literacy stations

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This demo answers the question what to do with the rest of the class while you work with small groups.

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literacy stations

  1. 1. Differentiated Independent Work Stations for use with Response To Intervention or What To Do With The Rest Of The Class While You Work With Individual Students Or In Small Groups Lindy Franco RRVWP 2009
  2. 2. Response To Intervention RTI is the practice of - providing high quality instruction and interventions matched to student need - monitoring progress frequently to make changes in instruction, and - applying child response data to important educational decisions.
  3. 3. 1. Benchmark test entire class three times a year (testing is one on one) - class will be graphed into three tiers 2. Differentiate instruction for tier two and three students - progress monitor tier two students monthly - No more than 4 to 5 students in a group - progress monitor tier three students weekly - individual attention or group of no more than 3
  4. 4. 5%-10% Intensive Individual I Interventions Tier three 10% to 15% Some students at risk Rapid response Tier two 75%-85% understand curriculum Tier one
  5. 5. What does the rest of the class do while we are assessing and differentiating instruction?
  6. 6. Independent Literacy Work Stations!
  7. 7. What are literacy work stations? A variety of activities that reinforce and or extend learning Independent and meaningful student work. Provides meaningful practice for concepts already taught.
  8. 8. Makes learning relevant, personal and engaging. Provides choice Students have time to explore and expand literacy.
  9. 9. How do I get started?
  10. 10. Clear expectations of behavior Students need to be on task and productive Build in troubleshooting for problems so you don’t have to be interrupted - a materials manager - a computer expert - an editor?
  11. 11. Mini lessons and modeling • To provide focus and direction to the independent practice and help the task become more meaningful. • Mini lesson should be 5 to 10 min (role play) • Use when – first introducing a station – Adding something new – Reviewing a work station
  12. 12. • At the beginning, before you start meeting with small groups and individuals, you need to be circulating, observing, and giving assistance as needed. • For first graders it takes six weeks.
  13. 13. • You have to schedule a block of time for work stations every day for students to get efficient at them. • Once you start thinking and planning in independent work station mode it will get easier.
  14. 14. 1. Decide how you want to organize your literacy work stations. 2. Do you want them working with partners or individually? A. Management boards B. Management sheets 3. Where do you want their work placed? A. Folders B. in bin at each station or universal
  15. 15. 4. rotation A. students move to a new location when they are done. B. After a set time you tell them where to go next.
  16. 16. Literacy center ideas • Write the room * writer workshop • Writing station • Read the room * reading station • Big books * Poetry station • Word work stamps, rainbow writing * ABC dictionary * pocket chart • Dramatic station * listening center • Computer * overhead
  17. 17. I don’t have enough time • You may have to get rid of some old things to make space for the new • Many activities you used to do as a whole group could be moved into work stations. • Start small. You may only see one or two small groups a day.
  18. 18. • Creatively come up with a way to check student work for quality without adding to your already heavy work load. • Make use of volunteers and para professionals • They don’t have to make something at every work station
  19. 19. What about space? • The majority of work stations utilize existing classroom resources • Usually a small designated area is enough to store all of the work station supplies.
  20. 20. Helpful Tools • Eric Jenson’s book Teaching with the Brain in Mind • Debbie Dileller’s books Literacy Work Stations Making Centers Work K-2 Practice with Purpose Literacy Work Stations 3-6
  21. 21. What I hear I forget What I see I remember What I do I understand. - Author unknown
  22. 22. Professional Sources Dr. Stewart Habendank, Lisa. RTI And Student Success, workshop notes. Northwest Service Coop. Spring 2003. Diller, Debbie. Literacy Work Stations Making Centers Work. Stenhouse Publishers, 2003. Finch, Dana. Using Interactive Centers to Differentiate Instruction For All Students, Resource Handbook. Bureau of Education & Research. 2008. Klotz, Linda. Best Practices for Strengthening Your Kindergarten Literacy Program, Resource Handbook. Bureau of Education & Research. 2008.

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