The document outlines the purpose and procedures for literacy stations designed for skill practice in English for seventh graders. Students will engage in various interactive activities in designated groups, rotating through stations focused on reinforcing learned skills rather than introducing new material. Proper participation and adherence to classroom rules are emphasized, with group grading and activity instructions provided at each station.

1. Literacy Stations
English 7
Skills Practice and Review
February 4-7, 2013

2. The Purpose of Literacy
Stations
Literacy stations are designated activities that provide an
engaging way for students to work
independently of the teacher in small groups, pairs, or
individually to reinforce and extend
classroom learning.

3. The Purpose of
Literacy Stations
 Literacy stations are designed for practice
and review of a variety of skills we have
learned this school year.
 You are not being taught new information.
You are expected to demonstrate mastery of
each skill practiced at each station.

4. The Purpose of Literacy
Stations
 Literacy stations are not games or social hour.
 Many of them are interactive and require you to be up
and actively moving, manipulating, and actively thinking.
 These activities are a privilege. If you abuse the privilege,
you will not be allowed to participate and will be
assigned an alternative assignment.

5. The Purpose of
Literacy Stations
 You are expected to work cooperatively with your group
or partners.
 All participants should remain actively engaged and on
task at all times.
 Stations are set up in a specific order, and you will rotate
accordingly. You will not choose in which order you go to
which station.

6. Procedure
• You have each been assigned a group based on skill,
behavior, and personal preference.
• You will be grouped/teamed this way for the duration of
the week.
• Stations are not independent activities.
• You will be graded as a group, not as an individual.
• Incentives*

7. Procedure
• Stations are marked with designated numbers.
• You will begin at your designated numbered station.
• You will have 20 minutes at each station.
• A 2-minute warning will be given that your time is almost
up.
• You will have 20 seconds to move from your station to
the next.

8. Procedure
• Each station will have instructions taped on
a desk, table or wall.
• READ THE INSTRUCTIONS before
beginning the activity.
• Many stations will have 2 envelopes. One
envelope will contain the
assignment/activity. You will turn in your
assignment/activity in the second envelope.
• You will need to bring a pen/pencil to each
station.

9. Procedure
• Backpacks and bags will be placed in a designated section of
the room upon entering.
• After you drop your bags off, move to the station next on your
checklist.
• You will complete some station activities in less time than
others. If you finish early and need an assignment, you will be
provided with one.

10. Recap
• What do I do when I come in the classroom?
• How do I know what to do when I get to a station?
• Which members are responsible for participating?
• How do I know when it’s time to move to the next
station?
• How do I know which station to go to next?

11. Stations
1. “Word Chain”

12. Stations
1. “Word Chain”

13. Stations
1. “Word Chain”
At this station we have 20 words written on index
cards. There is also a hanging display line.The first
word and last words are given on the handout.
Students will hang each word (on the index card) in
the order that they fit so that a prefix, root, or suffix
is shared with each preceding and subsequent card,
until they reach the last word.

14. Stations
2. “Point of View”
This station will have one text and two colors of highlighters.
Students will be instructed to read the text first from one point of
view, and then from another viewpoint. They will highlight the
words in each of the different colors that demonstrate mood from
each different viewpoint.

15. Stations
3. “Commercial Figurative Language”
This will be a computer station. Students will watch 5-ten
commercials (depending on time allowance). After viewing each
advertisement, they will identify the figurative language
illustration, then discuss how hyperbole is used by the writers to
sell the product on their handout.

16. Stations
4. “Hook Inferences”
At this computer station, your group will share one computer.
You will be watching clips of movies with no sound. We chose to
use Disney's "Hook", and just put scenes on mute. You will pick
up cues such as body language, expressions, and character
reactions to determine what is happening and how character's
feel.
NO SOUND ALLOWED

17. Stations
5. “Graphic Organizers”
At this station, you will be given several short passages. You need
to read the passage, determine the text structure, and fill the
information in as it fits (according to the graphic organizer).

18. Stations
6. “Inference Boxes”
This station will each have two boxes containing 4-5 items (i.e.
College T-Shirt, receipt, academic award, food wrappers, graded
paper, game case etc.) The contents of each box will contain various
items that characterize two different personalities. The folder will
contain a handout that asks to match character traits with actions
based on the information they gained from the items in the boxes. On
the back of the handout, there are inference questions asking which
criteria best applies to the owner of which box. They will turn their
handout in to the return envelope.

19. Stations
7. “Aesops Fables”
At this station you will read small passages, and use clues to
make inferences and draw conclusions. Each story has a moral or
theme that must be identified.

20. Stations
8. “Context Clues”
At this station you will read small passages, and use clues to
make inferences and draw conclusions to figure out the meanings
of words and phrases.
There are dictionaries for you to use.

21. Rules
 I will be floating among the stations to facilitate. If you need
assistance, notify me and I will come to you.
 Do not interfere with anyone else’s group.
 Don’t spoil the activity for other groups by telling answers or
giving away information.
 Be an active participant and offer your input. You will be
graded as a group.

22. Rules
 I am allowing you to work in groups because I trust you.
 If you get stuck on something, try to figure it out with your
group members before asking me for help. It is easier than you
may think. Reading the instructions may help.
 Stations may not be perfect. If something is missing or out of
place, notify me.

23. Rules
 Classroom rules and school-wide policies apply during station
time.
 We should be at voice level 2 (group work). You don’t need to
yell; your friends are working with you.
 Make sure all of your completed work that goes into the
envelope has NAMES on it. You won’t get credit if it’s not
identifiable.

24. Recap
• How do I know what to do when I get to a station?
• What voice level should we be using?
• Which members are responsible for participating?
• What needs to be on everything I turn in so it is
identifiable?
• How many times can we visit each station?

25. Recap
• How will I know what to do when I get to a new station?
• Can I switch partners if I get sick of my group?
• How long will we be doing this for?
• Why are we doing stations?
• How will I be graded?

26. Questions?

27. Team Assignments
• Group Names
• Starting Points
• Team Handouts Envelope: Place in the return basket
before leaving.
• Let’s go!