This document discusses using literacy centers for content areas like mathematics, social studies, and science. It introduces centers as an instructional tool and examines various content-focused center ideas. It also discusses assessment strategies for centers. Some center examples provided include vocabulary activities like concept sorts, concept maps, and word detectives. Sample reading strategies presented are KWL, DRTA, sketch-through-text, stop-and-write, and inquiry charts. Visual aids like graphic organizers are also mentioned as supports for comprehension.

1. Differentiated Instruction: Content
Literacy Centers for Mathematics,
Social Science
and Science
Katie McKnight, Ph.D.
Katie@KatherineMcKnight.com

2. What we will do in this
session….
 Introduce learning centers as an instructional tool for
mathematics, social science, and science.
 Examine a wide variety of content literacy focused
learning centers for mathematics, social science, and
science.
 Discuss assessment strategies for learning centers.

3. Some Reminders about
Content Literacy

4. Assumptions Underlying Content
Literacy
 Subject Matter
 Role of the Textbook
 Active Readers
 Independent Readers

5. What is Content Literacy?
 Generally defined as “the ability
to use reading and writing for
the acquisition of new content in
a given discipline” (McKenna &
Robinson, 1990, p. 184)

6. The Impact of Schema
on Content Literacy
Source: Alvermann, D. and Phelps, S. (2002). Content Reading
and Literacy: Succeeding in Today’s Diverse Classrooms. (5th
Ed.).Boston, MA: Allyn and Bacon.

7. More on Schema
The notes were sour because the seam split.
Source: Alvermann, D. and Phelps, S. (2002). Content Reading
and Literacy: Succeeding in Today’s Diverse Classrooms. (5th
Ed.).Boston, MA: Allyn and Bacon.

8. More on Schema
The batsmen were merciless against the bowlers. The
bowlers placed their men in slips and covers. But to no
avail. The batsmen hit one in four after another along
with an occasional six. Not once did a ball look like it
would hit their stumps or be caught.
Source: Alvermann, D. and Phelps, S. (2002). Content Reading
and Literacy: Succeeding in Today’s Diverse Classrooms. (5th
Ed.).Boston, MA: Allyn and Bacon.

9. What do we know about
our students‟ reading?
9

10. What do we know about readers?
At or Above Proficient on 2002 NAEP Reading
100
80
60 White
40 Black
Hispanic
20
0
Grade 4 Grade 8 Grade 12
Grigg, W.S., Daane, M.C., Jin, Y., & Campbell, J.R. (2003). The nation’s report card: Reading 2002. Jessup, MD:
Education Publications Center.
10

11. Students Most At Risk
BelowBasicon2002NAEPReading
100
80
60 White
40 Black
Hispanic
20
0
Grade 4 Grade 8 Grade 12
Grigg, W.S., Daane, M.C., Jin, Y., & Campbell, J.R. (2003). The nation’s report card: Reading 2002.
Jessup, MD: Education Publications Center.
11

12. Components of Reading
Alphabetics: understanding and using the sounds that
make up words (phonemic awareness) and the letters that
correspond to those sounds (decoding) and being able to
relate the letters and sounds to the particular words they
represent (word recognition)
Fluency: identifying words accurately in an effortless
manner and being able to read them in text with appropriate
intonation, stress and phrasing
Vocabulary: knowing and understanding the meanings of
words and using them with flexibility and precision
Comprehension: the process and product of constructing
meaning from what is read, involving an interaction between
a reader and a text, for a purpose and within a context 12

13. What are Learning Centers?
 Synonymous with Learning Stations.
 Learning Stations are locations that a
teacher designs for students to work in
small groups or individually.
 Each center has a clearly articulated
learning activity.

14. Getting Started: A Checklist
1. Write out all directions for the students for each
station.
2. Explain procedures and have them written out and
posted in your classroom.
3. Create a “make up station” at the end of the rotation
so that students can complete any unfinished work.
Review and revision are key in the development of
literacy skills sets.
14

15. Getting Started: A Checklist
(cont‟d)
4. The teacher should circulate among the groups to
facilitate answers and questions about the work.
5. Formal assessment occurs when the students have
finished the novel.
6. When possible, give students a choice at each station.
I like to make a poster for each station.
Let‟s look at a model for learning centers.
15

16. A Classroom Picture
Sample Stations for First Rotation
Content
Reading Study
Vocabulary Strategy
Activity
Practice Listening or Make
with Viewing
Content Center Up
Center
16

17. Sample Learning Centers
Directions: Circulate around the room to the different
learning stations.
Consider the following questions:
1. How can you use this learning center activity for your
content area and classroom?
2. As you consider your content area and a specific
learning center, what adaptations and suggestions do
you have for the activity?
Note: These learning centers focus on vocabulary. When
you create center activities for your students, you will have
a variety of activities, not just vocabulary.

18. VOCABULARY AND TERMINILOGY
CENTERS

19. Learning Center Station
Vocabulary
Samples are from: McKnight, K. (2010). The Teacher's Big Book of
Graphic Organizers: 100 Reproducible Organizers that Help Kids with
Reading, Writing, and the Content Areas. Jossey-Bass. 19

20. Learning Center Station
Vocabulary
Samples are from: McKnight, K. (2010). The Teacher's Big Book of
20
Graphic Organizers: 100 Reproducible Organizers that Help Kids
with Reading, Writing, and the Content Areas. Jossey-Bass.

21. Concept Sorts
 What is it?
 Introduces students to the vocabulary of a new topic or book.
 Students are provided with a list of terms or concepts from reading
material.
 Students place words into different categories based on each
word's meaning.
 Categories can be defined by the teacher or by the students.
 When used before reading, concept sorts provide an opportunity
for a teacher to see what his or her students already know about
the given content. When used after reading, teachers can assess
their students' understanding of the concepts presented.

22. Concept Map
You or the student selects a word or concept for the center box of the organizer.
In the box directly above, students should write the dictionary definition of the
word or concept.
Students should record key elements of the word or concept in each of the boxes
on the upper left side.
In each of the boxes on the upper right side, the students should record
information that is incorrectly assigned to the word or concept.
Examples of the word or concept are recorded in the boxes along the bottom of
the page.
The „„What is it like?‟‟ and „„What is it NOT like?‟‟ boxes can be particularly
challenging.
Be sure to model responses to these or allow students to work in pairs so that
they will have greater success in completing this activity.

24. Word Detective
 The importance of encouraging students to study
words cannot be emphasized enough.
 In this center, students are prompted to research the
etymology of words (and content area terms) and
connect visual images to the words that they encounter.

25. Creating Slide Shows
 www.photopeach.com
 Sample from an Algebra
teacher
http://photopeach.com/albu
m/tculv0?invitecode=b684e
a3b5c

26. Vocabulary Demonstration
Lesson
 http://www.adlit.org/media/mediatopics/vocab/
 http://www.adlit.org/media/mediatopics/vocab/

27. Sample Reading Activities

28. KWL
K= What the reader already knows
L= What the reader wants to learn or know.
L= What I learned

29. DRTA

30. DRTA

33. Sketch
Through Text
Daniels, H. and Zimmerman, S. (2004). Subjects
Matter: Every Teachers‟ Guide to Content –Area
Reading. Portsmouth, NH: Heinemann, p 121.

34. Stop and Write

35. Inquiry Chart
The Inquiry Chart (I-Chart) is a strategy that enables
students to generate meaningful questions about a topic
and organize their writing.
Students integrate prior knowledge or thoughts about the
topic with additional information found in several sources.
The I-Chart procedure is organized into three phases: (1)
Planning, (2) Interacting, and (3) Integrating/Evaluating.
Each phase consists of activities designed to engage
students in evaluating a topic.
http://www.adlit.org/strategies/21826/

36. I Do, We Do, You Do
 http://www.adlit.org/media/mediatopics/comprehension/
 Comprehension Demonstration

38. Visuals
 Graphic Organizers and other visuals support student
comprehension and understanding of text.
 Here is an example from a Social Studies teacher
 http://www.adlit.org/media/mediatopics/contentarea/

41. More Resources
www.readingquest.org
www.adlit.org
www.readwritethink.org

43. For Copies of
Today‟s Posters
See this Website:
http://goo.gl/J242X