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Planning and Designing Literacy Centers for Grades K-1

Planning and Designing Literacy Centers for Grades K-1. Objectives. Evaluations Quiz Review principles of effective l iteracy c enters in Grades K-1 Apply these principles to design a set of literacy centers . Important Considerations.

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Planning and Designing Literacy Centers for Grades K-1

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  1. Planning and Designing Literacy Centers forGrades K-1

  2. Objectives • Evaluations • Quiz • Review principles of effective literacy centers in Grades K-1 • Apply these principles to design a set of literacy centers

  3. Important Considerations • Teach children to use the center independently (set up for success: rules, directions, folders to organize, use, and hand in their work) • Focused purpose • Explanation related to the purpose • Role playing • Direct application

  4. Center Management(Work Boards)

  5. Important Considerations • Centers should advance children’s knowledge of literacy and require to interact with print (not just be cutesy busywork) • Repeated practice - Word Work • Comprehension/Retelling • Personal response - Fluency - Small group, partners, independent?

  6. Important Considerations • Centers should link to curriculum/district expectations (standards, etc.) • Collaborate with other teachers • Over time, create coded lists that maps folders and activities onto these expectations

  7. Important Considerations • Centers should build on what we know about personal engagement • Possibility of success • Perception that the outcome will be valued • How can you incorporate these principles into your center? • What about differentiating levels of support?

  8. Important Considerations • Differentiating levels of support (How modify the same task for different readers?) • Word Family Activities (bug) • Level 1: Word families with initial consonant substitution (rug, mug, tug, hug) • Level 2: Word families with adding endings to root word (bugs, bugged, bugging, buggy) • Level 3: Semantic map with bug in the middle to create meaning-based connections (bother, spy, insect)

  9. Important Considerations • Strive for independence and built-in accountability • Manage work flow and student products (worksheets, audio, journals, checklist, performance, stickies/highlights) • Self-checking systems (on back, on outside of pocket folder, partners check with teacher’s book or answer key) • Center Cards

  10. Ford & Optiz Center Ideas • Listening Post (intensify time over year) • Reader’s Theatre (sequence routines) • Reading/writing the room (clipboards and scrap paper) • Pocket Charts (sentences > phrases > words) • Poems/Story packs (sequence > color code) • Big Books (highlight, discuss, re-read) • Creative art response (no need for cut outs) • Free writing (with prompts and visual supports) • Reading Corner (clear expectations)

  11. Today’s Activity

  12. Keyboarding Skills!

  13. Portable Word Walls

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