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CentersPractice Demonstrate Extend

Presented By Eric Kern

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Reading Centers

A place where students…

PracticeDemonstrate LearningExtend Learning

Independent of the teacher.

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Grouping StudentsSystem 1Students are kept in skill based groups to rotate through centers

System 2Students with varied abilities placed in same group

Easier to implementGood starting placeAllows students to work

together when they need help practicing the same skill

Allow student with higher skill ability to help those with less ability in a particular skill.

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Planning CentersPlan with learning objective in mind, not the product

Activities should engage students, AVOID the “FLUFF”

If it takes longer to make something than it does for

children to use it instructionally, don’t make it

Consider Time : provide extension and support materials (books, writing materials, letter stamps, magnetic letters, whiteboards, etc.)for those who finish early.

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Center ManagementHelps coordinate the followingGroup FormationActivitiesCenter LocationsSystematic movement of groupsScheduling for center times

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Center Management BoardsGraphic Organizer that help students know…

Where they should be When they should be thereWhat they should be doing

Should be large enough to be seen by all the students from different areas of the roomMatching icons should be on the board and in the center area

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Rotation Wheel•Students names on clothespins are placed in groups on outer edge of laminated circle.

•Students clips may be moved as groups change

•Center icons are attached to an inner circle using Velcro and may be replaced as centers change.

•Turn the inner wheel to rotate centers

•This wheel may be modified for Kindergarten by providing only one activity each day. The wheel would rotate one time each day

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Bulletin BoardStudent’s photos placed in groups using Velcro

Icons placed on right side denoting each rotation or choice

Photos and icons may be moved when groups or centers change

You may move arrow to the right as centers change or you may remove arrow to provide choice.

This board and the following boards may be modified for Kindergarten by providing only 1 activity card for each group of students

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Bulletin Board 2Student’s names placed in groups using Velcro

Icons placed on right side denoting each activity/rotation

Names and icons may be moved when groups or centers change

Students move through sequence of activities or may choose activity

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Bulletin Board 3Students placed in groups represented by a color

Colored dots placed at top of board

Icons placed under denoting each activity/rotation

When groups change, students may be assigned another color

When centers change icon may be removed

Students move through sequence of activities or may choose activity

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Explicit Center DirectionsModel and explain the activity Introduce 1 center at a time

Provide guided practice practice what the teacher models teacher provides prompts and feedback

Provide supported application student applies the skill teacher scaffolds instruction

Independent practice student applies the skill independently

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Successful ImplementationHelp students problem solve

What to do when something does not workWhat to do when they do not understand the activityWhat to do when they complete an activityWhom to go to for helpHow to clean upHow to decide who goes first

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Establish Behavior ExpectationsListening Center

What should we hear? What should we see?

Silence as students follow along in the text

Whisper reading as students follow along in the text

Students sitting in chairs with four legs on the floor

Students using their pointer finger to follow along in the text

One student managing the tape player

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Behavior ProblemsQuestions to askDid I do an effective job teaching the activity?Is the activity interesting to the student?Have the students mastered the skill and

need to move on?Is this center to difficult for the students to

do independently?Did I introduce too many new centers at

once?

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Establish AccountabilityProvide a basket or other container for

collection of completed workA checklist can be used for task completionProvide feedback in a timely manner

Students need to be accountable for work completed at centers, but this does not mean there always needs to be a product.

MAKE IT A BALANCE!!!

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Center ActivitiesSept25At-fam

Sept26Long o shorto

Matt XJakeChris XDylan XCamilla 1Lilly 2Greg 2Sean 2TandiAmyRuthPaulChrisSpencerCarlJanHarrisSarah

When recording Center Activity Information consider the following•Am I only checking for complete or incomplete work?•Am I assigning a number or letter system for work completed? (1-below standard, 2-meets standard, 3-exceeds standard)

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Additional Key PointsHave

“with-it-ness”

Be aware of what’s going on!

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ReferencesThe Florida Center for Reading Research

(2005). Teacher Resource Guide, 7-30www.fcrr.org