chapter 10: hooray for literacy centers - rpdp · hooray for literacy centers! chapter 10: hooray...

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C ha p t e r Te n Hooray for Literacy Centers! Chapter 10: Hooray for Literacy Centers Literacy Centers (Work Stations) Definition: A literacy work station is an area within the classroom where students work alone or interact with one another, using instructional materials to explore and expand their literacy. It is a place where varieties of activities reinforce and/or extend learning, often without the assistance of the classroom teacher. It is a time for children to practice reading, writing, speaking, listening, and working with letters and words. Literacy Work Stations: Making Centers Work by Debbie Diller. Copyright 2003. Stenhouse Publishers. Getting Started In full-day kindergarten, we begin our literacy center rotations after most of our whole group lessons. It gives the students a chance to move around and it gives the teacher a chance to do reading groups during this time. The center chart is set up with about 12 different activities. Each group has two to three members, with varied ability levels. By having small groups of students at each center, you find that it really reduces the noise level. To begin centers, a mini-lesson is given on each one explaining the procedures, tasks, learning goals, and clean-up procedures. The students then rotate through about two to three centers per day, which lasts about 45-60 minutes for one period. Each center task must be completed before the student can move to the next center. The teacher gives a signal (bell, train whistle, clap, etc.) and the students clean up and rotate to their next center. Later in the year, you may allow students to move at their own pace through cen- ters, not as a group. All center tasks are multileveled and allow for differentiated learning for student success. Student photos and icons are posted on our literacy centers chart in front of the classroom in easy view for all. Students refer to the center chart to find their next learning activity. Although the main titles of each center may only change occasionally, the tasks change every five to six days. This allows each student a turn at each center. Partners are changed every three to four weeks. While students are engaged in center work, I work with my guided reading groups. Early in the year, I monitor each center and act as a facilitator. By November, I am able to take individuals or small groups for alphabet reinforcement. In our class, I do not begin guided reading until January. By this time, the students are mostly able to manage their center tasks indepen- dently.

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Page 1: Chapter 10: Hooray for Literacy Centers - RPDP · Hooray for Literacy Centers! Chapter 10: Hooray for Literacy Centers Literacy Centers (Work Stations) Definition: A literacy work

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Chapter Ten

Hooray for Literacy Centers!

Chapter 10: Hooray for Literacy Centers

Literacy Centers (Work Stations)Definition: A literacy work station is an area within the classroom where students work alone or interact with one another, using instructional materials to explore and expand their literacy. It is a place where varieties of activities reinforce and/or extend learning, often without the assistance of the classroom teacher. It is a time for children to practice reading, writing, speaking, listening, and working with letters and words. Literacy Work Stations: Making Centers Work by Debbie Diller. Copyright 2003. Stenhouse Publishers.

Getting Started In full-day kindergarten, we begin our literacy center rotations after most of our whole group lessons. It gives the students a chance to move around and it gives the teacher a chance to do reading groups during this time. The center chart is set up with about 12 different activities. Each group has two to three members, with varied ability levels. By having small groups of students at each center, you find that it really reduces the noise level. To begin centers, a mini-lesson is given on each one explaining the procedures, tasks, learning goals, and clean-up procedures. The students then rotate through about two to three centers per day, which lasts about 45-60 minutes for one period. Each center task must be completed before the student can move to the next center. The teacher gives a signal (bell, train whistle, clap, etc.) and the students clean up and rotate to their next center. Later in the year, you may allow students to move at their own pace through cen-ters, not as a group. All center tasks are multileveled and allow for differentiated learning for student success.

Student photos and icons are posted on our literacy centers chart in front of the classroom in easy view for all. Students refer to the center chart to find their next learning activity. Although the main titles of each center may only change occasionally, the tasks change every five to six days. This allows each student a turn at each center. Partners are changed every three to four weeks.

While students are engaged in center work, I work with my guided reading groups. Early in the year, I monitor each center and act as a facilitator. By November, I am able to take individuals or small groups for alphabet reinforcement. In our class, I do not begin guided reading until January. By this time, the students are mostly able to manage their center tasks indepen-dently.

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RPDP offers the one-credit class titled, “K-1 Literacy Centers.” In addition to classes and books, there are many free online resources available for creating center activities. Some of these are listed below.

Literacy Organization/Management LinksabcTeach: Center Signs - http://abcteach.com/directory/teaching_extras/classroom_signs/ has printable signs for centers

A to Z Teacher Stuff: Literacy Centers - http://www.atozteacherstuff.com/Lesson_Plans/Learning_Centers/Literacy_Centers/index.shtml Lots of links

Alphabet Learning Centers - http://www.atozteacherstuff.com/pages/106.shtml Just the abc’s

CanTeach: Literacy Center Ideas - http://www.canteach.ca/elementary/beginning10.html Ideas listed

Center Photos - http://www.abc123kindergarten.com/lindaholliman.html A teacher shares photo ideas from a Linda Holliman workshop on literacy centers. A photo is worth a thousand words!!!

Classroom Centers - http://www.madison.k12.al.us/mtcarmel/3rd_grade/manus/centers.html Gr. 3 centers

Hubbard’s Cupboard ABC Centers - http://www.hubbardscupboard.org/abc_centers.html Nice listing of centers, each with a small description and photo

K-Crew’s Units & Centers - http://www.thekcrew.net/units.html Ideas for centers

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KinderKorner: Literacy Centers - http://www.kinderkorner.com/centers.html Many ideas available here.

Learning Center Ideas - http://warhawks.k12.mo.us/elem/klenkew/teacher%27s%20korner%20learning%20center%20ideas.html Wonderful ideas for K-2; photos and descriptions of where to get materials.

Literacy Centers - http://www.swlauriersb.qc.ca/schools/crestview/ls/Teacher/Teacher_Literacy_Centers.htm This Quebec school has uploaded wonderful materials to share with us, including center labels and signs, and center activities.

Literacy Centers - http://www.pickens.k12.sc.us/hesteachers/laboonac/web%20pages/literacy_centers.htm A listing of what she includes in the many literacy centers she uses; no descriptions or details.

Literacy Centers - http://nccsc.k12.in.us/perduec/literacycenters.htm Photos and short summaries of basic centers.

Literacy Centers in Kindergarten - http://www.learningtoread.ecsd.net/k%20Literacy%20Centers.htm Three teachers collaborated to create this literacy center concept for their school; photos.

Literacy Work Stations - http://www.trcabc.com/literacyworkstations.html Debbie Diller’s book and task cards available for purchase.

Literacy Work Stations - http://www.canyonisd.net/technology/teacher/Literacy%20Stations/index.htm There are different stations listed in the left hand frame; select one to see list of ideas for that center plus photos of what it might look like.

Mrs. Bonthuis’ Literacy Centers - http://www.mrsbonthuisclass.com/Literacycenters.htm Several ideas.

Mrs. Pohlmeyer’s Literacy Work Stations - http://www.mrspohlmeyerskinderpage.com/stations.htm Great, practical explanation of how to organize literacy centers for kindergarten.Over 30 station ideas with photos! Excellent!

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Management• Introduce each center individually. This takes forever but will save you from having to answer the same questions repeat-

edly. It will take several days and it will leave the kids super excited to try them out! • When they have seen each center, tell them it is finally time to try them out. Explain that when they use centers, you will

be teaching small groups and you will not be able to help them. Tell them that because they are still learning, for the rest of the week (or so), you will be walking around to answer questions, but once small groups start, that’s it. Allow the whole class to go to centers simultaneously so that you can give your full attention to monitoring. Look to see if the materials are being used correctly and if the children are on task.

• As a class, discuss the procedures for handling questions or problems at centers, while the teacher is teaching small groups. Here is what to do: 1) Ask your partner or someone near you in a whisper voice. 2) Ask a grownup (if aides or volunteers are available for help). 3) If you still don’t understand, just do the best you can. Repeatedly emphasize that it is okay if they were not using the center exactly as the directions said - as long as they were working and practicing literacy skills, they were doing the right thing. You may also want to remind them to stay at their center unless they are supposed to move around the room for a specific center activity such as “Read the Room.” Wandering around the room is not an option. It distracts small group instruction and others who are working. Make sure you have a plan of what the kids are to do when they are done.

• Be extremely detailed and assume students have no knowledge of centers. For example, if you have a sandwich bag with pieces in it for one of your centers, model putting the bag back and ask if you forgot anything. Someone will notice you did not shut the bag and can explain to the class why it is so important to always close the bag. If you skip this step, you might pay for it later!

• If possible, have directions and sample work posted at the centers for parents and students to refer to.

Center Activities- Big BookThe students really enjoy this center because there is a book in the center that they can actually “read” such as, Brown Bear, Brown Bear, Chicka, Chicka Boom! Boom!, and There Was An Old Lady Who Swallowed A Fly. Due to the cost of the big books and the limited number of choices, you may chose to put only one book on the big book easel for this center instead of allowing students to choose the book on their own, in the beginning of the year. It is important to model and practice with them on how to care for the books and how to use them.

• Set the book up on the easel. Students can take turns using pointers and turning pages.

• Small sticky notes can be added to the back inside of each book cover labeled with words from the book. The students can find the words in the text and cover them with the sticky notes.

• Write sight words from the text on 3x5 index cards. Ap-ply highlighter tape over the words on the cards. After the students have read the book, they can take the word cards and find the words in the text. Once they’ve found the words in the text, they can cover the words with the highlighter tape.

*Have an adult check for accuracy after the activities are completed.

*Make your own highlighter tape using see-through cling-on book covers! Just cut to the size you need. Make sure you purchase a solid color such as pink, orange, or yellow.

*Buy large canvas tote bags from Oriental Trading Company. The tote bags have several pockets on the front as well as the large main pocket. The big book goes in the large pocket. The smaller pockets can be used for pointers, silly glasses, cards with words/let-ters, etc. The students can just take the bag and have everything they need.

BIG BOOK CENTER TIPS

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- ABC Center The ABC Center is used to reinforce letter identification, sounds, letter sorting, and sequencing of letters. Materials: Magnetic letters, alphabet puzzles, Wikki Stix, alphabet sorting mats, alphabet games, ABC books, Magna Doodles, Play Dough, alphabet stamps, picture stamps, catalogs, magazines, alphabet stickers, markers, glue, etc.

Activities: • Students can create a “My ABC Picture Book.” Give them sheets of paper or a pre-made book with a letter at the top.

Have students stamp pictures or find pictures from magazines to place under each letter. For advanced readers, have the students label the pictures.

• Create Alphabet Tubs! At the beginning of the year, give each student an empty plastic shoebox, each labeled with a letter from the alphabet. Have the students find objects around their house that begin with the letter sound. Remember to make sure it’s okay with the family to keep the objects for your classroom. The students will have a great time using vocabulary to name the objects, sort the objects, and later, label the objects!

• After a letter is introduced, post the circle map in the ABC Center for reference. Later, these maps can be cut up and bound together in individual letter books. Students can copy the words from these books to practice writing.

• Use Dr. Jean’s song “Who Let the Letters Out?” on her “Kiss Your Brain” CD. Print out a work mat to go along with the song (from www.ourschoolfamily.com). Place the mat on a cookie sheet and have students use it with magnetic letters.

• Poke and Peek – Clip pictures from catalogs or magazines. Glue each picture to an index card. Write three letters across the bottom (one letter should be the beginning sound of the picture). Punch a hole under each letter. Have students use a pencil or golf tee to poke under the correct letter. To make the cards self-checking, circle the correct hole on the back so students can flip the card over to “peek.”

• Water Bottles - glue a picture on a small, plastic bottle. On the cap, place a round sticker with the beginning sound for the picture (or you could just write the letter on with a permanent marker). On the bottom of the bottle, write the correct let-ter for the beginning sound. Kids match the correct cap to the correct bottle and then look underneath the bottle to check their answer.

• Play Alphabet Bingo • Lace alphabet beads in correct sequence - these beads were purchased from Lakeshore. They are large, wooden, square

beads (more like blocks actually) with capitals and lowercase. The kids string them onto what looks like colored shoestrings in the correct sequence. This is difficult for some because they have to have them going in the correct direction (left to right), in the correct order, and none of them upside down. Quite a feat for some!

• Match alphabet letter cards to the picture with same beginning sound • ABC Pocket Chart - purchased from Lakeshore. The pocket chart comes with a pocket for each letter with the letter

displayed on front of the pocket. Students sort provided picture cards into the correct pocket according to the beginning sound. It also came with foam letters and a place at the top of the chart for the letters to stick (Velcro/flannel). They can sequence the letters or use them to form words.

- Word Study Center This center is used to reinforce the concept that letters are used to form words and that the letters can also be manipulated to form new words such as in rhyming words and word families. It will also be used to reinforce the concept that words are used to form sentences.Materials: flash cards, pictures, simple words cards, play dough, letter cookie cutters, letter stamps, paint sponges, letter tiles, word family sets (__ug), word wall

Activities:• Match pictures and words • Sort words by number of letters, number of vowels, same beginning sounds, into word families

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• Make lists of words with indicated number of letters, same beginning sounds, or in word families• Make words using Play Dough and letter cookie cutters• Make words using letter paint sponges• Make words using letter stamps• Lay out a small alphabet line across the table. Students can use word cards to alphabetize under each letter.• Make words using plastic letter tiles• Students can use letter tiles to replace beginning sounds in word families to make new words. Have students write the

words they made.

_ug _ug _at _an _og

• Students can use highlighter markers to highlight sight words or word families in text like poems and newspaper to do word hunts • Use pocket chart letters to form words in a pocket chart• Students can use pre-made word wheels or word slides to make rhyming words and write these words under the correct word chunk in their pre-made word books• Rhyming Word Bingo & Sight Word Bingo (purchased)• Students choose word/picture flashcards and re-create the words using their method of choice (stamps, play dough stampers, writing a list, etc.)

- Overhead Center Students will enjoy using a real “teacher tool” to practice reading and writing skills. Students usually stay attentive and on task.

• Provide familiar text (poems, songs, etc.) on transparencies for students to circle known words, sight words, or letters• Form spelling words with magnetic letters• Sort words • Write spelling words, sight words, letters using an overhead marker on a transparency• Provide alpha transparency charts and have students fill in missing letters • Students can practice handwriting by completing handwriting sheets copied onto transparencies• Lift A Word - display word list or text onto board/wall. One student will be the “caller” and the other student will be the

“finder.” The caller will call out a word from the words displayed. The finder will find the word and “lift it” from the wall/board by placing a piece of white cardstock in front of the word causing it to display on the cardstock. Then the word can be lifted off the wall/board by moving the cardstock towards the overhead. Works like magic! :)

ball

crayon

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- Pocket Chart Center Keeping the sentence strip sets organized is key. The sets need to be acces-sible and the system needs to work for the students. Start out by making at least one set per week. Laminate the strips, hole punch each one in the corner, and attach them together with a metal ring. You can place a little sticker in the corner of each strip so that students will know that the strips go together in a set. Hang each set on a garment rack or purchase a wall paper tray (sold at home improvement stores) to store sets being used.

Activities:• Match pictures/names of students• Sort student names into boy/girl categories or number of letters• Alphabetize names by placing names beside cards

with appropriate beginning letter• Read/sing poems/songs• Match words/pictures• Match word cards to text • Sequence pictures• Sequence lines of text using model if needed

The Birthday CakeThis picture shows four pocket chart activities:1 - Match words to text; students match the pink word cards in the picture to

the text from the book The Birthday Cake by Joy Cowley2 - Match words to pictures; students can also match the color words to the

appropriate color balloon (there’s always a model or chart up somewhere in the classroom for assistance for those who are still having trouble with this kind of skill)

3 - Sequence pictures; students can sequence the cake layers to match the story (using the book if needed)

4 - Sequence lines of text using model if needed; they can remove the sentence strips and replace them back into the pocket chart in the correct order to practice sequencing skills

• _____O’ Happy Poems: These poems, originated from Susie Haas, are fun for stu-dents because teachers can create different versions for any theme. The colored strips help students match text.

• Match rhyming words/pictures• Alphabetize words• Complete following directions activities• Use word cards to create sentences and write them on a recording sheet• Story Elements: After listening to the story and/or reading it, discuss the story ele-

ments: title, author, setting, characters, main character, something that happened in the beginning of the story, middle, end, problem, solution, was the author’s intent to entertain, inform, or persuade the reader, what was the lesson learned?

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- Writing Center This center is a must because it can be used for so many opportunities for practice, applying what students have seen in your lessons, and it can be easily differentiated to meet the needs of all learners. The writing center can be used to reinforce writing elements (organization, sentence structure, etc.), reading strategies, build sight word knowledge, vocabulary, fine motor skills, handwriting, and foster creativity.

Materials: pictures, paper (lined and unlined), stationary, special pencils/ pens, crayons, example of written work, stencils, stickers, blank books, word wall with photos, step-by-step drawing samples, and a basket to place student made books in prog-ress.

Activities:• Book Making- Students love to create their own books. Begin by providing them with a simple format. Use your theme as a topic and create a book with the class as your mini-lesson. For example, if your class is learning about the ocean, they can go to the writing center and make an “I See Ocean Animals” book. Post pictures of the animals with words on a chart or board as a refer-ence. A student’s book may sound like this: 1) I see an octopus. 2) I see a whale. 3) I see a dolphin. They can use stickers, magazine cut-outs, their own illustrations, or step-by-step drawings. Be sure to have the students share their books when finished. They’ll be proud!

- Listening Center This center is one of the first centers introduced. Once the students learn the procedures, they can do it independently, it is a quiet center, and it works for all levels of learners. Keeping it organized is helpful to students.

Materials: Books and tapes in zip-top bags, tape player, headsets, hooks to hang headphones, clipboards, response sheets, pencils, crayons, beanbags, rug area. Put stickers on the taper player buttons to show play (green), rewind (yel-low), and stop (red). After listening, the students are in charge of rewinding the tape for the next person.

- Library Center The library center should be inviting and organized. Place books that you’ve read to the students, as well as magazines (World by National Geographic, Humpty Dumpty, and Highlights), class made books, thematic books, etc. You may also add leveled readers, big books, and literacy puzzles. Activities:• Have students write predictions, comments, or recommendations on sticky

notes. Have them place the notes on the inside covers of the books. Share the notes as a class so others will want to read them.

• Students can write a response to a book in a journal.• Students can retell stories with props or on a flannel board.• Students can make bookmarks with the titles of their favorite stories. • Read! Read! Read! Have an adult meet with kids to read aloud at the center, discuss stories, and help keep it organized!

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- Read the RoomWhen the students go to the Read the Room Center, the “teacher” student can choose a pointer and a pair of glasses and the “reader” will choose only a pair of glasses. The “teacher” will point, while the “reader” reads. They proceed around the classroom reading the numerous pocket charts, charts, word walls, ABC line, etc. Then they change roles and the “reader” becomes the “teacher” and vice versa.

Materials:• Pocket chart poems and songs• Song, poem, and counting charts• ABC and number lines• Word walls

- Poetry CenterThe poetry center is great for students to learn rhyming words, sight words, new vocabulary, sentence structure, concept of word, punctuation, etc. First it is important to share the poem with the class. Choral read the poem numerous times and al-low your students to practice tracking words with class support before posting it at the center.

Materials: pointers, highlighter tape, clipboards, paper, art supplies, plastic sleeves, notebooks

Activities: After reading the poem as a whole group, the poem is posted at the center. Students are asked to read the poem with a partner at least three times. Next, students complete a simple art project or puppet to go along with the poem. A sample project is posted at the center and procedures are explained ahead of time. Students then take a copy of the poem and their art project and add them to their poetry notebook. Plastic sleeves are used to store poems and projects in the notebooks. On occasion, the class can choral read their notebooks for memorization and review. At the end of the year, the students have a nice collection to take home and share with their family.

Creating Your Classroom Rotation ChartOn the next few pages, you will see examples of icons that I have used in my classroom center chart. To create my chart, I cut each icon out, colored them, mounted the icons to a background color, and laminated each card for durability. By attaching magnets to the back, I was able to not only use them in my pocket chart, but could also stick them to a white board or metal cabinet. See the photo and instructions for my rotation procedures at the beginning of this chapter.

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Pocket Chart ABC

Read the Room Science Center

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Overhead Art

Computer Math

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Blocks House

Leap Pad Science Center

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Writing Library

Poetry Buddy Reading

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Listening Word Study

Big Book Play Dough

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~A Few More Center Tips and Tricks to Remember~“I’m finished! What do I do now?” This is the dreaded question that arises at the finest moments: during reading group, dur-ing an assessment, or while the principal is in your room! Debbie Diller, in her Literacy Work Stations book, addresses this issue with the “I can…” charts. You can create an individual chart for each center or you can make one large chart for the class-room. Listed below are some samples of how to keep your students on task, engaged, and quiet!

“I Can”…Because K-kids have such limited sight word vocabulary early in the year, it might be helpful to take photos of the completed activity and post them on a chart. Go to www.jmeacham.com for more ideas.I can do an ABC puzzle.I can read a book.I can write in my journal.

I CAN

My Ideas