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Published on November 5, 2007

Author: Clown


LITERACY CENTERS FOR COACHES:  LITERACY CENTERS FOR COACHES Barbara L. Preston ERS Two Rivers Professional Development Center 2007 What kind of homework would you like to work on tonight?:  What kind of homework would you like to work on tonight? Teachers need to know…:  Teachers need to know… Know their learning style Linguistic learner Logical learner Spatial learner Musical learner Kinesthetic learner Interpersonal learner Intrapersonal learner Natural learner HANDOUT ON LEARNING STYLES Slide4:  “There is nothing so unequal as the equal treatment Of unequals.” Thomas Jefferson DIFFERENTIATION :  DIFFERENTIATION Start where you are. How well are you providing variety and challenge in learning? Who among your students is best served by your current plans? How are you modifying those plans as needed so more students can be successful learners? DO YOU CONSIDER……:  DO YOU CONSIDER…… Learning styles takes in all of this: Individual preferences for where, when, or how a student obtains and processes information. Environment and space Working alone, partners, group Physical circumstances – time of day, degree of mobility Emotional climate-degree of structure, motivation Other factors::  Other factors: Socioeconomic factors- home factors, access to resources, enriching experiences Readiness Level for the subject matter Learning Pace- more examples, more hands on, more freedom, more timed???? 4.Cultural and Ethical Influences -some learning styles are learned through customs and cultural groups. How students value learning Confidence in learning GENDER INFLUENCES:  GENDER INFLUENCES Gender Influences-Michael Gurian author of Boys and Girls Learn Differently says that boys take longer to master reading than girls. Math is easier because they show early mathematical ability and strengths in 3-dimensional reasoning, they prefer action and exploration, they benefit from physical activity, and do best with hands on learning. Karen Rogers in her book Challenges of Promise says girls learn best when there is a variety in teaching methods. They like tasks with many right answers, activities that use hands on, like to ask questions and discuss their ideas. They like to visually present their idea. Classrooms should be set up for social engagement, such as a balance between independent and collaborative work. Differentiate by::  Differentiate by: CONTENT –THE WHAT OF TEACHING PROCESS –THE HOW OF TEACHING PRODUCT –THE END RESULTS OF LEARNING CONTENT:  CONTENT Curriculum—topics---themes—concepts Pre-assess to find out where the student is Give student choices about the topics to explore Provide students with basic and advanced resources that match their level of understanding GIVE STUDENTS A VARIETY OF RESOURCES AT THEIR LEVELS PROCESS:  PROCESS ADDING GREATER COMPLEXITY BY CRITICAL THINKING, CREATIVE THINKING, AND ASKING THEM TO LEARN IN DIFFERENT WAYS. COMPARING AND CONTRASTING HAVING STUDENTS DO HOMEWORK IN THEIR LEARNING STYLES Product:  Product This is the work you ask them to do to prove they are mastering the learning. Could be a report, poster, speech, rap, drawing, map, skit, reader’s theater, advertisement, summary, retell, musical arrangement, diorama, mock trial, dance Start Small:  Start Small HOW WE THINK AND LEARN SAY IT COUNT IT PICTURE IT MOVE IT HUM IT LEAD IT REFLECT ON IT INVESTIGATE IT START BY ASKING YOURSELF, WHAT CAN I TRY IN MY CLASSROOM THAT WILL AT LEAST COVER THE VISUAL, AUDITORY, AND KINESTHETIC LEARNERS? YOUR TURN TALK TO THE PERSON NEAR YOU AND COME UP WITH ONE IDEA YOU COULD MODEL INSIDE A CLASSROOM TO SHOW A TEACHER HOW TO DIFFERENTIATE INSTRUCTION. THINK ABOUT TRANSFER OF THE LEARNING:  THINK ABOUT TRANSFER OF THE LEARNING INTENTIONALITY-The teacher guides the students into thinking and reflection by deliberately guiding the learning in a specific direction by being clear about the purpose, elicit responses to indicate the learner is owning the learning, ask questions that probe personal meaning to the learning, and push the transfer into how they can use this learning again. METACOGNITION:  METACOGNITION To think about your own thinking…… Students plan, monitor, and evaluate their own learning. It is the time when the learner anticipates what might happen, what is happening, and evaluating what did happen. Ex., a child might be able to study at one particular place, but has never thought about why this place is conducive for learning. Then they actually become aware that they always study best at this location. They become aware. The learner can strategize to make this study place happen anywhere by replicating it like at home and can even deliberately think about how to do it the easiest and best way. THOUGHT IS GUIDING THE ACTION. APPLICATION:  APPLICATION Purposeful use….. Concrete transfer of the learning from one context to the next. The teacher should create a need for immediate use of the learning. This makes the learning become anchored in the mind. Leveled Center Work If the teacher instructs students on the use of adverbs and then the student uses them in their writing correctly, this is application. MEMORY, LEARNING, AND THE BRAIN Wolfe 1996:  MEMORY, LEARNING, AND THE BRAIN Wolfe 1996 The senses focus on information (sensory memory), the brain determines if the info is emotionally important (limbic system), the stimulation of the brain cells produces synapses (short-term memory), and repeated activation causes changes in the neural networks so messages are sent more effectively and more permanently (long term memory)……………thus., center practice would be important to long term memory. Memory affects learning:  Memory affects learning A range of 5 to 7 things at a time are the norm for children in grades 1-adult Working memory is temporary and can deal with items for only a limited time. Preadolescents 5-10 minutes and adolescents to adult 10-20 minutes In order for a student to store words, it depends on age, experience, and language proficiency. Help Working Memory for Comprehension:  Help Working Memory for Comprehension Chunking or gist is what the brain does to a longer sentence so that it can be generated and individual words can be deleted from the memory. If reading a paragraph, students will get rid of the gist sentence and begin to form gist of the paragraph and then the chapter, this will remain for about 15 minutes. If new reading activates the material that was just learned, long-term storage retrieves that information and moves it into the working memory where it enhances the acquisition of new learning. This is what Sousa calls TRANSFER-one of the most powerful learning tools. (Sousa, 2000) –Setting up meaningful center work that activates prior knowledge from another lesson is powerful. RESEARCH HAS SHOWN :  RESEARCH HAS SHOWN When reading new material, a reader will spend more time on the topic sentence of a paragraph ensuring to get the gist to understand the rest of the paragraph. Readers remember the material that is repeated throughout the reading and is linked to cause and effect. Readers could not remember all the details within the paragraphs unless they were funny or had some emotion attached to it. Take a minute and talk with your table mate about how instruction can be linked to emotion. Sousa and Rehearsal :  Sousa and Rehearsal There is almost no long term retention without rehearsal of new material. We remember best that which comes first, then second best is what comes last. We remember the least in the middle. Practice does not make perfect. The learner must have the knowledge necessary to apply the new knowledge. Must understand the steps in the process of applying the knowledge to deal with a particular situation. Must be able to analyze the results and know what variables will need to be manipulated to improve the performance. TALK ABOUT THIS SLIDE AS IT RELATES TO TEACHERS AND HOW THEY TEACH……. Sousa Can Help Teachers :  Sousa Can Help Teachers Knowing what you know Teachers should select the smallest amount of material that will have maximum meaning to the learner Model the application step by step Insist that practice occur over a short period of time while the student is focused on the learning Watch the practice and provide specific feedback on what variables need to be tweaked to become better CHUNKING :  CHUNKING This is an effective way of enlarging your working memory’s capacity and helps the learner make associations that establish meaning. Which of these sentences can you make sense of? The apple is red. Hth plpae si edr. Chunking Cont.:  Chunking Cont. Even though they both used the same letters, they meant something different to the reader. Try This Stare at this for 10 seconds and then cover the letters and write down what you remember. LSDN BCT BF BIU SA How did you do? :  How did you do? Were all the letters there? Were they in the correct sequence? _______________________________ Repeat the exercise with these letters. LSD NBC TV FBI USA How did you do? You should have improved because of the way they are chunked. REHEARSAL HELPS MEMORY:  REHEARSAL HELPS MEMORY This is the learners attempt to reprocess new information in an attempt to determine sense and meaning. Rote rehearsal for things that need to be memorized in a certain order-High retention Elaborative Rehearsal-Complex concepts that require the learner to make connections and to form associations to establish meaning. Elaborative Rehearsal:  Elaborative Rehearsal Use as many senses as you can while making connections. Then rehearse the learning with visual, kinesthetic, and auditory activities to assist the learner in making connections. Let the students talk often about what they are learning while they are learning it. Visual models help tremendously. Elaborative Rehearsals :  Elaborative Rehearsals Paraphrasing-orally restate ideas in their own words, which then become familiar cues for later storage. Selecting and note taking - learner decides what is important and write it into their notes. Writing adds the kinesthetic which helps in retention. Predicting-helps learner focus on the content and helps them apply prior learning in new situations which helps retention. Elaborative Rehearsal:  Elaborative Rehearsal Questioning-ranges should be from lower level to higher level. Summarizing-This is closure to the new material. These are all Constructivism in action. Rote Rehearsal:  Rote Rehearsal Teach students rehearsal activities and strategies. Remind them to practice these strategies and incorporate them into lessons. Keep rehearsal relevant by making personal connections to prior learning. Remember that the degree of meaning associated with the learning is the key to retention not the time you spend rehearsing. Rote Rehearsal :  Rote Rehearsal Have learners verbalize their rehearsal to peers. Provide more visual and contextual clues-especially for struggling learners or ESL students. Practice makes permanent when rehearsal and practice is planned Practice should be limited to the smallest amount of material that has the most meaning. Rote Reheasal:  Rote Reheasal Practice should take place in short, intense periods when the working memory is running. Frequency of practice-massed practice where the practice is done frequently in the beginning of new learning and then use distributed practice over the longer time periods by review and activities. Rote Rehearsal :  Rote Rehearsal Accuracy has to be in place when practice is being done. Teacher needs to check and recheck and correct with feedback any information that has been retained incorrectly. Maybe even reteach it. Primacy-Recency:  Primacy-Recency Down time should be used for practice Do closure because this is the last time the learner will attach meaning to the new learning. Package the lesson in teaching episodes of 20 minutes. META-ANALYSIS:  META-ANALYSIS Effect Size and gaining points on a standardized test……do this more often… .8 or higher effect size will affect learning in a strong way .8 effect size is great .5 or lower is too insignificant for a gain CHECK THIS OUT….:  CHECK THIS OUT…. Slide38:  WHAT DO TEACHERS USUALLY DO THROUGHOUT A LESSON? THEY CUE AND QUESTION, WHICH HAS THE LEAST EFFECT SIZE ON LEARNING. HOW CAN YOU, THE COACH, HELP CHANGE THIS MINDSET? Literacy Centers Should::  Literacy Centers Should: Look like students are practicing tasks successfully. Centers are organized and students know how they should look like when they are working at them and how they should look when they are put away. Sound like quiet voices talking about books or discussing choices, lots of reading, and manipulation of equipment provided. Feel like they are calm, comfortable, and successful. Debbie Diller -Literacy Stations S P A C E :  S P A C E Consider all of these Doors, tables, shelves, carrols, filing cabinets, tubs, bags, cans, boxes, placemats, trays, backpacks, hoola hoops, diaper bags, lunch boxes, hanger pockets, pillow cases, backs of chairs, bulletin board, chalk board, desks, bathtubs, planters, nets, swimming bags, trunks, chest of drawers, plastic bins, folders, 3 ring binders, etc., Space 2:  Space 2 Table cloths and mats can be spread out for a definition of space. A yard of material that cost $1.00 could define space and could have something on it that sticks with the theme of the center. Table with masking tape taping off certain areas for centers Gift bags are great to save space CONSIDER:  CONSIDER Sink location Window Boards Electrical Outlets Rugs Classroom configuration Door location Containers :  Containers Big Book Center –Use a small trash can to store them and use the suction cup containers to place equipment needed. _Use an easel _Use an old chest of drawers _Use large pillow cases _Use artist portfolio case _Lay them on a rug with containers around More Containers :  More Containers Bookbags, lunch bags, diaper bags, suitcases, baseball card holders, umbrellas, laundry bags, cans, plastic containers, file folders, notebooks, Trays, project boards, boxes, tubs, baggies Window sills, doors, chains, hanger pockets Tent, sleeping bags, window sills Pocket charts, cassette holders, Other equipment you may need.:  Other equipment you may need. Pointers Chopsticks Flyswatters Large silk flowers Rulers Old wooden spoons Magic wands Munch animals Umbrellas Toothbrushes Halloween fingernails Dowel rods Highlighting tape Chart of names Props for drama Magnifying glasses Goggles Sunglasses Puppets All types of containers Buckets Backpacks Flashlights Key chains FREQUENTLY ASKED QUESTIONS?:  FREQUENTLY ASKED QUESTIONS? Mobile or stationary centers How many at a center How do they choose a center What accountability should I expect How can I manage all of the center changes and grading How many centers should be in the room How often should they change What about the noise How do you track where they have been What about assessment Ask yourself these things first..:  Ask yourself these things first.. What are you responsible for teaching? Standards-Kindergarten standards are out now. Descriptors District curriculum Themes When you answer those questions then you can begin to think about..:  When you answer those questions then you can begin to think about.. What centers would work well in my classroom with what I have to teach? What does my class look like as readers and writers? How many levels do I have in my class this year? What accountability should I assume for each center? Who will pay for the center material? Make a monthly calendar:  Make a monthly calendar Look at the list of things you have to teach List them into the months they will be taught from the book or how the standards make you arrange your teaching Then put in holidays Now look at time slots you have left to use centers and how will they help you teach what you have to teach. TYPES OF CENTERS:  TYPES OF CENTERS Reading Science/Soc. St. Writing ABC Math Handwriting Spelling/Word Work Art Poetry Computer Listening Interactive Center Drama Assessment Research Interactive Centers:  Interactive Centers USA COUNTRY Schools Family Homes Animals Food This center could be up all year. Each country you study is compared to the US. PLOT CHART:  PLOT CHART Slide53:  CHARACTER SETTING PLOT END The students would use sticky notes and place them in the appropriate box. (Preston, 2004) 5 W’S:  5 W’S WHO -CHARACTER WHEN AND WHERE -SETTING WHAT AND HOW -PLOT AND EVENTS WHAT -END OR SOLUTION Preston 2004 Compare and Contrast:  Compare and Contrast LABEL WHAT YOU ARE COMPARING SQUARE TO A CIRCLE What I learned from the comparison Symmetry Can have area & perimeter Geometric SQUARE 4 Equal Sides Like a box Symmetrical Has a perimeter and area Geometric Shape Has pointed edges CIRCLE Smooth edges Geometric Shape Has circumference and Diameter Can be symmetrical Can have area and perimeter READING CENTERS:  READING CENTERS Phonemic Awareness-Do it with no letters Phonics Fluency and Accuracy Vocabulary-listening, oral, spoken, written Comprehension Intervention centers for all non-readers THE BIG IDEAS OF READING Flexible Grouping:  Flexible Grouping Reasons to Group Choice Random Selection Task/Activity Prior Knowledge Work Habits Interests skills Group Sizes Whole Class Half Class Small Group Large Group Paired Activities for Groups Silent reading projects Taped reading choral reading Big books drama Journaling debate Research Reader’s Theater Writing Modeling Shared/Pair Reading Review Skill pairing Reflections Read alouds Vocabulary review Direct instruction Extension activities Book Studies Two Quick Centers to Start Tomorrow:  Two Quick Centers to Start Tomorrow READ THE ROOM WRITE THE ROOM Provide pointers and clipboards. Students will take the pointer and reread charts, posters, alphabet, numbers, etc., Students will write any words they recognize or what the menu asks them to do. The teacher may ask them to only write the sight words they see or the words that begin with a certain letter. America’s Choice Reform Model:  America’s Choice Reform Model America’s Choice suggests Children collaborate and come up with charts that could help give them ideas or strategies during the day for reading, writing etc., They can use these charts for cueing or for read the room or write the room. Charts made by students can be very successful and they can change as mastery is shown. READ THE ROOM:  READ THE ROOM Pamphlets Charts Magazines Diaries Comics Big Books Menus Globes Newspapers Letters Maps Catalogs Postcards Pictures Accountability for Read and Write the Room:  Accountability for Read and Write the Room Students could have certain words they are looking for to write down. Students could be looking for a certain letter only. Students could be writing only words that are on the word wall. Students could be looking for a certain sound. A sheet could be given that they mark when they see the word, letter, or sound. This can be set up for all levels of your students. LET’S MAKE A FOLDER OR PROVIDE A FOLDER FOR STUDENTS:  LET’S MAKE A FOLDER OR PROVIDE A FOLDER FOR STUDENTS The folder should have four pockets. Menu sheet to tell where they have been What centers you have completed and what centers you still need to attend Still working on Finished work Teacher Sheet This is the sheet that has a system that the children understand for teacher approval. Stickers, smiley faces, check marks, etc., If work is not complete, it goes back to the STILL WORKING pocket. ACCOUNTABILITY FOR READ AND WRITE THE ROOM:  ACCOUNTABILITY FOR READ AND WRITE THE ROOM This could be set up with a menu or accountability sheet so that the center is differentiated for all students to be successful. This is why you need to know your children and their skill levels in reading, writing, and math. Read and Write the Room Accountability Sheet:  Read and Write the Room Accountability Sheet Accountability or mastery is what the teacher is going to grade or analyze.:  Accountability or mastery is what the teacher is going to grade or analyze. The PRODUCT is what they turn in to be graded. Products can be set up by the MENU LIST so that all types of learners have a chance to complete something they can have success with. Products can be set up to challenge the gifted and give extra practice for the at risk student. Products are showing that you understand what the center is all about. Example of a Leveled Menu :  Example of a Leveled Menu Talk to Someone:  Talk to Someone Discuss the product and menu that we just looked at. Write down any questions you have while talking with someone about the leveled menu and how it can produce a differentiated product to be graded. Slide68:  LETTER MENU Choose one letter to write to one character from the reading story. Friendly Letter Fan Letter Thank You Note REQUEST SYMPATHY POSTCARD 6- Week Spelling Menu:  6- Week Spelling Menu WIKKI STIX LIMA BEANS STAMPS MAGNETIC LETTERS TILE LETTERS COMPUTER Students must use their spelling words with each of these. They can choose any of the circles to use each week. By the end of six weeks, they must have used all 6 ways. Recording Menu This will keep track of where they have been by coloring in the box of what they completed that week.:  Recording Menu This will keep track of where they have been by coloring in the box of what they completed that week. Another Accountability Sheet:  Another Accountability Sheet Listening Center Sheet 1 2 3 4 Each child will have this sheet in their folder. They color in the number they chose to listen to. Then they will create the product that is in the can they chose. These are cans that house the cassette players,earphones and product sheet. Accountability Sheet or Record Sheet Teacher sets out the letters they can use.:  Accountability Sheet or Record Sheet Teacher sets out the letters they can use. Slide73:  CAN YOU SEE HOW THAT SLIDE DIFFERENTIATES FOR ALL LEVELS OF CHILDREN IN YOUR ROOM? Center Systems Management:  Center Systems Management ROTATION OR SELF-SELECTED Assigned Structured Free Management Ideas-Pocket System Chart The teacher or student places names by which center they want to go to.:  Management Ideas-Pocket System Chart The teacher or student places names by which center they want to go to. Slide76:  Planning Pockets uses library card pockets and tongue depressors with the students’ names on them. They place their depressor in the center they want to use. The number is the occupancy number at the center. Reading Center 5 Writing Center 4 Read the Room 2 Computer Center 4 Spelling Center 5 Listening Center 6 CENTERS MENU Choose 2 Centers a day. Each Center should have a 4-6 week menu in it. The menu should be marked each day so they are forced to go to different centers. Friday could be a free day or free choice day.:  CENTERS MENU Choose 2 Centers a day. Each Center should have a 4-6 week menu in it. The menu should be marked each day so they are forced to go to different centers. Friday could be a free day or free choice day. READING CENTER BIG BOOKS READ THE ROOM LISTENING CENTER SPELLING CENTER ABC CENTER WORD WORK MAGNETIC CENTER AUTHOR CENTER Hand out management board pictures. Accountability Sheets:  Accountability Sheets Today I went to __________________. At the center I ______ __________________ __________________. I liked this center. Yes No Why? Today is M T W TH F I went to this center 2 3 4 5 6 Talk about this…….:  Talk about this……. What happens to a child’s motivation when they track their own progress, even at Kindergarten? What happens when the teacher is not the only person that takes grades and checks work? Tiered Activities Are…:  Tiered Activities Are… simple to more complex driven by assessments of student learning differentiated by content, readiness, process, and product multileveled - Should it be two tiers, three tiers, four tiers? How many levels of learning are in your room for a certain center? Tiered Activities Are…:  Tiered Activities Are… at the readiness level of your students flexible adaptable by varying the time required to complete the product promoting higher level learning in each tier a continual development- a challenging level a provider of teacher support and feedback TIERING A K-3 SCIENCE CENTER Bertie Kingore (2004):  TIERING A K-3 SCIENCE CENTER Bertie Kingore (2004) MATERIALS: books, aquarium, magnifying glasses, fish inside the aquarium, tiered activity sheets at the center teacher can choose which tier each student is to do or student may choose the tier OBSERVATION SHEET - Level 1, Level 2, Level 3 What do I see, what do I hear, what do I smell, what do I feel? use the internet to find out about the fish, aquarium etc. design their own aquarium with fish other than a goldfish Slide83:  Tier One Observation Sheet for the Aquarium Tier 2 Observation Sheet for the Aquarium:  Tier 2 Observation Sheet for the Aquarium Tier 3 Observation Sheet for the Aquarium:  Tier 3 Observation Sheet for the Aquarium Drawing of the Species Information from Resources Tier 3 or 4 Observation Sheet for the Aquarium:  Tier 3 or 4 Observation Sheet for the Aquarium Compare and Contrast scavenger goldfish Compare an aquarium to your home. Design Your Own Aquarium Design Explanation What do you need to keep your aquarium running? TRAIN THE TROOPS:  TRAIN THE TROOPS Start with one or two centers. Introduce the center after introducing a lesson you want them to practice. Show the center items. Model how to use the center from getting it out, using it properly, and putting it away. Then let them practice getting it out and putting it away. Training 2:  Training 2 The next day, send two people to the center to model in front of the group how to get it out, use it, and put it away. Then let two more do it. Let them talk about what could happen in the center and what rules should be posted in the center and how many people should be in the center at a time. Chart their responses and set the center up with their rules and the occupancy sign. Then let some students use the center again as an example. One thing that you could do..:  One thing that you could do.. When you are training the group on how to use a center, let several children actually do the center work, and the rest of the children should pantomime what the children in the center are doing? Ask the children pantomiming if there are things that the children modeling the center did well. If you don’t train them, the center idea will NOT work……:  If you don’t train them, the center idea will NOT work…… Training the students how to use the center from the beginning to the end is the most important part of center work. Always have a prototype of what you expect as a good example of a product from the center. This way they will have something to strive for. Model:  Model How to talk about a book. How to choose a book. How to put a book away. How to write a response about a book. How to solve problems. How to move from center to center. How the center should look, sound, and feel like. Any other item that comes up. Gradual Release:  Gradual Release Pearson and Gallagher (1983) introduced the “gradual release model” Model first, practice using the materials, and then work on your own. Students learn best in a classroom where they feel safe and secure. Jensen (1998) notes that the brain learns best when threats are removed. Remember those when you think of centers.:  Remember those when you think of centers. Scaffold students to independence Remove threats by training and discussing. The entire class comes up with the rules and then follows them because they shared in the making of them. Making mistakes are necessary to be successful. Center work should lend itself to risk-taking. Management of Centers:  Management of Centers Center Chats- Talk about the center problems. Discuss what you can do to solve them. Post the problem and the solution in the room for student reference. Discuss what should be done when center work is done before the ending time. Assign a center director. This person will direct people to the reference sign or write down the problem for discussion. Solving Problem Suggestions:  Solving Problem Suggestions Rock, Paper, Scissors to resolve who should go first. Tell a person who may be hurting you, (if their words are making you feel bad), then take your work to your desk and work alone. Alphabetical order to decide something. Need help from the teacher, put the help sign out in the center. Help Signs:  Help Signs Thumbs up or down signs Toilet paper roll, painted ½ green ½ red-red is help and green means, all is well. Chair next to teacher and student sits in the chair, when teacher turns head to student, they whisper problem to her. Tell the director and the director will post a note by the teacher if they can not solve the problem. CAN YOU THINK OF ANY OTHER? Physical Environment:  Physical Environment Physical Environment:  Physical Environment Physical Environment:  Physical Environment Classroom Library:  Classroom Library Classroom Library:  Classroom Library Physical Environment:  Physical Environment Physical Environment:  Physical Environment Physical Environment:  Physical Environment Physical Environment:  Physical Environment Classroom Library:  Classroom Library Classroom Library:  Classroom Library Effective Instruction:  Effective Instruction Effective Instruction:  Effective Instruction Effective Instruction:  Effective Instruction Effective Instruction:  Effective Instruction Effective Instruction:  Effective Instruction Effective Instruction:  Effective Instruction Literacy Centers:  Literacy Centers Literacy Centers:  Literacy Centers Literacy Centers :  Literacy Centers YOUR TURN TO ASK…:  YOUR TURN TO ASK… Any questions? How can you use this power point with your teachers to train them in the use of valuable centers, not just centers to keep children busy? Planning is key to any center work. What will be your job as a coach in implementation of center work? TAKE IT SLOW AND START WITH ONE TEACHER WHO WOULD LIKE TO TRY READ THE ROOM AND WRITE THE ROOM…….. Focus on these things when using literacy centers :  Focus on these things when using literacy centers Debbie Diller who wrote Literacy Work Stations says: Focus on practice and purpose, not stuff Begin with what you want to teach Link to your teaching Slow down to speed up Training is the key to success Balance process and product Each center does not have to have a product 5. Less is more-Simplify-Use novelty to get attention References:  References Adams, M.J. (1990). Beginning to Read: Thinking and learning about print Literacy Centers, Training of Trainers K-3) Linda Holliman, BER 2004 National Panel of Reading (2000) Washington, DC: National Institute of Child Health and Human Development National Research Council (1998) Preventing reading difficulties in young children, (Committee on the Prevention of Reading Difficulties in Young Children; C. E. Snow, M. S. Burns, and P Griffin, Eds.) Washington, DC: National Academy Press. Shaywitz, S. (2003). Overcoming Dyslexia: A new and Complete science-based proram for reading problems at any level. New York, NY: Alfred A Knopt Using Literacy Centers, Linda Holliman, BER 2003 Debbie Diller, Literacy Work Stations, Stenhouse 2003

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