Links to LiteracyPresented by the Polk Local Assistive

Technology Team

WHAT ARE LITERACY CENTERS?

Our Goal

Literacy Stations are:

Areas within the classroom where students can work alone or interact with one another using instructional materials to teach, reinforce and/or enrich a skill or concept.

Literacy Work Stations by Debbie Diller

Why are they important:

Eric Jensen writes “A change in location is the easiest

way to get the brain’s attention”• Gives students the opportunity to

practice previously learned skills• Helps to promote independence as

well as collaboration

Differences between Traditional Centers and Literacy Stations

• Materials may have only been introduced once

• Centers change on a weekly basis

• Materials are taught first then placed in station

• Stations stays up all year. The material is changed to reflect topics, level or strategies taught

Traditional Centers Literacy Stations

Differences between Traditional Centers and Literacy Stations

Traditional Centers

• Centers are often used by students when they finish their work

• All students do the same activity

Literacy Stations

• Student use stations in a meaningful independent manner daily

• Materials are differentiated to meet different needs and levels

Teachers Role• Modeling

– Students must first see many demonstrations

• Risk Free– Practice with a peer when learning something

new

• Independent Work Level– Differentiate assignments to meet students

individual levels and avoid behavior problems

• Clear Explicit Expectations– Be sure that students really understand the

activities and review the rules often

• Accountability– Tracking student use and progress

Ideas for Setting Up a Station• Directions

– Auditory; Tape recorder, Single message device(BigMacK)

– Visual;(Microsoft Word with clipart, Boardmaker, Writing with Symbols. Pix writer)

• Buddy or Me• Activity easily accessible and differentiated for all

students (responses-verbal, typed, written)• Assistive Technology

– Is not always a computer• Special Activity

– supplemental/differentiated activity• Accountability log

FLORIDA’S READING FORMULA

Florida's Formula for Reading Success

6+4+ii=iii

THE SWEET SIX

Oral language (New!)Phonemic awarenessPhonicsFluencyVocabularyComprehension

And we include writing

Florida Center for Reading Research

http://www.fcrr.org/activities

Fab 4

• ScreeningProgress monitoringDiagnosisOutcome measures (New!)

Ii: Initial Instruction90 Minute block

* An effective reading program has to integrate the six instructional components of effective reading instruction into a comprehensive and cohesive instructional design.

* Classroom teachers must use assessment data to plan for and provide "student-tailored" instruction that includes the following:

Explicit instructional strategiesCoordinated instructional sequencesDifferentiated instructionPrint-rich instruction

* Whole group/small group* All students, using differentiated instruction

iii=Immediate Intensive Intervention

90-minute reading block* Small group or one-on-one* Students with reading deficiencies* Minimum of 20 minutes/day until deficiency is remedied

May be provided by:* Classroom teacher* SAI teacher* ELL teacher* Reading recovery teacher* Reading resource teacher

Oral Language

• Oral language involves both speaking and listening for vocabulary development.

• Children need opportunities to engage in frequent conversations talking and listening to responsive adults as well as with their peers.

Oral Language

• Oral language as the primary support for thinking, leads naturally to written communication, which, in turn helps readers expand their thinking and use oral language with greater skill.

• It is a way for readers to construct knowledge, generate new thinking, clarify their own thinking and rehearse thoughts for writing

Oral Language Strategies

Generating Questions• Students who ask questions about

what they read comprehend more…

• Readers practice generating questions & answers as they read text using sticky notes or they may orally ask questions during partner reading

• Increase student talk by teaching students how to ask questions and use partner talk opportunities

Oral Language StrategiesClass Discussion

Text discourse guides students to understand text at a more sophisticated level.

Wilkinson & Silliman, 2000

Text discourse builds on ideas and

promotes meaningful connections between ideas.

Gersten et al., 2001

Oral Language StrategiesSummarizing and Retelling

• Prompt students to talk in complete sentences

• When you model a retell, try to use some of the target vocabulary in the retell if possible

• Demonstrate how to use simple sketches and diagrams when completing retell sheets

• Retell sheets may be used for monitoring and student partner checks (evidence of learning)

Santoro, Chard, Howard & Baker, 2008

Oral Language Strategies

• Recognize when students have contributed to a discussion by repeating or rephrasing:

T: Brian noticed that the mother in the story was angry.• Present questions that turn the thinking back to students for further consideration. T: Maria thinks the girl is upset. Does anyone know why she is upset?

Phonemic Awareness

• The ability to hear, identify, and manipulate sounds of spoken words.– Recognizes individual sounds

(phonemes)– Recognizes same sounds– Recognizes odd sounds in words– Combines sequence of sounds

(blending)– Breaks a word into separate sounds

(segmenting)

Phonemic Awareness Resources

• Software– Phonics Companion– Earobics 1,2 & Adolescent– Kidspiration

• Internet Resources– http://www.songsforteaching.com– http://www.findsounds.com– www.enchantedlearning.com/Rhymes.html– http://www.uiowa.edu– http://www.freereading.net/

Phonemic Resources

• Lite Tech– Tape Recorder

• DLM• Jack Hartman

– Language Master/ Tutorette– Whisper Phones

• Mid Tech– Leap Frog Desk, Mat, Pad

Phonics

• Understands the relationship between letters of written language and sounds of spoken language– Identifies useful series of sounds– Teach them in a logical sequence– Apply sounds to reading and

writing

Phonics Resources

• Software– Startwrite– Phonics Companion– Reader Rabbit – Baileys Book House– Lets Go Read

• Internet– Starfall.com– www.kizclub.com – http://pbskids.org/lions/– http://pbskids.org/lions/videos– http://www.earobics.com/gamegoo/gooey.html

Phonics Resources

• Lite Tech– Page up– Magnetic or stamp Letters– Word Walls

• Mid Tech– Franklin Homework Wiz– Cheap Talk /Partner 4

Fluency

• Read text accurately and quickly– Bridge between word recognition and

comprehension– With Fluency a child needs to read &

reread decodable words and connect the text

– Two approaches to improve Fluency•Direct•Indirect

Fluency and Automaticity

1. Have the students read orally for one minute from text at their grade level. Ask students to read in a normal manner, not too fast or too slow.

2. Administer 3 probes.3. Count the number of correct words in

one minute. Include errors in the one minute period.

Grade Fall Winter Spring

1 60 WPM

2 53 78 94

3 79 93 114

4 99 112 118

5 105 118 128

6 115 132 145

7 147 158 167

8 156 167 171

Fluency Resources

• Software– Kurzweil, Wynn,textHelp– Soliloquy– Living Books– Fluent Reader

• Internet Resources– www.magickeys.com/books– www.readingrockets.org – www.LDonline.org– Readers theater website (www.Reading Lady.com)

(3 Little Wolves)– Dolch Powerpoint List

Fluency Resources

• Lite Tech– Timers & Time timer software– Taped recorded stories– Students read to a tape

• High Tech– Scanners & Computers

Vocabulary

Vocabulary is expressive (what you say) and receptive (what you understand)– Words used to verbally communicate

effectively – Words that you use to write – Words that you recognize in print

Selecting Vocabulary

• Tier 1 - basic words (baby, happy)• Tier 2 – high-frequency words for

mature language users – key focus for instruction (prefer, absurd)

• Tier 3 – low frequency words with meaning limited to specific domains

(peninsula, isotope)

Center Possibilities• Students tell what words mean using their

own words• Have students give examples and non

examples• Pair words and have students consider how

they are related: Would you suppress a profound thought?

• Match words to pictures• Fit words into closed sentences• Match words to definitions in timed activity.• Give examples of word use in alternate

contexts

Vocabulary Resources• Software

– Kidspiration/Inspiration– Boardmaker– Reader Rabbit– Writing with Symbols– Pix Writer– Picture It– StartWrite– Intellitools programs

• Internet– merriam-webster.com /wordcentral.com– vocabulary.com– readwritethink.org/materials/comic/index.html– www.readwritethink.org/materials/wordbuild/– Factmonster.com/WordWise

Vocabulary Resources

• Lite Tech– Franklin Dictionary– Reading Pen– All-Turn-It Spinner

Comprehension

• Understanding what is read– Graphic Organizers– Find Main idea and details– Summaries

Comprehension Resources• Software

– Kurzweil/Wynn/ Read&Write Gold/ eReader– NaturalReaders– Inspiration/Kidspiration– Don Johnston, Start-to-Finish Books– Intellitools, BalanceLiteracy

• Internet – www.storyplace.org– www.tumblebooks.com– http://www.storylineonline.net/– http://www.janbrett.com/– www.readprint.com

Comprehension Resources

• Symbol World• Lite Tech

– Color filters– Reading guides– Post It Notes– Highlighter pens & tapes– Arrow– Page Fluffers

• Mid Tech– Iris Pen II– Reading Pen

• High Tech– Scanners & Computer

Elive- Symbol WorldContains:

NewsFilmsFun(Jokes)GamesFeaturesCommunityRecipes

Writing

• Writing Centers can help students develop, practice and demonstrate their literacy skills.

• Recent research that 70% of the students graded classroom responses are a result of written communication

Writing• Writing Mechanics

– Raised Line Paper– Pencil Grips– Highlighters, pencils,

pens– Writing Guides– Slant Board– Alpha Smart, Neo,

DANA, Writer– Intellikeys– Mini keyboards– Software StartWrite– Wikkistix

• Lite Tech– Electronic Spell Check– Digital Recorder

• High Tech– Discover– Computers

Writing Software• Software

– Talking word Processors• Scholastic Key• Customize Office Toolbar• Co: writer • Write Outl oud • IntelliTalk3• Kurzweil, Wynn, Read & Write

Gold• Speak Write 101 (Polk County

only)– Voice Recognition

• Dragon Naturally Speaking• Word 2000 & XP

• Symbols to Text– Clicker 4– Writing With Symbols– Pix Writer– Picture IT

• Multi Media– BuildAbility– PowerPoint– IntelliPics Studio

Writing Internet Resources• Internet

– www.readwritethink.org/materials/storymap

– www.eduplace.com/graphicorganizer– www.literacycenter.net/parents_teacher – www.dltk-kids.com/type/

writing_paper.htm• Inspiration/Kidspiration• Draft: Builder

http://www.polk-fl.net/staff/resources/ese/resources.htm