literacy work stations
TRANSCRIPT
LiteracyWork Stations
http://bisdelementaryliteracypartners.yolasite.com/
Establish a clear vision about literacy workstations and their purpose.
Learning Objectives for Today
Clarify processes and protocols that will facilitate implementation of the literacy workstations.
Develop ways to incorporate technology into workstations that will provide meaningful and purposeful authentic student tasks and products.
What is a Literacy Work Station?
A literacy workstation is an area within the classroom where students work alone or interact with one another, using instructional materials to explore and expand literacy. ( Diller, 2003)
Literacy Work Stations verses Traditional Learning Centers
-Stations remain set up all year long. Materials are changed to reflect children’s reading levels, strategies, being taught, and topics being studied.
-Stations are used for students’ meaningful independent work and are an integral part of each child’s instruction. All students go to work stations daily.
-Materials are differentiated for students with different needs and reading level.
-The teacher meets with small flexible groups for guided reading or skills instruction during literacy workstations.
Literacy Work Stations Traditional Learning Centers
-Materials are taught and use for instruction first. Then they are placed in the work station for independent use.
-New materials were often placed in the center with out being used in teaching. The teacher may have shown how to use the materials once but they were often introduced with all the other new center materials at once.-Centers were often changed weekly with units of study.
-Centers were often used by students when they finished their work. Centers were used for fun and motivation or something extra
-All students did the same activities at centers. There was not usually much differentiation.-If the teacher met with small groups, eachgroup often did the same task.
Grow your Work Stations from your
Whole group Instruction
Digital Learning Platform
Mini Lessons
- Short and Focused (5 to10 minutes)
- Explicit
- Types of Mini Lessons- Beginning of the year how tos- Introducing a work station- After adding something new- Structure of Genres- Reviewing work station activities- Anchor charts
Gradual Release of
ResponsibilityModeling – through the use of read alouds, modeled writing, shared reading, guided writing and mini-lessons
Guided – 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.
“Anchor Charts”
What is an “Anchor Chart”?
An anchor chart outlines or describes procedures, processes, and strategies pertaining to the skill or thinking that you want the studentsto place in their minds as “anchors” when working independently. They are great transitions from minilesson to workstation.
Principles for Teaching withLiteracy Work Stations
1.Focus on practice and purpose, not the stuff
2.Link to your teaching
3.Slow down to speed up
4.Balance process and product
5.Less is more. Don’t put out too much at once
6.Use Novelty
7.Simplify
Literacy Workstationsin Action
While teachers are working with small guided reading and skills groups, students work independently at
workstations that provide meaningful literacy activities.
The Focusof
Literacy Work Stations
Thinking…I used to think…Now I think…
http://padlet.com/teresa_lawson/uopz9ecio4pr
The basic idea of Padlet is simple, yet powerful – it gives you a blank ‘wall’ where you can assemble all kinds of visual media. It’s a great way to create visual arguments, presentations, timelines or more. It’s also a great tool for collaborating because you can share a wall amongst various users.
Responding to Reading
Listening to Reading
http://schools.birdville.k12.tx.us/domain/4938
Vocabulary Work Station
Writing Work Station
Writing Work StationAssessing and Keeping Kids Accountable
•Check the blog posting and have other students reply to posts.
•Have students share writing pieces during Reflection
time during Reading Workshop.
•Collect student writing products
How to Document Progressat Literacy Work Station
•Anecdotal notes
• Student work samples
•Take photos of students working at stations ( twice a year)
• Use work station sharing time to collectinformation
EvaluatingWork Station Activities
•Does the activity provide meaningful literacy practice foryour students and support what your are teaching (standards)?
•Is there anything that could be changed or added to this the activity to make it a more meaningful literacy activity for your students?
Establish a clear vision about literacy workstations and their purpose.
Learning Objectives for TodayHow did we do?
Clarify processes and protocols that will facilitate implementation of the literacy workstations.
Develop ways to incorporate technology into workstations that will provide meaningful and purposeful authentic student tasks and products.
Other Work Stations
Computer Pocket Chart
Listening Creation
Buddy Reading Math
Puzzles & Games
Overhead
Handwriting
Science/
Social Studies
