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Literacy Centers

This presentation is an overview of what literacy centers are, how they are created, and the benefits they offer.
by

Deidra Foote

on 27 November 2012

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Transcript of Literacy Centers

Foundation Water Video Practical Examples Results and they will grow Literacy Centers: Word Study in Action: Literacy Centers of Learning Center Activities From Roots to Results Presented by:

Deidra Foote
Camelia Henry
Katrina Johniken
Dianna Dabney Double-entry journals are an excellent way to engage students in learning. They are used to assist students in structuring their thinking.
Instrutions:
Fold your paper "hot dog" style
Draw a line down the center of the crease
Label the left side "Jot Notes"
Label the right side "Reflections"
Jot down one thing you know about literacy centers, then add information as we present.

At the conclusion of our presentation, we will revisit the journals and reflect! Plant the Seed Set high expectations for students' learning and behavior while in centers
Provide a print-rich environment
Provide clear instructions for center rotations
Provide scaffolding and coaching prior to centers to maximize student learning Tasks focus on previously taught concepts and skills. Double-Entry Journals This strategy is aligned with the following Common Core State Standards for Reading:
(Literature)
Students explain what a text quote says and draw inferences from it.
Students use textual evidence to support their story analysis.
Students analyze how dialogue and events influence a story's development. What is a Literacy Center? Literacy Centers are centers that are set up around the room with specific learning activities in each. Literacy Centers are designed to be utilized by students in pairs or groups while the teacher is providing direct instruction to small, homogeneous groups with similar instructional needs. Each center is equipped with directions for completion and centers are related in theme or content. Maximize classroom time
Provide opportunities for students to collaborate
Integrate reading and writing with other content areas
Facilitate independent use of centers by students
Operate with minimal transition time/classroom management concerns

There are two keys that motivate learning:
perception of the possibility of success
perception that the outcome will be valued
The instructional activity must be within reach of the learner and he/she needs to perceive the possibility of success. The best way to do this is through providing meaningful and purposeful learning activities (Ford & Opitz, 2002). Small heterogeneous groups gives them roots starts the process Write the Room Story/Retelling Center Alphabet/ABC Center (Secret Code) Engagement Strategy Theme Library Please use the Video Analysis Tool as you view the video. Core Supporting Research Revisit Double-Entry Journal Now that our presentation has come to a close, let's discuss some of the things that you found interesting or that you have questions about. Websites for 21st Century Learning Research continued... Research shows that 2/3 of a student's time during the reading block is spent away from the teacher (Ford & Opitz, 2002).
The success of guided reading as an instructional practice depends on the implementation of a classroom structure that provides teachers with opportunities to effectively work with small groups of readers while keeping other readers independently engaged in meaningful literacy learning activities (Kane, 1995).
Children need activities that will advance their knowledge about literacy (Ford & Opitz, (2002).
Student interaction with print in center activities is essential for learning and intensifies the power of center-based activities (Ford & Opitz, 2002).
It is important to make the time spent in small-group instruction as motivational as the center activities (Lapp, Flood, & Goss, 2000).
Students benefit from thematic reading and writing activities introduced in literacy centers (Allen, Glines, & Walker, 1997).
Research shows that the more time children spend with books in reading centers, the more they enjoy and notice similarities and differences between them (Green & Parker, 2002).
The success of learning centers depends on the ability of children to work with others (Frey & Fisher, 2007).
Cross-curricular connections can be made through center activities for success in early literacy, such as visual discrimination, use of abstract symbols, and oral language production (Giles & Wellhousen, 2005).
http://www.literacycenter.net/lessonview_en.php

http://resources.woodlands-junior.kent.sch.uk/interactive/literacy2.htm#nouns

http://www.fcrr.org/curriculum/SCAindex.shtm

http://pinterest.com/search/?q=literacy+centers Children are like trees. Educators initially plant the seed of literacy. We then water and nurture that seed until our students grow roots. Once those roots of literacy are established, we work on strengthening the core of our students' learning experiences. The students begin branching out into different areas of interest. They blossom into independent learners with a desire to explore reading further. They eventually mature into fruitful and independent readers-the ultimate goal of guided reading. Literacy Centers are an excellent way to structure the time that students spend away from their teacher during guided reading, and produce meaningful learning experiences for ALL learners. ELA Common Core Standards Research to Build and Present Knowledge
28.) Conduct short research projects that build knowledge through investigation of different aspects of a topic. [W.4.7]
29.) Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. [W.4.8]
30.) Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.4.9]

Speaking and Listening (Presentation and Knowledge of Ideas)
35.) Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. [SL.4.4] Write the Room Center Activity - This strategy is an excellent way for students to become familiar with a print-rich classroom. Students use clipboards with predetermined criteria for students to search out. This creates a "scavenger hunt" type activity in locating words in the classroom. This activity is easily adaptable to varying degrees of difficulty for diverse learners. Practical Examples Explained Alphabet/ABC Center (Secret Code) - This strategy uses clipart to make a secret code alphabet. The beginning sound of the picture represents the letter, such as an apple for an a, a banana for a b, etc. The clipart is then used to create secret code words for the students to decode. The students must write the beginning sound below each picture to spell a sight word. Story/Retelling Center - Students tell their own original stories or retell familiar stories. Story props may also be used. Flannel board pieces, puppets, drama center with props and costumes, pocket charts, or photocopied pages from books may be used. Theme Library - As each new theme or season approaches, a bookshelf in the classroom would be filled with books related to that particular theme. Students would be encouraged to self-select some of their favorite stories to read in this center. The thematic approach to this center activity is wonderful for motivating students to read! References Van Meeteren, B., & Escalada, L. T. (2010). Science and Literacy
Centers. Science And Children, 47(7), 74-78.
Stout, R. (2009). Putting literacy centers to work: A novice teacher utilizes literacy
centers to improve reading instruction. Networks. 11(1). Allen, D., Glines, D., Walker, C.A. (1997) Should we travel by plane, car, train, or bus?
Teacher/child collaboration in developing a thematic literacy center. The Reading Teacher. 50 (6), 524-528. Giles, R.M., Wellhousen, K. (2005) Building literacy opportunities into children’s
block play: what every teacher should know. Childhood Education. 82 (2), 74-78. Green S.K. Britt C. & Parker P (2002). When Do They Choose the Reading
Center? Promoting Literacy in a Kindergarten Classroom. Reading Horizons. 43 (2): 103-113. Lapp, D., Flood, J., & Goss, K. (2000). Desks don't move-Students do: In effective
classroom environments. Reading Teacher, 54(1), 31. Ford, M. P., & Opitz, M. F. (2002). Using centers to engage children during guided reading
time: Intensifying learning experiences away from the teacher. Reading Teacher, 55(8), 710. Netten, A., Droop, M., & Verhoeven, L. (2011). Predictors of reading literacy for first and
second language learners. Reading & Writing, 24(4), 413-425. Frey, N., & Fisher, D. (2007). Reading for information in elementary school.
Upper Saddle River: Pearson Education, Inc. (p.26).
Teachers should encourage conversation and support students to provide clear explanations to extend their vocabulary and concept development (Van Meeteren & Escalada, 2009).
Literacy centers enable teachers to differentiate instruction, address the interests of students, keep the learning child-centered, create socially-based learning, and teach children within their zones of proximal development (Stout, 2009).
One of the most important factors in center work is providing opportunities for concrete experiences that, in the future, will allow students to connect to more abstract concepts (Van Meeteren & Escalada, 2009).
It is by bridging the gap between literary socialization in the home and literacy education at school that the motivation, engagement, and participation of students in classroom instruction can be enhanced (Netten, Droop, & Vanhoeven, 2011). Assessment Teachers can easily assess student learning in center activities through:
Informal observation of center activities
The use of a center folder which students take to each center and the teacher later checks
The use of center exit cards which students fill out and leave in each individual center to check for understanding.
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