literacy work stations from debbie dillers literacy work stations making centers work
TRANSCRIPT
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Literacy Work Stations
From Debbie Diller’sLiteracy Work Stations Making Centers Work
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The Literacy Work Station Continuum…
Where are you at?
Freshman in College…
Watch out Debbie, here I
come!
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The Vignette…
What do Literacy Work Stations Look, Sound, and Feel Like?
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What is a Literacy Work Station?
“An area within the classroom where students work alone or interact with one another, using instructional materials to explore and expand their literacy.”Diller, 2003
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Literacy work stations are:
• An area within the classroom– Save classroom space– They are not an extra– Integral part of instruction
• Working alone or with Partners– Most children work in partners– Sometimes children work alone
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Literacy work stations are:
• Using Instructional Materials– Materials that have been used for whole-group
and/or small group instruction– Model first before moving to work station
• Variety of Activities– Choice is important for the success of literacy work
stations– Each work station should have a variety of choices
but not so many that they overwhelm the students
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Literacy work stations are:
• Time for Children to practice– Meaningful, independent practice– Things are not put into the work stations just to
keep children busy.
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The Purpose of Literacy Work Stations
The Purpose of Literacy Work Stations is Two-Fold:• Provide “meaningful practice that allows the learning
to take root in the child’s brain.” (pg. 2)AND
• Provide time for the teacher to work with small groups to focus on meeting the needs of all students
Work stations should include activities (independent practice) that are real, relevant, and meaningful for
both the students and the teacher.
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To increase students’ attention to tasks, students could:
• Play a game• Make something• Talk with a partner• Tell a story• Be a recorder (have a job to do)• Move• Do something new• Do minimal amounts of worksheets
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Literacy Work Stations • Must place an emphasis on teacher modeling and
increasing student responsibility.• All students have equal access to the high level of
engagement that Literacy Work Stations provide• Activities should be grounded in manipulative type
activities versus paper and pencil activities• Students are better able to internalize what they are
learning with multiple opportunities to practice what was taught – they can connect the old with the new.
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Guaranteeing Independence
• Teachers must model appropriate behavior, allow for a gradual release of responsibility, provide a risk-free environment and a proper independent work level, and communicate clear, explicit expectations.– Modeling – must be modeled to children multiple times– Gradual Release of Responsibility – Modeled (I do) , shared (we do),
guided (we do), independent (you do)– Risk-Free Environment – a place where they feel safe and secure – Independent Work Level
• When the task is too hard, the students do not have a clear understanding of the task, or it has not been modeled, student struggle and then often misbehave
– Clear, Explicit Expectations – students need to know what they “can do” at each station
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Non-Negotiables for Literacy Work Stations
• Focus on practice and purposes, not the “stuff” of stations– We must think about the WHAT (what you are trying to teach)
before looking for the stuff• Link to your teaching
– Student practice must be linked directly to instruction• Slow down to speed up
– Do not put out too many work stations all at once when starting out– Be sure you have explicitly modeled each station before releasing it
students• Balance process and product
– Include opportunities to create products at some work stations, but not all
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Non-Negotiables for Literacy Work Stations
• Less is more– Do not put too many things in each work station –
keep it manageable for the students• Use novelty
– Introduce one new thing at a time – it will make the novelty last longer
• Simplify– Keep your management system simple– Keep your materials simple
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Mini Lessons• Short and Focused (5 to 10
minutes)
• Explicit
• Types of Mini Lessons• Beginning of the year how tos
• Introducing a work station
• After adding something new
• Reviewing work station activities
• Anchor charts
• I Can Lists
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“I Can” ListWhat is an “I Can” list?
A list if activities generated by the class that they could done at a work station.
Why use I can lists?• Helps build student ownership and
buy in.• They provide students with choice.• Provides opportunity for
differentiation.
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Management
• Pocket Charts
• Rotation Wheel
• Planning Sheets
• Work Station Check List
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How to Document Progress at Literacy Work Station
• Anecdotal notes
• Student work samples
• Take photos of students working at stations (twice a year)
• Use work station sharing time to collect information
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The Focus of
Literacy Work Stations
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Key Components of Reading
• Phoneme Awareness: the ability to isolate and manipulate the sounds of language
• Phonics: “the alphabetic principle” mapping print to sound
• Vocabulary: the ability to understand and use a broad variety of words
• Fluency: the ability to read with accuracy, automaticity and expression
• Comprehension: the ability to understand what is read by applying appropriate strategies
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Five Big Ideas
• Phonemic Awareness
• Phonics• Fluency
• Vocabulary• Comprehension
Teach to Automaticity
Teach deeper Cognitive
Processing
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Changing Emphasis of Big Ideas
Comprehension
Vocabulary
Automaticity and Fluency
with the Code
Alphabetic Principle
Phonological Awareness
3-821K
ListeningReading
ListeningReading
MultisyllablesLetter Sounds & Combinations
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Big Ideas
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Evaluating Work Station Activities
•Does the literacy station activity address one of the “Big Five”?
•How does this literacy station activity employ effective and efficient means to reach one of the “Big Five” goals?
•Does the activity provide meaningful literacy practice for your students and support what your are teaching?
•Is there anything that could be changed or added to this the activity to make it a more meaningful literacy activity for your students?
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Work Stations for the Emergent Stage
Emergent Readers:
• Develop phonological awareness
• Develop print awareness and concepts of print
• Learn about letters and sounds
• Experiment with writing, using letters or letter-like forms
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Work Stations for the Early Stage
Early Readers:
• learn to read and write high frequency words
• learn to decode and spell single syllable words
• use pictures and print to construct meaning, both in reading and in their writing
• are acquiring fluency
•they reread to self correct and attend well to print.
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Work Stations for the Transitional Stage
Transitional Readers:
• Are gaining in fluency
• Have good decoding skills but may lack comprehension
• Have difficulty with decoding longer words or certain vowel patterns
• Are making the transition to silent reading and are learning to do more editing and revising
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Places and Spaces
• Questions to consider:– What literacy stations do you want to have? Why?– Where will you put them?– How will they link to instruction?– How will you structure them for independence?– How will you share the ownership with the
students?
•
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Places and Spaces
• Materials that are used frequently need to be readily accessible.
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Places and Spaces• Worksheet driven literacy stations take the responsibility off
the student and put it all on the teacher –choosing the papers, running copies, finding places to keep them, and of course the hours of grading – instead put the learning in the hands of the students.
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Places and Spaces
Stations do not need to be a “thing of beauty” or “as seen on Pinterest”
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Places and Spaces
Think outside the box…
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Places and Spaces
Word walls can be great teaching tools, but are often “out of reach” for the students – they are intended for the students use and must be located where students can use and own them.
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Places and Spaces
• Don’t lose sight of your whole-group instruction area – it is a place where kids feel like they are a part of the learning. Older students often pay more attention here than they do at their desks.
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Places and Spaces
• Having an organized space can make more time for actual instruction
• Must make space for kids our priority
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Places and Spaces
Planning Your Space – Quotes from Debbie• “Think about your instruction first…then plan
for space to make that happen.”• “There is a direct link between structure,
organization, and effective instruction.”• “Clutter can lead to chaos.”
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Planning YOUR Space
Reflect on your CURRENT space…• Do you like the way your room is arranged? • Is it conducive to student learning?• Are there changes you would like to make for
next year?
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Work Stations
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How to Add Literacy to Traditional Kindergarten Centers
• House Keeping – Simple recipes, children’s cookbooks and class
address or telephone book
• Blocks – Maps, architectural books, take pictures of structures
for class building book
•Sand and Water – Letter molds, catch ABC confetti, bury
magnetic letters for a letter treasure hunt
See pages 123-125 for more ideas