Guided Reading & Literacy Centers
Implementing "Centers" allows me to meet with small guided reading groups which are based on students' instructional reading levels. This time also allows those students working at centers to build independence as literacy learners.
Centers revolve around the 5 areas listed below.
Implementing "Centers" allows me to meet with small guided reading groups which are based on students' instructional reading levels. This time also allows those students working at centers to build independence as literacy learners.
Centers revolve around the 5 areas listed below.
#1: Read to Self
We have an anchor chart we created together as a class to define what this should look like and what the students and teacher will do during this time. The most important aspect is that the students understand that the best way to become a good reader is to READ! They are held accountable for reading “just-right books” from their individual book bins. In addition, students are free to choose a book from our other classroom library which is not leveled.
We have an anchor chart we created together as a class to define what this should look like and what the students and teacher will do during this time. The most important aspect is that the students understand that the best way to become a good reader is to READ! They are held accountable for reading “just-right books” from their individual book bins. In addition, students are free to choose a book from our other classroom library which is not leveled.
#2: Read to Someone
Again, we have an anchor chart we created together as a class to define what this should look like and what the students and teacher will do during this time. We go through the procedure of: how to choose a partner. How to sit with a partner (EEKK), how to check each other for understanding, and how to be a coach to your partner. We spend a few weeks really modeling these and role playing how it should and shouldn’t look. The students LOVE this and try their best to have it be a successful time for them. This time allows for more time to practice strategies, helps to build fluency by rereading stories, check for understanding, to hear their own voice and gives time to share reading as a learning community.
Again, we have an anchor chart we created together as a class to define what this should look like and what the students and teacher will do during this time. We go through the procedure of: how to choose a partner. How to sit with a partner (EEKK), how to check each other for understanding, and how to be a coach to your partner. We spend a few weeks really modeling these and role playing how it should and shouldn’t look. The students LOVE this and try their best to have it be a successful time for them. This time allows for more time to practice strategies, helps to build fluency by rereading stories, check for understanding, to hear their own voice and gives time to share reading as a learning community.
#3: Listen to Reading
Once again, we created an anchor chart as a class that defines what this should look like and what the teacher/students will do during this time. It is important that students hear good examples of literature and fluent reading for this time. It helps to build vocabulary and models fluent and expressive reading. Student listen to reading on selected computer programs as well as books on tape from our reading program.
Once again, we created an anchor chart as a class that defines what this should look like and what the teacher/students will do during this time. It is important that students hear good examples of literature and fluent reading for this time. It helps to build vocabulary and models fluent and expressive reading. Student listen to reading on selected computer programs as well as books on tape from our reading program.
#4: Work on Writing
Just like reading, the best way to become a better writer is by practicing writing each day. For this center, students do one of the following; journal response to reading, graphic organizers for factual or fictional stories, various open-ended prompts to free write, or students may write a creative story, song, letter, or poem on the provided theme paper. We also created an anchor chart to maintain the guidelines of this center and to clarify what the roles of teacher and students will be.
Just like reading, the best way to become a better writer is by practicing writing each day. For this center, students do one of the following; journal response to reading, graphic organizers for factual or fictional stories, various open-ended prompts to free write, or students may write a creative story, song, letter, or poem on the provided theme paper. We also created an anchor chart to maintain the guidelines of this center and to clarify what the roles of teacher and students will be.
#5: Word Work
At the beginning of the school year, I assess the students’ ability to recall and read 1st and 2nd grade “word wall words”. This helps me to plan for the students that need extra support in this area. Expanded vocabulary and correct spelling allow for more fluent reading and writing thus speeding up the ability to comprehend what is read and get thinking down on paper.
There are many worth while literacy centers that support word work. Some examples of activities during this center time are; manipulating letters to create patterns in words, working with sight words, words scrambles, words hunt (i.e. for concentrating on the phonic concept of the week), contractions, synonyms, antonyms, compound words, etc.
At the beginning of the school year, I assess the students’ ability to recall and read 1st and 2nd grade “word wall words”. This helps me to plan for the students that need extra support in this area. Expanded vocabulary and correct spelling allow for more fluent reading and writing thus speeding up the ability to comprehend what is read and get thinking down on paper.
There are many worth while literacy centers that support word work. Some examples of activities during this center time are; manipulating letters to create patterns in words, working with sight words, words scrambles, words hunt (i.e. for concentrating on the phonic concept of the week), contractions, synonyms, antonyms, compound words, etc.