Transcript DevelopingCenterActivities-GCB wiki

Developing Center Activities
Based on Data
Deborah Schaum
Sheryl Turner
Eastern Regional Reading First Technical Assistance Center
The Florida Center for Reading Research
Florida State University
www.fcrr.org
July 2005
Objectives
What is Reading First about in terms of
instruction?
What is differentiation of instruction?
What do our students need to be doing while
they are not being instructed by the teacher?
How will this look?
How do we organize and manage centers?
What is Reading First About in Terms
of Instruction?
Scientifically Based Reading Research (SBRR)
Scientifically Based Reading Instruction (SBRI)
Quality Initial Instruction
Instruction Based on Data
Intervention for Struggling Readers
Differentiated Instruction
Quality Initial Instruction
Systematic
Explicit
Scaffolded
Big Ideas in Beginning Reading
Phonemic
Awareness
Fluency
Vocabulary
Comprehension
Alphabetic
Principle
Reading in an
Alphabetic
Writing
Changing Emphasis of Big Ideas
K
1
2
3
Phonological
Awareness
Alphabetic
Principle
Automaticity and
Fluency with the
Code
Vocabulary
Comprehension
Letter Sounds &
Combinations
Multisyllables
Listening
Reading
Listening
Reading
Scaffolding
Student
Mastery
Different Modes of Instruction
Prompts
Corrective
Feedback
Modeling
Independent
Practice
Student
Efforts
Explicit
Student
Participation
Instruction Based on Data
Four Kinds of Reading
Assessments
Screening
Diagnostic
Progress Monitoring
Outcome
Purpose of Assessment
Assessment guides decisions to be made about
students, classrooms, grade levels, schools, and
districts.
Research Evidence
Students with reading difficulties who are taught in
small groups learn more than students who are
instructed as a whole class
(National Reading Panel, 2000)
Students benefit from working in a variety of grouping
formats that change to reflect their knowledge, skills,
interests, and progress
(Elbaum, Vaughn, Hughes, Moody, & Schumm, 2000; Lou
et al., 1996)
What does the rest of the
class do during my small
group instruction?
Scaffolding
Student
Mastery
Different Modes of Instruction
Independent
Practice
Prompts
Corrective
Feedback
Modeling
Student
Efforts
Explicit
Student
Participation
Practice the Content/Skill
Practice – to increase
speed, mastery, or
maintenance of skill
(Epstein and Becker)
Students need to practice learned content and skills:
Skills previously taught by the teacher in whole or small
group.
To provide opportunity for the student to become fluent
at that skill, to have automaticity of that skill.
Practice the Content/Skill
For struggling readers,
that may mean more
practice.
Skill must be scaffolded
by the teacher until the
student reaches the
point where little
correction is needed.
Engaged and Active in the Process
Students should be actively
reading for different
purposes.
Use of reading manipulatives
by students are encouraged.
How Will This Look?
One Option – Centers
Characteristics
What Resources are Appropriate for Centers?
Examples of Center Activities
What is in a Name?
Reading Center
Literacy Center
Practice Centers
Student Centers
Learning Centers
SBRR Centers
Educational Centers
Cross Curricular Centers
Cross Curricular Work Stations
Universal Access
Literacy Work Station
Is there a “Reading First” Center?
What is the goal or objective for student
outcome?
Are the center skills based on SBRR?
Is the goal directly related to one of the Fab Five?
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
Is it an Appropriate Center?
Has the skill already been taught explicitly by the
teacher?
Has the student demonstrated the skill correctly?
Is this practice or review
of the skill?
Content versus Process
The content comes from the skills taught in the
core, supplemental, or intervention reading
program.
The process may or may
not be a part of the core,
supplemental, or
intervention reading
program.
The Process must be
taught, as well as the
content.
What Resources are Appropriate for
Centers?
Resources:
Your Chosen Core Program
Caution:
Not everything in the core reading program
for centers is reading related.
Your core reading program may not have
enough “Center” activities listed.
Some activities in the core that are not
labeled for centers are appropriate for
centers.
Examples and Non-Examples
Letters a
Meet My Pet
Materials: paper, pencils, crayons
Learning Styles: Verbal, Visual, Individual
Ask children to draw a picture of an imaginary pet and label it with an
imaginary name that contains the same short e sound heard in pet, such
as “webbret”. Display the pictures on a “Meet My Pet” bulletin board.
Invite children to write a sentence telling what their pet likes to eat.
Challenge: Ask pairs of children to discuss how their “pet” is like and
different from a cat.
Would this be appropriate for a center?
Examples and Non-Examples
Prop Story
English-Language Learners
Bring in a variety of props that are featured
the story such as a pail and shovel, a rock,
toy ant, leaves, pinecones, and a box.
in
a
Give each small group of children a set of
character cutouts and craft sticks. Have them color, cut out, and glue
the characters to the craft sticks to make puppets. Organize children
into groups of three. Have one child serve as the reader, while the
other two dramatize the story using the props and puppets. Direct
children to switch roles.
Would this be appropriate for a center?
Examples and Non-Examples
Science
Invent a Machine
Materials: boxes, buttons, foil, paper,
markers
glue,
Learning Styles: Visual, Kinesthetic, Logical, Social
Have groups of children brainstorm a list of machines used in the
community, such as cars, traffic lights, computers, and ovens.
Then have each child use the items provided to create a machine.
Have them share the names and functions of their machines with
their group.
Would this be appropriate for a center?
Examples and Non-Examples
Letters and Sounds
Short u Truck
Materials: boxes, envelopes, markers,
index cards or slips of paper
Learning Styles: Visual, Auditory, Social,
Kinesthetic
Have small groups of children draw a dump truck on a box. Each
child can then write words on index cards or slips of paper. Some
words should be short u words, such as dump, truck bug, tub, nut,
sun, and gum. Other words should not contain a short u sound.
Groups can then swap cards. Children read the words they have
been given. They put the short u words in the dump truck and put
the other words in the envelope.
Would this be appropriate for a center?
Where Else Could I Find SBRR and
SBRI Activities for Centers?
Phonemic Awareness
What Students Need to Learn:
That spoken words consist of individual sounds or
phonemes
How words can be segmented (pulled apart) into
sounds, and how these sounds can be blended (put
back together) and manipulated (added, deleted,
and substituted)
How to use their phonemic awareness to blend
sounds to read words and to segment sounds in
words to spell them
Phonemic Awareness
Center Activities
Elkonin Box
Picture – Word Cards
Language Master
Songs and Rhymes
I’m a Little Tea Pot
I’m a little tea pot
Short and stout
Here is my handle
Here is my spout.
When I get all steamed up
Hear me shout
Just tip me over
And pour me out.
Phonics
What Students Need to Learn:
Accurate and rapid identification of the letters of
the alphabet
The alphabetic principle (an understanding that
the sequence of sounds or phonemes in a spoken
word are represented by letters in a written word)
Phonics elements (e.g., letter-sound
correspondences, spelling patterns, syllables, and
meaningful word parts)
How to apply phonics elements as they read and
write
Phonics Center Activities
Elkonin Box
c
a
t
Short and Long Vowel Sounds
Plan e
Blends and Phonograms
ock
kn
knock
bl
block
cl
clock
st
stock
Blends and Phonograms
br
bring
ing
brick
ick
brook
ook
Letter and Word Center
Short o Stamps
Write on index cards several
words with different phonograms
having the short vowel sound of
o, such as hot, mop, dog, cob,
and box. Have children choose a
word to stamp using letter stamps
and an ink pad. Then have
children change the first letter to
stamp rhyming words. Have
children read their list to others.
Letters and Sounds
Short Vowel Families
Materials: picture/word cards: hat, can, sand, lamp, sled,
red, pet, bend, dress, lip, pig, pin, spot, top, clock, dog,
drum, sun, tub (1 per child)
Place the cards in a box. Have each child take one card.
Ask children to form groups by finding classmates whose
cards have the same vowel sound. Once in the group,
have each child say his or her word aloud. Then each
group writes a story using their words.
ESL: As you put cards into the box, help students match
short vowel sounds with the letters that stand for them.
Letters and Sounds
Word Checkers
Materials: 32 squares of paper
with short vowel words taped to
the clack squares on a
checkerboard; checkers
Have children play checkers
with short vowel words. Before
they can land in any square,
they have to say the word and
use it in a sentence.
ESL: Before playing the game, partners say and act out
some of the words in context, such as: “I sat down.” “I pat
the cat.” “ I tap the table.” “I fell down”
Fluency
What Students Need to Learn:
How to decode words (in isolation and in
connected text)
How to automatically recognize words
(accurately and quickly with little attention or
effort)
How to increase speed (or rate) of reading
while maintaining accuracy
Fluency Center Activities
Fluency Goals:
Grade 1 – 40 WCPM
Grade 2 – 90 WCPM
Grade 3 – 110 WCPM
Establish Fluency Routines:
Read Connected Text
Reread Passages
Partner or Paired Reading
Choral Reading
Reader’s Theatre
Tape-Assisted Reading
Reading with Feeling
Fluency Progress Chart
10
9
Timed Reading
8
7
6
5
4
3
2
1
5
10
15
20
25
30
35
40
45
50
55
60
65
Words Correct Per Minute
70
75
80
85
90
Fluency Progress Chart
10
9
Timed Reading
8
7
6
5
4
3
2
1
5
10
15
20
25
30
35
40
45
50
55
60
65
Words Correct Per Minute
70
75
80
85
90
Readers’ Theatre
Cassette or CD-Rom
Assisted Reading
Vocabulary
What Students Need to Learn:
The meanings for most of the words in a
text so they can understand what they
read
How to apply a variety of strategies to
learn word meanings
How to make connections between
words and concepts
How to accurately use “new” words in
oral and written language
Vocabulary Center Activities
High Frequency and Vocabulary Words
old
water
year
most
There are _____________ and new houses.
Some new houses are less than a __________ old.
Some houses are even on the ____________.
Practice High Frequency
Word Walls
Letter Trains
Choose a word from the word wall and put each letter on an
index card. Place the letter cards in a bag. Have children
take one letter out of the bag until all letters are drawn. Then
have children look at their letters and turn themselves into
letter trains by moving into the right order until the word is
spelled correctly.
Rhyme Clues
Use clues like the one below to review words:
It begins like just and it rhymes with bump. (jump)
As each word is identified, point to it and have children use
the word in a sentence.
Practice High Frequency
Word Walls
Letter Sounds and Context
Write j on the board and say:
“The word I’m thinking of begins with j and finishes this
sentence: Kangaroos can ______.”
Continue this routine with other high frequency words.
Play “Wordo”
Distribute sheets with a nine block bingo grid. Call out Word
Wall words and have children write them in any block on their
sheets. When nine words have been called, shuffle the cards
and read words one at a time. Children spell each word and
cover it with a marker. The first child with a completed row
wins.
eye
lash
eyelash
Which Words Go Together?
cat
bear
fish
jump
dog
bare
mouse
whale
wail
growl
skip
PAIRS
fish
whale
cat
bare
mouse bear
bear
growl
growl
wail
dog
cat
whale
bear
jump
skip
?
whale
wail
Text Comprehension
What Students Need to Learn:
How to read both narrative and expository
texts
How to understand and remember what
they read
How to relate their own knowledge or
experiences to text
How to use comprehension strategies to
improve their comprehension
How to communicate with others about
what they read
Comprehension Center Activities
Categorize
Part I
Say the following word lists and ask the children how
the items named go together:
Bed, rug, desk, toys
House, car, trees, mailbox
Ocean, river, lake, stream
Part II
Give the children categories and have them list
words that would go under that category.
Summarizing
What
did he
want?
What
did he
get?
Hare
How
did he
try to
get it?
Sequencing
First
Next
After That
Finally
Bear
says he
will take
the tops.
Hare and
his
family
tend the
crops.
Bear gets
the tops
of
carrots,
radishes,
and
beets.
Bear is
mad
about
being
tricked.
Semantic Feature Analysis
Bloom’s Taxonomy
Size
immense
tiny
bicycle
X
insect
mountain
ordinary
X
X
Generalize
Compare/Contrast
Venn Diagram
Organization and Management of
Centers
Organization of Content
Organization of Process
Management
Organization of Content
Teacher Files Center for Appropriate
Time
Teachers keep ideas until the time is right for students to practice
a particular skill.
Grade Level Planning and Creating of
Centers
Grade level planning for centers:
Saves time
Saves effort
Saves money
Saves resources
School
Centeralized
Site
School provides a centralized area
for teachers to share
materials and ideas.
Organization of Process
Organization of Process
Teachers should first look at student assessment
data to determine:
what skills the students already have been taught
Which skills the students need to practice for mastery
Which skills will need to be reviewed in order to
accomplish fluency in that skill.
Organization of Process
Teachers should introduce centers after the first
few weeks of school.
Teachers should introduce centers one at a time.
Look at Time in a whole new way.
Differentiate within the center for the needs of the
students when possible.
Questions to Consider
Do I want my students to work in heterogeneous
or homogeneous groups in centers?
Do I want extra time for small group instruction for
the students who are strategic or intensive during
center time?
What Data will I use to create my flexible groups?
How often will I restructure my groups?
Optional Ways to Set Centers Up
Fluency
Teacher Small
Group Instruction
cat
rat
bat
Phonemic
Awareness
Word Works Center
dog
Teacher
Center
Phonics
Fluency
Center
cat
rat
bat
Vocabulary
dog
Teacher
Center
Phonics
Fluency
Center
cat
rat
bat
Vocabulary
dog
Management of Centers
How Does a Teacher Manage Centers?
Room Arrangement
large group area
small group areas
Rules versus Procedures
plan procedures
teach procedures
consistently enforce procedures
How Does a Teacher Manage the
Classroom?
Academic Tasks to Consider
Whole Group Activities
Small Groups
Student Centers
Independent Activities
Transitions
Sources within this presentation
A Special Thank You
The ERRFTAC Team, Joe Torgesen, Sharon Vaughn,
Edward Kame'enui, the FCRR staff, the NRFTAC staff,
and all of the great educators in this room and
throughout the United States. Center ideas from
various sources including: Harcourt Trophies, Houghton
Mifflin, and Scott Foresman.
Contact Information
Eastern Regional Reading First Technical
Assistance Center (ERRFTAC)
(850) 644-9352
227 North Bronough Street
Suite 3200
Tallahassee, FL 32301
[email protected]