when not engaged in a Guided Reading Group.

6. Confused???
This is how your students may feel if they are not properly prepared to do stations on their own.
Teaching students the procedures for station time, including what to do if you are confused, is more important than any other aspect of stations.
Let’s try again.
Open the envelope that says “Station #2”
Now you have 5 minutes as a group to complete the assignment.

7. Preparation is key!
Preparing your students to complete the station on their own.
Preparing the station to fit appropriately in your curriculum.
Preparing yourself to monitor station implementation and repeat procedures ad naseum.

8. Why do we need Literary Stations?

9. Types of Literacy Stations:
Read to Self
Read to Someone
Listen to Reading
Work on Writing
Word Work
Vocabulary
Inference Conventions

10. What can teachers accomplish using Literacy Stations?
Deliver 1-3 whole group mini-lessons each day
Differentiate instruction for Instant RTI
Hold conferences with individual students or small groups

11. What can students accomplish by using Literacy Stations?
Engage in Individual Reading and Writing daily
Received focused instruction
Take ownership in their learning

12. building the foundation of Management habits
Trusting student
Providing choice
Nurturing community
Creating a sense of urgency
Building stamina
Allowing students to follow the routine once it is established

13. Planning/ Preparing
Getting your room set up– You will need to have the following planned out or organized before implementing Daily 5:
1.   A designated meeting area for small group instruction (kidney table)
2.  A designated area where you will meet with the whole class
3.  A classroom book center for students that includes titles for all reading levels represented in your class
4.  A place for each student to store their reading journal

14. More considerations before beginning:
5 . A listening center and listening center books 6. A place for writing materials 7. A bulletin board or space on walls for Literacy Station Procedures

15. I PICK Choose a book and open it to a random page.
Count the number of words you don’t know on the page.
If you hit 5, the book is too hard.
If you have 1-2, the book may be too easy.
3-4 difficult words makes it a perfect fit.

16. So What do these Activities look like?
Read to Self
Read to someone
Work on Writing
Vocabulary
Inference Convention
Remember:
Students do not do all 5 tasks each day!!!

17. Read to Self Get started right away Read the whole time
Stay in one spot
Remember your purpose for reading

18. The Purpose of “Read to Self”
Read “Good Fit” books
Become a better reader
Read at own pace
Have fun reading
Practice what is taught in class with self- selected reading.

19. How Does It Look?

20. Imagine You are a student!
YOUR TEACHER WILL:
Create an I-Chart (Independence Chart) with students
Go over the I-Chart with students
Teacher models (for 1-2 minutes)
While pointing to the I-Chart, ask “Did I start right away? Did I read quietly?”
Ask a student to model the right way and the wrong way and have several students try both ways.

21. The I-Chart

22. Read to Someone Get started right away Stay in one spot
Whispering voice
Focus on your partner’s reading

23. Purpose of Reading to Someone else
Increases the following:
Volume of reading
Level of attention to reading
Reading rate, accuracy, and expression
Fluency
Word-attack skills
Practice summarization with self-selected reading

24. How does it look?

25. Imagine You are a student!
YOUR TEACHER WILL:
Create an I-Chart (Independence Chart) with students
Go over the I-Chart with students
Teacher models with a student (for 1-2 minutes)
While pointing to the I-Chart, ask “Did we start right away? Were we polite to each other?”
Ask students to take turns modeling the right way and the wrong way.

26. The I-Chart

27. Vocabulary/ Word Work Work the Whole Time Stay in one spot
Work quietly
Try your best

28. The Purpose of Word Work (K-2)
Practice decoding
Understanding word families
Building fluency
Building stamina
Have fun with words

29. The Purpose of Vocabulary Work (3-6)
Improve vocabulary
Expand vocabulary
Become a stronger reader
Make your writing more interesting
Be a super speller

30. What it looks like

31. Imagine You are a student!
YOUR TEACHER WILL:
Create an I-Chart (Independence Chart) with students
Go over the I-Chart with students
Teacher models every time a new task is introduced by:
Showing where materials are in the workstation
Showing students how to use materials
Showing students where to do the Word Work
Showing students how to clean up (ie, Make sure the marker lids click, put materials back neatly, etc…)
Ask students to take turns modeling the right way (you can drop the wrong way for this one!)

32. The I-Chart

33. Work on Writing Work the Whole Time Stay in one spot Work quietly
Try your best
Underline words you are not sure how to spell

34. The purpose of work on writing (K-2)
Working on forming letters
Build stamina
Become a better writer
Build writing fluency
Have fun writing

35. The purpose of work on writing (3-6)
Working on writing
Improve vocabulary
Build stamina
Become a better writer
Build writing fluency
Have fun writing

36. How does it look?

37. Imagine You are a student!
YOUR TEACHER WILL:
Create an I-Chart (Independence Chart) with students
Go over the I-Chart with students
Teacher models 1-2 minutes.
Ask students to take turns modeling the right way and the wrong way one at a time

38. The I-Chart

39. Inference Station Get started right away. Do your best.
Record your findings.

40. What is the Inference Station?
In this station, students work on:
Fig. 19D
Isolated literary skills with
teacher-selected passages
Concepts that don’t fit in other stations.

41. Computers Get started right away. Do your best.
Stay on the program you have been directed to use.
Use your earbuds at all times!

42. Computers
Make sure expectations are clear before releasing students to computer stations.
Don’t just give a website or program, be specific about which activity students should be utilizing.
Check computers at the end to make sure there were no damage to the computer.

44. Any Questions??? Share them now.
If you think about anything after the session is over, feel free to Holly