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  1. Developing Effective Literacy Work Stations Presented by: Leigh Kennedy, Progress Monitoring Consultant Barb Hammond, Interventionist

  2. Key Concepts • Defining a work station • Planning and setting up work stations • Launching a work station effectively • Managing work stations

  3. What is a “literacy work station”? Take a minute to write down your definition of a literacy work station and then discuss your response with your colleagues.

  4. Literacy Work Stations A Literacy Work station is a place/s within the classroom where a variety of activities reinforce and extend learning connected to specific literacy objectives/curriculum. Often implemented during a literacy instructional block to allow for students to practice previous skills/strategies, including the five essential literacy components. This structure allows time for the teacher to meet with students in small groups to increase effective direct instruction based upon specific needs and levels.

  5. Why use literacy work stations? Creates small group instruction time • intensive direct instruction • variety of grouping formats Provide practice opportunities with aligned materials Practice tasks in the 5 essential components

  6. What about classroom management? The appropriate and consistent implementation of literacy workstations has been shown to have a greater impact on classroom management than the specific techniques teachers use to respond to misbehavior (Weinstein & Mignano, 1997).

  7. Literacy Work Stations • Remember, when planning and implementing literacy work stations…… -Slow Down to Speed Up -Go Deep not Wide -Less is More -Ask your Colleagues

  8. Implementing Effective Work Stations • Create work stations that are aligned to and support curriculum taught. • Make a plan for implementing work stations in your classroom. • Pacing guide • Establish an explicit & systematic routine for introducing each work station.

  9. What should be in literacy work stations? • Specified learning objective(s) • Aligned with GLCE’s and core instruction • Instructional activities based on student data • SBRR-based tasks • Directly related to 1 or more of the 5 essential components • Skill(s) explicitly taught previously • Student(s) demonstrated a minimum of 80% mastery of the skill(s) • Creating standards-based work stations 1. Identify a GLCE 2. Identify & align the GLCE to a current standard in core curriculum/pacing guide 3. Identify the core curriculum objectives taught in whole group and that are differentiated during small group instruction 4. Implement a literacy work station that is aligned and supports/reinforces the objective.

  10. Open Court-2, Unit 4—Lesson 4 Unit Theme: Fossils Essential Component: Word Study/Phonics Objective: Students will identify /er/ sound spelled ur, ir, er within words. • GLCE: R.WS #02.04 Use structured cues to recognize and decode word with vowel patterns. Work Station Activity: Word Sort

  11. Word Sort Materials Needed: 15 3x5 word cards containing the /er/ sound spelled using er, ir, and ur patterns. 3 containers. Students: 2 (preferably one student a slightly stronger reader than the other student) Procedures: 1) Both students sort 7 cards into 3 containers according to pattern (er, ir, ur) 2) After sorting, one student flashes the cards for his buddy to read aloud.

  12. Unit 4-Lesson 4 • Essential Component: Vocabulary • Objective: Students will understand the selection vocabulary before reading the selection independently. • GLCE: R WS Vocabulary02.11 Determine the meaning of words and phrases including objects, actions and content vocab. .. • Workstation Activity: Word Match with Illustrated Definition

  13. Procedures • Materials: 5 word cards (climate, protection, moisture, erupt and discovery) (five cards with illustrations of each word). • Students: 2 or more students-May be played like fish and may need more cards for larger groups. (child needs to ask for word or a picture card) • Procedure: Students try to match picture cards with word cards, before they place a match they must read the word for the others to check their work.

  14. Unit 4, Lesson 4 Fossils • Essential Component: Comprehension/Inquiry • Objective: Collects information using observation skills and recording data. • GLCE: R.CM 02.03/04 apply significant knowledge from grade level science, uses compare and contrast strategies. • Workshop Activity: Observing Fossils

  15. Procedures Materials: 5-6 fossils, observation grid Students: May be completed as an independent workstation activity or with a partner. Procedures: Display and number each fossil. Students observe and record: color, texture, shape and what they think it might be? Grids may be shared at group time.

  16. Procedures Materials: 5-6 fossils, observation grid Students: May be completed as an independent workstation activity or with a partner. Procedures: Display and number each fossil. Students observe and record: color, texture, shape and what they think it might be? Grids may be shared at group time.

  17. Planning Components • Room arrangement • Classroom management/transitions • Grouping formats • Accountability • Implementing work stations • Work station planning • Differentiating

  18. Room Arrangement • Determining physical factors • Areas of instruction • Storage of center materials • Room arrangement • Example and non-example

  19. Room Arrangement

  20. Classroom Management • Clear and explicit expectations • routines & procedures • Transitions • auditory & visual signals • Minimizing student disruption • management boards,mini-lessons, & The Daily 5

  21. Carousel Activity • Share/discuss “I Can List” work station ideas as a group. • Brainstorm additional work station ideas as a group, adding them to the ‘I Can List.’ • Please continue to number them. • Choose a station to differentiate and share/record ways to differentiate it. • Reference the # of the station if it has already been listed. 4. At signal, transition to next work station.

  22. Implementing Work Stations“Now what?” • Make a plan to implement ‘work station system’ in classroom. • Gradual release of responsibility, & “perfect practice” to build stamina. • Pacing guide • Make a plan to introduce each station explicitly & systematically. • Explain the station • Model expected behavior • Have 1-2 students demonstrate (non-example vs. example) • Observe the station in action • Make necessary adjustments • Creating Accountability • Product vs. process • Literacy station student checklist (daily, weekly) • Assessing student progress in work stations

  23. Elementary Literacy Block Schedule * 2nd Grade: * No Intervention on Monday's due to Monday Morning Meetings * On Monday's Literacy Block will be from 8:45am - 10:45am * 3rd Grade: * On Monday's Literacy Block will be from 8:45am -10:45am

  24. Kindergarten Literacy Block

  25. Instructional Grouping Discuss at your table different grouping formats you have seen. and Discuss your thoughts about the teacher being a center and not being a center.

  26. Mixed-Needs Group at Work Stations Same-Needs Group at Teacher-Led Stations 1 3 8:30-8:50 Purple Group 8:50-9:10 Green Group 9:10-9:20 Blue Group 4 2 Where are the Students During Small Group Instruction?

  27. Data-informed Instruction Data-informed instructional settings • Teacher provides small group instruction • To students with similar needs (homogenous grouping) • In groups that change as students’ needs change (flexible grouping)

  28. Differentiating Work Stations • Differentiated content • advanced students • on-target students • struggling students • Different process/tasks…color-coded or symbols • Different product in work stations • Different time parameters • Daily • Weekly

  29. Differentiating Work Stations

  30. Differentiating

  31. Open Court Overhead Transparencies Word Knowledge Grade 4, Unit 2 – Lesson 1 Line 1: successful profitable musical artistic Line 2: earns steady thread easy Line 3: specific price decide service Line 4: lessons preparation vacation obligations Sentence 1: Manufacturing businesses can be profitable. Sentence 2: Do you want an ongoing business that brings in steady money? Sentence 3: Is there another service you could offer? Sentence 4: Most students look forward to summer vacation.

  32. Differentiating Work Stations • Share/Discuss station with your group. • Choose/plan at least 2 ways to differentiate this station, keeping in mind content/process/product and Bloom’s Taxonomy. • Exchange stations if time.

  33. Management Principles • Remember, When Planning and Implementing Literacy Workstations…… -Slow Down to Speed Up -Go Deep not Wide -Less is More -Ask your Colleagues

  34. Where can more information be found online? http://www.fcrr.org/activities http://www.ed.gov/free http://pals.virginia.edu/Virginia/Actiivites http://www.uth.tmc.edu/circle/best_practices.htm http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/Frames-Genres.htm Leigh Kennedy- lkennedy@tbaisd.k12.mi.us Barb Hammond- bhammond@tbaisd.k12.mi.us

  35. References Blair, R., Mohammed. S., Boley, L., McKenzie, K. & Stanley, K. (2005). Managing the Reading First classroom. 2nd Annual National Reading First Conference. New Orleans, LA. Diller, D., (2003). Literacy Work Stations: Making Centers Work. Portland, OR: Steinhouse. Evertson, C. M., Emmer, E. T., Clements, B. S., & Worsham, M. E., (1997). Classroom management for elementary teachers (4th ed.) Boston, MA: Allyn & Bacon. Florida Center For Reading Research. (2005). K-1 Student Center Activities. Florida Department of Education. http://ww.frcc.org/activities Snow, C. E., Burns, S. M., & Giffin, P. (Eds). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press. Texas Center for Reading and Language Arts. (2002). Second grade teacher reading academy. Austin. TX: Author. Turner, S. (2006). The use of Reading centers in the continuum of instruction. Weakley County Reading First Conference. Weakley County, TN.