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Ready-to-Use Student Center Activities. Marcia L. Kosanovich, Ph.D. The Florida Center for Reading Research Florida State University www.fcrr.org July 17-20, 2006 National Reading First Conference Reno, Nevada. Objectives for Today.

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Ready-to-Use

Student Center Activities

Marcia L. Kosanovich, Ph.D.

The Florida Center for Reading Research

Florida State University

www.fcrr.org

July 17-20, 2006

National Reading First Conference

Reno, Nevada


Objectives for today
Objectives for Today

  • Learn about Professional Development that can be utilized with teachers to help them differentiate instruction

    • Implementing and managing student centers by using Student Center Activities


Reading first four pillars of an effective reading program
Reading FirstFour Pillars of an Effective Reading Program:

  • Valid and Reliable Assessments

  • Instructional Programs and Aligned Materials

  • High Quality Professional Development

  • Dynamic Instructional Leadership


Reading first site visits
Reading First Site Visits

  • Classroom Observations

  • Student Data

  • Interviews

    • Teachers

    • Reading Coaches

    • Principals


Determination
Determination:

student center activities


Florida s formula
Florida’s Formula

5 + 3 + ii + iii


Quality Initial Instruction

“The best intervention is effective instruction.”

- National Research Council

  • Whole group instruction

  • core reading program (meeting 80% of classroom needs)

  • Differentiated instruction

  • small group rotations

  • small, flexible groups

  • core & supplementary reading programs

  • teacher selected materials which reflect whole group lesson

  • Differentiated classroom intervention

  • small, flexible group(s)

  • supplemental & intervention programs

TIER II


Materials k 1
Materials: K-1

A Professional Development DVD and 3 Books:

  • Phonological Awareness and Phonics Student Center Activities

  • Fluency, Vocabulary, and Comprehension Student Center Activities

  • Teacher Resource Guide to accompany the professional development DVD


Materials grades 2 3
Materials: Grades 2 & 3

A Professional Development DVD and 3 Books:

  • Phonemic Awareness and Phonics Student Center Activities

  • Fluency, Vocabulary, and Comprehension Student Center Activities

  • Teacher Resource Guide to accompany the professional development DVD


Expectations
Expectations

  • Not mandatory

  • A free resource

  • Available on FCRR’s website: www.fcrr.org


Role of the reading coach
Role of the Reading Coach

  • If the Student Center Activities are going to be used, it is expected that the Reading Coach will provide professional development to the teachers.

  • The Teacher Resource Guide and the DVD are designed to support this professional development.


Teacher resource guide
Teacher Resource Guide

  • The Five Components of Reading Instruction

  • Frequently Asked Questions

  • Implementing and Managing Student Centers in the Classroom: System One

  • Implementing and Managing Student Centers in the Classroom: System Two

  • Interpretation of Activity Plans

  • Implementation of Activity Plans

  • Crosswalk

  • Glossary


The five components of reading instruction
The Five Components of Reading Instruction

  • For each of the 5 components of reading:

    • Definition

    • Goal

    • A brief description of how the K-3 Student Center Activities support growth in each component of reading

      • Sequenced by concept in a logical order of instruction


Phonics k 1 example
Phonics (K-1 example)

  • Letter Recognition

    • Students practice matching, identifying, and ordering the letters in the alphabet.

  • Letter-Sound Correspondence

    • Students practice identifying and ordering letter sounds (initial, final, and medial).

  • Onset and Rime

    • Students first practice identifying the initial consonant or consonants (onset) and the vowel and any consonants that follow it (rime); then practice blending, sorting, and segmenting the onset and rime.

  • Word Study

    • Students practice sorting, blending, segmenting, and manipulating the sounds of letters in words and practice identifying high-frequency words.

  • Syllable Patterns

    • Students practice blending and segmenting syllables in words.

  • Morpheme Structures

    • Students practice blending compound words, roots and affixes, and roots and inflections to make words.


Comprehension 2 3 example
Comprehension (2-3 example)

  • Narrative Text Structure

    • Students practice identifying story elements (characters, setting, sequence of events, problems, solution, plot, and theme).

  • Expository Text Structure

    • Students practice identifying details, main idea, and important information in expository text.

  • Text Analysis

    • Students practice identifying and organizing text.

  • Monitoring for Understanding

    • Students practice using strategies to comprehend text.


Faq s concerning reading centers
FAQ’s Concerning Reading Centers

  • What is differentiated instruction?

  • What is a Reading Center?

  • What are examples of Reading Centers and Activities?

  • How are these Reading Centers different from the centers of the past?

  • Why should Student Center Activities be implemented in second and third grades?

VIDEO for questions 1 and 2 5:10-10:14


Implementing and managing student centers in the classroom
Implementing and Managing Student Centers in the Classroom

  • Form Flexible Groups Based on Assessment

  • Identify Appropriate Center Activities Based on Assessment

  • Design Center Management System

  • Implement a Behavior Management System

  • Give Explicit Center Directions

  • Organize the Classroom

  • Manage Transitions

  • Establish Accountability


Implementing and managing student centers in the classroom pre planning
Implementing and Managing Student Centers in the Classroom: Pre-Planning

  • Form Flexible Groups Based on Assessment

  • Identify Appropriate Center Activities Based on Assessment

  • Design Center Management System


Implementing and managing student centers in the classroom executing
Implementing and Managing Student Centers in the Classroom: Executing

IV. Implement a Behavior Management System

V. Give Explicit Center Directions

VI. Organize the Classroom

VII. Manage Transitions

VIII. Establish Accountability


Interpretation activity plans
Interpretation Activity Plans

  • Activity Plans

    • Used by the teacher to plan and teach an activity

    • Sequenced by concept in a logical order within each component

  • Activity Masters

    • Used by the students

    • May need to be copied

    • Can be laminated and stored for future use

  • Student Sheets

    • Used by students (consumable)

    • Need to be copied for each student


Implementation of activity plans
Implementation of Activity Plans

  • Preparing and Organizing Materials

  • Setting Up Centers

  • Computer-Based Centers

  • Selecting Quality Computer Software and Technology-Based Curricula Materials

  • Materials Needed for Student Center Activities


Crosswalk
Crosswalk

Crosswalks are sorted by

  • Activity Number and Subcomponent

  • DIBELS measures

  • Grade Level Expectation

    • K, 1, 2, & 3





Guiding questions for principal walkthroughs

What is the goal or objective for student

outcome?

Are the Activities at the Centers based on SBRR?

Is the goal directly related to reading?

Guiding Questions for Principal Walkthroughs


Guiding questions for principal walkthroughs1

Has the skill already been taught explicitly

by the teacher?

Has the student demonstrated the skill

correctly?

Is the student practicing, demonstrating, or

extending a skill?

Guiding Questions for Principal Walkthroughs


Acknowledgements
Acknowledgements

Just Read, Florida! at the Florida Department of Education

Mary Laura Openshaw, M.A.

Barbara Elzie, M.A.

Cari Miller, M.A.

2-3 Development Team at FCRR

Marcia Kosanovich, Ph.D.

Teresa Logan, B.A.

Connie Weinstein, M.Ed.

Kelly Magill, M.S.

Curriculum Review Team at FCRR

Georgia Jordan, M.S.

Michelle Wahl, M.S.

Mary Van Sciver, M.S.

Lila Rissman, M.S.

Elissa Arndt, M.S. CCC



Thank You!

www.fcrr.org


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