Arquette, C. Multiple Activity Literacy Centers: Promoting Choice and Learning Differentiation
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Sarah Fleck Journal Article Section
Arquette, C. Multiple activity literacy centers: promoting choice and learning differentiation. Illinois Reading Council Journal. Summer 2007. Vol. 35 Issue 3. p3-9.
Literacy centers should be differentiated in order to be highly effective. Teachers cannot simply put a center activity in the classroom and expect all students to complete the center. Just like our regular instruction, centers must be differentiated. This article shows research for and stresses the importance of reading all learners through the use of differentiated literacy centers. Students learn best when they are given choices and are able to complete the tasks independently (of the teacher). This article can be used during the PD to show teachers the importance and effectiveness of differentiation.
Chrisma, K. The nuts and bolts of discovery centers. Science and Children. Vol. 43. p20-23 Nov- Dec 2005
Science centers are a great way for children to learn new science concepts and literacy at the same time. Students are exposed to the science content they need and develop literacy skills outside of reading time. This article was chosen because it shows how content areas and literacy can be integrated together. When teachers are developing literacy centers they should keep content areas in mind.
Falk-Rose, F. Helping literacy centers come alive for teachers: transitions into use of interactive small group reading stations. Yearbook of the College Reading Association. 2006. p.237- 247.
Literacy centers can be overwhelming for new teachers or teachers who are not used to implementing them. This article researched and followed a group of teachers who were unfamiliar with implementing literacy centers in their classrooms. Step-by-step directions and professional development was given before the teachers were set off to create/implement centers. This article exhibits the benefits of literacy centers and shows teachers that it can be done and does helps improve literacy.
Genisio, M.; Drecktrah, M. Emergent literacy in an early childhood classroom: center learning to support the child with special needs. Early Childhood Education Journal. June 1999. Vol. 26 Issue 4. p225-231.
Meeting the needs of students with special needs can be more successful when literacy centers are used in a classroom. This article shows the importance of literacy centers and students with special needs in early childhood classrooms. This can still be applied/is true for students of all ages in the elementary school. The article stated that classrooms that provide children with an authentic opportunity to become engaged in learning through centers nurture literacy.
Sarah Fleck Labbo, L. D. 12 things young children can do with a talking book in a classroom computer center. Reading Teacher. Apr2000. Vol. 53 Issue 7. p542.
A computer center can be useful in a literacy rich classroom to encourage literacy learning. This article not only stresses the importance of using technology and literacy in the classroom but gives 12 different literacy activities that can be done with a talking book in a computer literacy center.
Masferrer, M. Designing tech-literacy centers for 21st century students. Library Media Connection. Mar 2003. Vol. 21 Issue 6. p60.
Students of today are much more engaged and willing to participate if instruction or activities included technology. This article shows how literacy centers can be adapted and made more technological to help meet the needs and interests of students today. This article includes specific suggested activities for a technology literacy centers and how they should be designed.
Maurer, C. Meeting academic standards through peer dialogue at literacy centers. Language Arts. May 2010. Vol. 87 Issue 5. p353-362.
Literacy centers should be cooperative and interactive. This article shows that standards can be met and children can be successful when they have dialogue with their peers within their literacy centers. This research will be important when discussing literacy centers in the PD. Many teachers feel that their students should go to center time independently but this research helps show that students need peer interactions during their literacy center time.
Morrow, L. M.; Tracey, D. H.; Woo, D. G.; Pressley, M. Characteristics of exemplary first-grade literacy instruction. Reading Teacher. Feb 1999. Vol. 52 Issue 5. p462.
Literacy centers play a role in effective literacy rich classrooms. The first grade teachers/classrooms followed were exemplary all around and literacy centers were a part of each of the classrooms identified as “exemplary.” The article helps to show that literacy centers must be a part of a classroom for effective literacy instruction to take place. Each of the classrooms displayed effective literacy instruction throughout the day in all subject areas.
Stout, R. Putting literacy centers to work: a novice teacher utilizes literacy centers to improve reading instruction. Newtorks An On-line Journal for Teacher Research. Spring 2009. Vol. 11, Issue 1. p1-6.
Reading scores showed improvement after just six weeks of implementing well-thought, effective literacy centers in one teacher’s classroom. This is an important piece of
Sarah Fleck research to share with all teachers who are concerned about centers not making use of instructional time.
Tobin, R.; McInnes, A. Accommodating differences: variations in differentiated literacy instruction in grade 2/3 classrooms. Literacy. Apr 2008. Vol. 42 Issue 1. p3-9.
In order to meet the needs of all learners a variety of literacy instruction and activities must be present in a classroom. One key component to meeting the needs of all learners is literacy centers. This study showed how effective literacy centers, in conjunction with effective shared reading and writing, guided reading, and a good selection of texts, helped to meet the needs of all learners. This research will help show the importance of integrating literacy centers into the everyday classroom during the PD.
Sarah Fleck Staff Development Evaluation Presenter: ______Date:______Topic: ______Please rate the presentation using the following scale:
5-strongly agree 4-agree 3-somewhat agree 2-disagree 1-strongly disagree Please rate the following for the materials and content of the staff development: The staff development was of high 5 4 3 2 1 quality The staff development met my 5 4 3 2 1 needs The staff development utilized my 5 4 3 2 1 time wisely The staff development kept me 5 4 3 2 1 involved in my own learning The staff development gave me 5 4 3 2 1 ideas to utilize in my classroom
What part of the staff develop can you use in your classroom?
What part of the staff development would you like more information about?
Sarah Fleck Please rate the following for the presenter: The presenter was knowledgeable 5 4 3 2 1 of the topic The presenter allowed time for 5 4 3 2 1 discussion and participation The presenter answered questions 5 4 3 2 1 as needed The presenter allowed time for 5 4 3 2 1 reflection throughout the presentation. The presenter was interested in the 5 4 3 2 1 topic presented.
What parts of the presentation did the presenter seem knowledgeable about?
What could the presenter do to add/enhance presentation next time?
Sarah Fleck Evaluation for Meeting 1a
Cycle of Support After reading the chapter please rate how well you use the cycle of support with your literacy centers on the following scale.
5-strongly agree 4-agree 3-somewhat agree 2-disagree 1-strongly disagree Tell me: Explain why students are 5 4 3 2 1 learning the skill or strategy, and when to use it Show me: Demonstrate how to do 5 4 3 2 1 it Guide me: Support student practice 5 4 3 2 1 Coach me: Monitor and provide 5 4 3 2 1 feedback on how students are doing Show me: Reteach as needed 5 4 3 2 1
After evaluating: How can you use the cycle of support with other areas of instruction in your classroom?
How do you plan to use this to change your delivery of literacy centers to your class?
Sarah Fleck Minute Reflections How can you apply the research shared today in your own classroom?
Name one idea you heard today that you can share with your colleagues.
Sarah Fleck How can you change one idea discussed today so it fits in your classroom?
What information from the technology article can you use in your classroom? How can you change it to meet the needs of your lower learners?
Sarah Fleck What part of the comprehension book study chapter seems difficult to implement in your classroom? Who can you talk to/how can you solve this problem?
What other materials would be useful for the Word Work center? How can this be applied to the higher level learners?
Sarah Fleck Minute Reflection Reflect on your own literacy centers. After hearing the research, do your centers meet the goals of true literacy centers?
Sarah Fleck Professional Development Presentation Checklist
Comprehension Center Session
____ PowerPoint Presentation
____ Book Study Book
____ Research Articles
____ Teacher Tube Video
____ Make and Take Materials
____ Samples
____ Cardstock (4 colors)
____ Scissors
____ Glue
____ Markers
____ Pencils
____ Highlighters
____ Post-it Notes
____ Minute Reflection
____ Evaluation Form
____ Candy for participants
Additional Materials:
Sarah Fleck Coaching Checklist
Literacy Centers
Teacher Modeling Day:
____ Teacher uses gradual release of responsibility
____ Teacher explicitly teaches what to do at the center/ purpose for
center
____ Teacher models how correct way to participate in center activity
____ Teacher words with students to complete activity together
Student Center Day:
____ Students were engaged
____ Student transition was timely
____ Students worked independently of teacher
____ Students worked cooperatively with peers
____ Student activities were differentiated to meet the needs of all learners
____ Students were held accountable for their center activity
What was great!
Tips for next time
Sarah Fleck Study Group Checklist
____ Copy of book chapter for each person/pair
____ Chart paper
____ Markers
____ Construction Paper
____ Glue
____ Scissors
____ Highlighers
____ Post-it Notes
____ Read and separate the chapter into sections for jigsaw activity
____ Sample center ideas from book chapter
____ Materials to make centers from book chapter (in addition to jigsaw materials)
____ card stock
____ other
Additional Materials
Sarah Fleck Mentoring Checklist
____ Student Strengths and needs
Strengths: Needs:
____ What to look for (record all that apply):
____ This was Great! :
____ Ideas I have:
____ How to change/add for next time:
Sarah Fleck