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Differentiated Reading Centers—Guiding Independent Learners Part II Differentiated Reading Centers—Guiding Independent Learners Charlotte Johnson-Davis, Ph.D. Eastern Regional Reading First Technical Assistance Center (ERRFTAC) The Florida Center for Reading Research (FCRR)

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slide2

Differentiated Reading Centers—Guiding Independent Learners

Charlotte Johnson-Davis, Ph.D.

Eastern Regional Reading First Technical Assistance Center (ERRFTAC)

The Florida Center for Reading Research (FCRR)

Florida State University

Massachusetts

August, 2008

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
  • 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 Student Center Activities

support growth in each

component of reading

      • Sequenced by concept

in a logical order of instruction

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?

slide7

Student Center

  • Activities
  • Book 1
    • Phonological
    • Awareness
    • Phonics
    • Fluency
  • Book 2:
    • Vocabulary
    • Comprehension

www.fcrr.org

student center activities
Student Center Activities
  • Activity Plans
    • Used by the teacher to plan and teach an activity
    • Sequenced in order of difficulty within each component
  • Activity Masters
    • Can be laminated and stored for future use
  • Student Sheets
    • Consumable
    • Master copies
activity plans
Activity Plans

Student icon

Component

Word Blending P.068

Subcomponent

Activity Name

Activity Number

Objective

Materials

Activity Master

Activity Statement

Activity Steps

Extensions and Adaptations

Demonstration Area

activity masters
Activity Masters

Word Blending P.068.AMIa

Word Blending P.068.AMIb

Reusable

Material

slide11

Student

Sheet

Consumable

Materials

alphabet arc upper lower case
Alphabet Arc: Upper & Lower Case

a

b

c

d

e

f

g

h

i

j

k

l

m

n

o

p

q

r

s

t

u

v

w

x

y

z

M

N

L

O

K

P

J

Q

I

R

H

S

T

G

U

F

V

E

W

D

X

C

Y

B

Z

A

slide23

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.

blends and phonograms
Blends and Phonograms

knock

block

clock

stock

letters and sounds
Letters and Sounds

Word Checkers

Materials: 32 squares of paper with short vowel words taped to the black 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”

slide37

Scaffolding Fluency Development

Hi! I’m Little Bill. This is a story about a boat that 12

I made all by myself. I named it The Moby Dick. 23

One Saturday morning, I woke up and saw that it was 34

bright and sunny outside. Hurray! I could go with 43

my brother to the park and sail my new boat. 53

Word Level

Word families:bell, cell, dwell, shell, smell, spell, swell, well, yell

High frequency words: saw, could, one, was, with

Sentence Level

According to the picture, what is the best answer to the question?

Passage Level

slide38

Fluency Goals:

Grade 1 – 53 WCPM

Grade 2 – 89 WCPM

Grade 3 – 107 WCPM

50th percentile from Hasbrouck & Tindal study

slide39

Establish Fluency Routines:

  • Read Connected Text
  • Reread Passages
  • Partner or Paired Reading
  • Choral Reading
  • Reader’s Theatre
  • Tape-Assisted Reading
  • Reading with Feeling
slide42

Activity

Master

slide44
Fluency Charts
  • www.interventioncentral.org

tool for creating CBM fluency probes

slide46

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.
slide47

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.
slide48

eye

eyelash

lash

which words go together
Which Words Go Together?
  • cat
  • bear
  • fish
  • jump
  • dog
  • bare
  • mouse
  • whale
  • wail
  • growl
  • skip
slide50

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.

Categorize

degrees of meaning
Degrees of Meaning

Crawl

Jog

Stand

Walk

Run

Skip

Silent

Shout

Scream

Whisper

Speak

slide56

Summarizing

What

did he

want?

What

did he

get?

Hare

How

did he

try to

get it?

slide57

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.

slide58

Graphic Organizers and Activities

K W L Charts

Semantic Feature Analysis

Get the Gist

Venn Diagram

slide60

Activity

Master

slide61

Student

Sheet

slide68
THANK YOU!!!

Charlotte Johnson-Davis, Ph.D.

cldavis@fcrr.org