Assessment-driven Classroom Management

Using PALS ResultsManaging Your Literacy BlockOrganizing Literacy Centers

Organizing Literacy Centers

“While I’m leading a reading group, what are my other kids doing?”

All literacy centers should be

purposeful and reinforce the

literacy concepts and skills taught

during directed

instruction.

Sample Tasks for Alphabet Center:

Magnetic letters:

q Match upper & lowercase A a

q Make your name. Find it.

q Make 3 words. Write it.

Learning Names q Find the bag with your picture.

q Take out cardboard pieces with letters.

q Make your name in upper & lower

case and say each letter.

q Write your name.

q Do a friend’s name.

Alphabet puzzles

q Match upper & lower case. q Put in order A - Z. q Find the letters that make your

name. q Practice writing some of the

letters.

Font sorts

q Match the let ters, e.g., M, A, S q Match upper & lower case

A

a

a

a a A

P p M m

How do I set-up and run my literacy

centers? Select a manageable number of literacy centers.

Support the 5 components of reading Phonological Awareness Phonics Fluency Comprehension Vocabulary

• Provide a work board, or visual display, for assigning students to centers.

• Use a checklist to insure students complete centers.

• Keep it simple. Centers should be easy to maintain and update.

Teaching Students to Use Centers

• Gradually introduce your literacy centers– Establish clear expectations for behavior– Introduce 1 new center each day. Begin with simplest centers and gradually add more complex

– Practice using a center before adding others.

– Provide oral and written directions • (use icons or pictures for emergent & beginning readers)

• Initially, offer guided feedback & support

• ALWAYS review basic procedures and expectations for centers

Teaching Students to Use Centers (cont.)

• Model routines for using centers:– how to read the workboard– how to use the center materials – how to share & talk with classmates – how to clean up

• Anticipate potential problems at centers – have small groups roleplay problems, e.g., arguing over a book, missing materials, etc.

– let children help to create peaceful solutions

What does a workboard look like?

• A workboard includes:– names of the centers– children in each group

• Post it in a central location that is eye-level for students

• Use words, icons, pictures, and photos to help students understand the board

• Teach students to use the workboard independently.

Sample Work Board

QuickTime™ and aTIFF (Uncompressed) decompressorare needed to see this picture.

How do students move from center to center?• At 1st, model and practice transitions in small groups.

• Move by groups at the beginning of center time.

• Limit the # of people at a center. Designate 1 center to handle back-ups.

• ALWAYS review the transition process daily with students. Let the class help to brainstorm and to evaluate transitions.

• Provide positive feedback for smooth transitions.

How much time is spent at centers?

Timed Centers• give a pre-determined time for each center

• Use a timer • Build in 1-2 minutes for clean-up

• Use a checklist to hold students accountable

Untimed Centers• students move at their own pace as they complete work

• keep a checklist for clean-up at the center

• prioritize particular centers to be completed

Organizing Literacy Centers

Small Group Activity:Samples of Literacy

Centers

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University of Virginia.