CENTERS…SIMPLIFIEDFOR K-2

Kathryn Gillenwater, Literacy Specialist

K-5 Instructional Coach

Sullivan County Department of Education

kathryn.gillenwater@sullivank12.net

423-354-1566

WHY ARE WE DOING THIS? _____________________________________

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MOTIVATION

Choices•We respond to options

Recognition•Sense of accomplishment

I KNOW THE “WHY” BUT HOW?!!

PURPOSE

ELEMENTS OF A PRINT/INFORMATION RICH ENVIRONMENT

Classroom Libraries with Leveled Text Word Walls/ Word Charts/ Bulletin Boards Graphic Organizers Reading/ Resource Stations Student Generated Work Technology

A PRINT-RICH ENVIRONMENT DOESN’T CONTAIN:

Coloring sheets Unrelated math/reading worksheets Puzzles and games that do not relate to the

curriculum Words on every object in the room Stale word walls

DESIGNINGStep 1 Define organizational pattern & grouping plan

Step 2 Map in your direct instruction area

Step 3 Design room arrangement to include 4 permanent centers. Literacy stations will be incorporated gradually into these.

GROUPING DECISIONS FOR CENTERS

Homogeneous groups at centers Based on reading

group Few groups Fewer stations More students at

each station Rigid time frames

Heterogeneous groups at centers Individual, small

group, partner pairings possible

Many groups More stations More students

choice Sustained activity

Rotations

“Center, Seat, Circle”Teacher removed from rotations

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Technology

Core Program Materials Leveled readers Practice pages Word cards Transparencies

White boards and dry erase markers

Individual mirrors Timers Graphic organizers

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Technology

Big Books Read the Room with pointers,

word hunt sticks, “specs” Fiction and nonfiction book boxes Theme related book tubs Magazines and newspapers Poetry box Reference books Flannel board and magnetic

board with props for retellings Pocket charts with sentence/word

strips

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Technology

Magnetic letters and magnetic boards

Pom-poms or plastic chips for phoneme counting

Versa Tiles Station Cookie tins for portable word work Cookie sheets Reading Rods Phonics phones Spinners Clipboards Sight word cards Pocket charts Story of the Week

Reconstruct (5) Important Sentences

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Technology Paper (all kinds, colors, sizes– lined and unlined)

Clipboards Greeting cards, stationery,

envelopes Stencils Die-cuts Blank shape books All kinds of markers, pens,

pencils, crayons, colored pencils, chalk

Letter stamps and stamp pad Typewriter Computer station

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S.T.E.M.

Activities

Collections Baskets (shells, insects, leaves, rocks, etc.)

Magnets, magnetic items, sorting trays

Sponges, scales, measuring materials, thermometers

Containers (jars, cups, paper plates)

Microscope & slides Tweezers, eye droppers, tongs,

magnifying glasses Tubs with sink/float items Related books, magazines, songs,

and poems Science learning logs Models, Construction Sets

LAUNCHINGStep 4 De-clutter to free up space

Step 5 Set up purposeful centers that reinforce/extend previously taught skills

Step 6 Discuss & model appropriate learningbehaviors

DOS

Select a manageable number to begin. Begin with materials familiar to the student. Provide a work board or visual display for

assigning students to stations. Use icons for emergent/beginning readers.

Have “must do” and “choose to” activities each day.

Try to anticipate everything that can go wrong and have a troubleshooting plan.

Have consequences for students not working appropriately.

Motivate students by recognizing literacy efforts.

DON’TS

Don’t consider center time as free time. Don’t feel you have to assess every activity. Don’t allow students to interrupt your small

group instruction. Don’t find different locations for worksheets

and delude yourself into thinking you have created real learning centers.

Allow groupings to remain static once the need for movement across groups becomes necessary.

MANAGINGStep 7 Teach routines!

Step 8 Have a system for dealing with noise.

Step 9 Provide clear, explicit expectations.

ENCOURAGE INDEPENDENCE

Choose activities for practice that students CAN do independently or with just the support of another student. Know your students.

Take pictures of what clean looks like Label shelves, boxes, bins, etc. Gather all materials needed for that station to

minimize kids running across the room to find supplies.

Teach students what to do if they need the teacher during small group time. Post-it notes Parking lot Ask 3 Before Me

MINI-LESSONS THAT ADDRESS MANAGEMENT ISSUES

How to share materials and/or take turns. How to use a quiet voice at work stations. How to read the management board. How to clean up. How to use materials. How to choose “good fit” books. Development of “I Can Lists.” Development of the “Instead Box” to use

when equipment doesn’t work.

SUSTAININGStep 10 Keep centers engaging

CONTINUE TO…

Introduce new materials Link stations to current events or student

interests Continually build connections between the

curriculum and stations

WHY ARE WE DOING THIS?

Students learn better in small groups. Students learn better and retain more when

they are provided choices. Helps the teacher to differentiate instruction. Provides practice and application of skills. Provides authentic literacy experiences. “… change in location is one of the easiest

ways to get the brain’s attention.” E. Jenson, 1998