Grouping and Centers

Articles

Guided Reading Kidstations Literacy Centers in the Elementary Classroom Organizing Literacy Classrooms Daily Five Differentiated Instruction

Kidstations
What are kidstations? stations that reinforce skills taught in guided reading lesson or other components of balanced literacy program teacher demonstrates stations and shows students role in process computer based

Types?

writing based
listening center based understand purpose of kidstation activity and need responsibility and accountability for work completed understand task and familiarize the process to apply to other reading material and work independently

Important for kids to:

Five-day guided reading cycle

Group
1

Day 1
Guided Reading

Day 2
Kidstation 1 word study

Day 3
Kidstation 2 understanding literature Kidstation 1 word study

Day 4
Kidstation 3 responding to literature Kidstation 2 understanding literature Kidstation 1 word study

Day 5
Presentation

Kidstation 3 responding to literature Kidstation 2 understanding literature Kidstation 1 word study

Guided Reading

Presentation

Kidstation 3 responding to literature Kidstation 2 understanding literature

Guided Reading

Presentation

Kidstation 3 responding to literature

Guided Reading

Presentation

Sections of Kidstations
Kidstation 1 (Word Study) focuses on: knowledge of word recognition vocabulary development literal comprehension

Kidstation 2 (Responding to literature) focuses on: language as a means for reading, writing, and responding to literature

Kidstation 3 (Elaboration) focuses on: critically analyzing literature not really a station presentation for each student in the group students have opportunity to demonstrate what he or she has created or completed

Kidstation 4 (Presentation)

Kidstation Model
Used in a Bronx school district with an ethnically diverse student population in grades 1 through 6 70-80% African American 20-30% Hispanic Class size was about 30-35 students Reading scores were generally below average Used portable kidstations made flexible with time given for guided reading instead of 15-20 mins. spent with several groups in one day, teachers spent more time with one group gave more time for teachers to monitor kidstations and interact with students

Kidstations: The five-day cycle implemented

Day 1: Teacher gets group 1 engaged brief introduction encourages reading independently Day 3: Group 1 moved to kidstation 2 where they did an activity that allowed members to respond to literature Group 2 moved to kidstation 1

Teacher listened to each student in a group read portion of the text aloud
Teacher listened to student to see if: used context clues/decoding to determine what a word means child skipped word and kept reading

Day 4:

Group 3 interacted with the teacher for guided reading

Group 1 moved to kidstation 3 where they did an assignment with elaboration Group 2 moved to kidstation 2

Day 2:

Teacher noted skills and strategies each student needed to develop more activities for kidstations were created

Day 5:

Group 3 moved to kidstation 1

Group 4 interacted with the teacher for guided reading One group (group 1 first) presents their work with the whole class in a presentation

Group 1 moved to kidstation 1

Activities incorporated word recognition and vocabulary or a literal form of comprehension At the same time, teacher initiated guided

Five-day cycle continues until all groups have presented so that in the course of a month, each child has the opportunity to be observed and evaluated giving a presentation to their classmates

Kidstations planning is key!

Good planning gets good results What do groups 2, 3, and 4 do while they wait to meet with the teacher for their guided reading? Teacher must model each station to their students so that they are not lost and know what to do before they get their chance to interact with the teacher So while groups 2, 3, and 4 wait for their day with the teacher, they are working independently on a project that incorporates the content from a shared reading lesson or content area lesson.

Some teachers may place the guided reading group in the middle of the class and the rest of the students watch and observe the first group interact with the text and the teacher Planning that precedes kidstations is very important it is essential for your time and class management to establish the ground rules and framework of the five-day cycle to manage large classes of students

Kidstation Results
Successfully implemented in an urban school district with a larger percentage of children reading below reading level teacher reported a 98% of students completion rate in kidstation activities students felt that their work was not just being evaluated but valued by teacher motivational factor for students the presentation aspect allowed students to have accountability and responsibility Their goal was to demonstrate to teachers how to implement effective management of guided reading groups and provide authentic literacy experiences at each kidstation Urban schools proved to authors that this guided reading kidstation model could be implemented anywhere due to its success

Literacy Centers in the Elementary Classroom

What is a Literacy Center? A literacy center is a physical area designed for specific learning purpose The centers reflect a physical environment that is conducive to learning and motivates students to read and write.

Center activities should allow open-ended inquiry and engage students in the tasks as active learners.

The most successful centers are those that provide students choice in their activities, have explicit and on-going routines, and maintain a strong connection between center tasks and the classroom literacy program.

Why choose a Literacy Center?

Literacy centers give students the opportunity to make choices about their learning.
Centers also provide opportunities for social collaboration and allow student participation on multiple of levels Centers provide a classroom structure that allows classroom teachers to assess students while the class is engaged in meaningful and purposeful literacy activities.

Literacy Centers in the Elementary Classroom

How to Integrate

Literacy centers allow teachers to observe students, engage in direct instruction with small groups and meet with students on a regular basis to monitor progress

Four distinct reading processes of learning theory.

The first process is observations of reading behavior, such as experiencing a read-aloud or watching an adult read. The second process is collaboration with an individual in a classroom. The third process is practicing literacy behaviors which allows learners to evaluate their work, make corrections, and increase their literacy skills. The fourth process is performance; learners share what they have learned in a variety of formats.

Literacy Centers in the Elementary Classroom

Examples of Literacy Centers

Word Study Center Listening Center Art Center Writing Center Independent/Buddy Reading Drama Poetry

Computer Overhead Projector Games Reading Response Journals Literature Circle/Book Club Building/Manipulatives Author Study Activities Handwriting Center

Literacy Centers in the Elementary Classroom

Implementation at the Early Levels (k-2)

A work board can be helpful to visually organize centers for students Each center is introduced, teachers should provide the necessary modeling and demonstration of center tasks as well as student practice of the literacy activities Literacy centers are successful when learners know the specific tasks that are expected in the center for any given period of time

Implementation at the Later Elementary Levels (3-5) Literacy center activities can last for longer periods of time at this level. Activities in the writing center can follow a process writing format as students work through drafts, edits, proofreading, and publishing.

Centers can also allow for more independent study as students investigate topics of interest through a variety of resources.

Organizing Literacy Classrooms for Effective Instruction

What do I do to organize my physical classroom environment to support literacy instruction?

o Literacy classroom planning: o Classroom environment and management Assessment Instruction Parent and community involvement Personal growth/professional development

What do I do to develop an effective classroom management plan?

o o Have a purpose and order, student engagement, and independent and capable learners. Classroom management tips State and model expected behaviors on the first day of school Discuss rules and the consequences for failing to obey the rules Be consistent when implementing rules Manage time and transitions Effectively engage students in learning activities

Physical arrangement and organization

obtain access to classroom months before the first day of school

take inventory of materials need a classroom library need a table for small-group reading

Organizing Literacy Classrooms for Effective Instruction

How do I plan to get each day started efficiently?

o Have a daily routine to get the necessary work done quickly and efficiently o o Taking attendance Getting a lunch count School announcements/pledge of allegiance Reviewing the calendar/daily schedule

How might I plan to efficiently collect, manage, and analyze students assessment data?
o o o Understand assessments that are used within district Request information about assessment scheduling throughout the year Develop an assessment plan A calendar A computer database spreadsheet A system for collecting informal data on student performance daily A collection of assessments you can use to make quick in-class diagnoses or checks on student performance

Children should have a series of tasks that are to be accomplished immediately Once necessary tasks are done, students should read the morning message Students will think about what is going to happen during the day, reflect on an event from the day before, or discuss an upcoming event

Organizing Literacy Classrooms for Effective Instruction

How might I design an efficient daily literacy instructional block schedule?

o o o o Determine the amount of time for each subject The more time students spend on task, the more they learn Daily routine should include reading to children, reading with children, and reading by children Teachers should spend a minimum of 120 total minutes of reading instruction in a literacy block Can be divided into four segments

How do I plan the first week of reading lessons?

o Spend the first day of school helping students feel comfortable in this new surroundings and learn the daily schedule o Allow time for you to get to know the student reading abilities and needs

Gather background information about your students

Word work
Writing Fluency Vocabulary/comprehension strategy instruction

Understand where students are now and where they need to be at the end of the year

Organizing Literacy Classrooms for Effective Instruction

How can I plan for effective parent communication and involvement?

o Communicating on a regular basis should be a high priority o Keep them informed about what is going on in their childs classroom

How do I plan to continue my own professional growth?

o o o Study the available research on exemplary literacy teachers and make a list of practices Put together a plan to guide your future professional growth as a literacy educator You might want to join an online discussion group or other social networking arrangement to learn more about how you can provide students with high-quality literacy instruction

Communicate about upcoming events, teacher expectations, and information about the topics or units of study you are teaching Send home behavior reports so that parents can help reduce student behaviors that are impeding learning Take opportunities to communicate positively with parents about students

Organizing Literacy Classrooms for Effective Instruction

Implementing in your own classroom
Organize classroom to promote literacy instruction

Have a structured plan for classroom management

Have a daily schedule planned each day Format how you will assess students Plan out a literacy block Communicate with students and parents in a positive way Continue to grow as a teacher by learning from mistakes as well as from other teachers or administrators

Daily Five- Objectives

Students should: Engage in reading and writing for extended periods of time Receive focused instruction on building and maintaining stamina/independence Receive differentiated instruction Teachers should: Deliver 2 or 3 whole-group lessons Teach 2 or 3 small groups daily Confer with 6-12 individual students daily

Daily Five- Structure of Literacy Block

Structure: Whole group meets for a short instruction (7-10 minutes) Students choose and move into one of the Daily 5 Tasks. Students are allowed to decide because they are motivated, engaged, and highly independent. Teachers use this time to assess, lead a small-group lesson, or individual conferences.

Daily 5- Tasks for Literacy Block

Daily 5 Tasks: 1. Read to Self 2. Work on Writing 3. Partner Reading 4. Work Work 5. Listen to Reading

Daily 5- 10 steps to Independence

1. 2. 3. 4. 5. 6. 7. 8. 9. Identify what is to be taught Set purpose Brainstorm desire behaviors using I-chart Model desirable behaviors Model least desirable behaviors then repeat step 4 Place students around the room Everyone practice and build stamina Stay out of the way Signal quietly for students to gather as a group

Daily 5- I Pick Method

Method to choose good-fit books

I look at the book o Purpose of reading o Interest o Comprehend o Know almost all of the words
o

Daily 5- The Cafe Menu

What is it? Used as a guide for instruction Visual aid of skills and strategies organized under the four categories of Comprehension, Accuracy, Fluency, and Expanding Vocabulary. Categories originate from the 5 pillars of reading instruction o Comprehension, Phonics and Phonemic Awareness, Fluency, and Vocabulary.

Daily 5- 7 steps for assessment (CAFE)

1. Assess using a diagnostic tool. 2. Discuss findings with student immediately 3. Set goals and identify strategies to practice 4. Have student share goal on CAFE menu 5. Fill out individual conferring sheet 6. Add student name to a strategy group form 7. Get ready for instruction

Daily 5 and Cafe together

Once students select their first Daily 5 choice, teacher gets a small group of students with similar strategies and goals and begin to use instruction either for practicing a strategy/goal or for teaching a common need. Instruction is brief and focused. Groups are flexible because they are based

What is Differentiated Instruction?

Same classroom curriculum Not a single strategy, more of an approach Focuses on the process, the products or demonstrations, the environment, or the content

Why Differentiate?

Schools with high levels of under-achieving in literacy Understanding students various skills and matching amounts/types of instruction Constantly growing and changing Most effective instruction is designed to fit each learner

Differentiating Text

Appropriately leveled material

easier to read o more connections o extensive scaffolding
o

Grouping
o o

small groups with reading specialist centers with rotations several times vs. once/twice

Differentiating Graphic Organizers

Text Map
o

visually represents important concepts sample idea and supporting details combination of questions and statements

Pattern guide
o

Retelling Pyramid
o

Research Behind It

According to the Response to Intervention: Guiding Principles for Educators:

o

No single process or program can address the broad and varied goals and needs of all students, especially those from different cultural and linguistic backgrounds.

More Research

Dynamic Assessment
gather data from assessments running record o observations thinking methods o questions comprehension
o

Evidence-Based Assessment
o balance whole class with small groups similar learning needs strategy instruction 4-6 children not stagnant

Ideas to Apply to the Classroom

Knowledge of student literacy needs, strengths, and weaknesses Monitor students progress Knowledge of reading process Use literacy curriculum Develop routines

Connections to Differentiated Instruction Article

Literacy Centers Article

contain differentiated instruction o allow for observation and monitoring
o

Daily Five Article

o
o

groups based on similar strategies and goals flexible grouping

Observe each students skills and strategies to

Kidstations Article
o

Connections to Daily Five Article

Literacy Centers Article

use literacy centers in for daily five o similar choices for centers
o

Differentiated Instruction Article

o

Differentiation is implemented in daily 5 centers and strategies

both rely on student engagement and

Organizing Literacy Classroom Article

o

Connections to Organizing Literacy Classroom

Literacy Centers in the Elementary Classroom
o o Literacy centers allow for assessment in the classroom explains that schedule needs to be structured which promotes an organized literacy classroom good literacy classroom needs differentiation so all students have the ability to learn as much as possible component to literacy classroom

Daily Five

Differentiated Instruction
o

Guided Reading Kidstations

o

helps students learn about reading in a more interactive way

Connections to Literacy Centers in the Elementary Classroom

Daily Five o has students focusing on independence o uses the centers that were mentioned Differentiated Instruction o uses the center (differentiated instruction) that was listed in the article

Guided Reading Kidstations o allows student to pick which station they want has technology stations Organizing Literacy Classroom o allows assessment to be done within the groups

Themes

Student Centered and constantly changing Differentiated Instruction is essential Student Independence