Differentiating Instruction by Implementing & Managing Student Center Activities inGrades 4 and 5 Marcia L. Kosanovich, Ph.D. Teresa Logan, M.S. Connie Weinstein, M.Ed. The Florida Center for Reading Research Florida State University www.fcrr.org Just Read, Florida! Leadership Conference August 5-8, 2007
“We can, whenever and wherever we choose, successfully teach all children to read. We already have reams of research, hundreds of successful programs, and thousands of effective schools to show us the way. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far” (McEwan, 1998).
Objective for Today • To learn about Student Center Activities and Professional Development created at FCRR. • To learn how to use this resource to differentiate instruction to increase student learning.
What I Know AboutDifferentiated Instruction K-W-L Chart
Characteristics of the Reading Block • High Quality Instruction • Minimum of 90 minutes of uninterrupted instruction • Whole Group Instruction • Small Group Instruction and Practice • Teacher-Led Instruction • Flexible • Differentiated • Homogeneous • Independent Student Centers • Differentiated
Reading First Site Visits(conducted by FCRR) • Classroom Observations • Student Data • Interviews • Teachers • Reading Coaches • Principals
Determination: student center activities To assist teachers in differentiating instruction
4-5 Project Materials Three Books and a Professional Development DVD: • Advanced Phonics and Fluency Student Center Activities • Vocabulary and Comprehension Student Center Activities • Teacher Resource Guide to accompany the professional development DVD
Who is this resource for and what are the expectations? • Originally created for Florida Teachers and Coaches • THREE SETS HAVE BEEN SHIPPED TO EVERY FLORIDA SCHOOL THAT HAS GRADES 4 & 5 • Not mandatory • A free resource • Also available at www.fcrr.org
Role of the Coach • If the Student Center Activities are going to be used, it is expected that the Reading Coach will provide professional development for the teachers. • The Teacher Resource Guide and the DVD are designed to support this professional development.
Teacher Resource Guide • Frequently Asked Questions • The Five Components of Reading Instruction • Implementing and Managing Student Centers in the Classroom • Interpretation & Implementation of Activity Plans • Crosswalk • Glossary & References
FAQ’s Concerning Reading Centers (p. 1-4) • Why should Student Center Activities be implemented in fourth and fifth grades? • What is differentiated instruction? • What is a Reading Center? • What are examples of Reading Centers and Activities? • How are these Reading Centers different from the Centers of the past? • Should all five components of reading (even Phonemic Awareness) be included in fourth and fifth grade reading instruction? VIDEO for questions 1 and 2 5:10-10:14
Why should Student Center Activities be implemented in 4th & 5th grades?
The Five Components of Reading Instruction (p. 5-16) • For each of the 5 components of reading: • Definition • Goal & Purpose • Research Notes • Sequence of Student Center Activities (how the Student Center Activities support reading growth • Teacher Tips • Resources (tools to support foundational knowledge of the reading process)
Sequence of Activities Fluency • Word Parts • Words • Phrases • Chunked Text • Connected Text
Implementing and Managing Student Centers in the Classroom(p. 17-30) • Form Flexible Groups Based on Assessment • Identify Appropriate Center Activities Based on Assessment • Design Center Management System • Implement a Behavior Management System • Give Explicit Center Directions • Organize the Classroom • Manage Transitions • Establish Accountability
I. Form Flexible Groups Based on Assessment (p. 18-25) • Teacher-Led Groups • Group size (from 3-8 students) • Keep high-risk group sizes small (3-5 students) • Work with each small group differently based on instructional need as determined by results of the various reading assessments.
I. Form Flexible Groups Based on Assessment (p. 18-25) • Monitor progress of those most at-risk students more frequently for making instructional changes to accelerate learning: • Size of the small group • Group members • Level of explicitness • Amount of scaffolding • Length of time for targeted instruction
II. Identify Appropriate Center Activities (p. 25-26) • Choose Activities that target each group’s instructional need. • Plan with the learning objective in mind, not the product.
III. Design Center Management System (p. 26-27) • Establish time efficient routines and protect instructional time • Group Formation • Activities • Center location/areas • Systematic movement of student groups • Scheduling of center time
III. Design Center Management System (p. 26-27) • Center management boards are graphic organizers that answer Where? When? and What? • Large • Matching words/icons • Student should know how to read it independently
IV. Implement Behavior Management System (p. 28) • Students need to know • What to do when something does not work • What to do when they do not understand the Activity at a Center • What to do when they complete an Activity at a Center • How to clean up • How to decide who goes first
IV. Implement Behavior Management System (p. 28) • Questions to ask yourself • Did I introduce too many Centers at once? • Did I do an effective job explicitly teaching the activity? • Have the students mastered the skill and need to move on? • Is the activity interesting to the student? • Do students 3 and 6 work well together? • Is this Activity to difficult for students to do independently?
V. Give Explicit Directions (p. 29) • Teacher Models and Explains Activity • Teacher Provides Guided Practice • Teacher Provides Supported Application • Students Engage in Independent Practice
VI. Organize the Classroom (p. 29) • Allows students to • Easily locate materials • Focus on academics • Use Center time productively
VII. Manage Transitions (p. 29) • Protects and maximizes valuable instructional time • Routines • Expectations • Use the time instructionally
VIII. Establish Accountability (p. 30) • Prevents students from making the same errors • Provides opportunity for teachers to instill the importance of quality work • Conveys the importance of each academic task
Interpretation of Activity Plans Interpretation of Activity Plans(p. 31-36) • Activity Plans • Used by the teacher to plan and teach an activity • Sequenced by concept in a logical order within each component • Activity Masters • Used by the students • May need to be copied • Can be laminated and stored for future use • Student Sheets • Used by students (consumable) • Need to be copied for each student
Implementation of Activity Plans(p. 37-39) • Preparing and Organizing Materials • Setting Up Centers • Computer-Based Centers • Selecting Quality Computer Software and Technology-Based Curricula Materials • Materials Needed for all Student Center Activities
Crosswalk(p. 41-64) Crosswalks are sorted by • Activity Number, Name, and Subcomponent (this is the primary Crosswalk and contains all information p. 42-48) • DIBELS (Oral Reading Fluency p. 49-50) • Fourth Grade Sunshine State Standards (p. 51-57) • Fifth Grade Sunshine State Standards (p. 58-64)