LITERACY CENTERS
Literacy
centers are work stations that support literacy
development. To create interesting centers some
thought and reflection is required. Developing
great literacy centers is not hard work but requires
some reflection and preparation. Knowing the
audience participating at the center activities is
important. Additionally, students need to LEARN
about each center prior to active engagement in center
activities. In my classroom, centers are CLOSED
until the kids are "center certified."
During the first weeks of school, I model and role play
center activities and expectations. Students
practice centers as a whole group as seatwork
first. Then, we discuss what are the proper
procedures, processes, and behaviors for literacy center
time.
 BEGINNING
LITERACY CENTERS
To begin centers early in the year, I create some word
work and spelling centers that are quick, easy to model,
and great for student practice of center behavior and
responsibility. The first is called RAINBOW
WORDS. Students write the word families and sight
words for the week in rainbow colors. I keep the
papers in a two-pocket folder on the table. The
cover of the folder has this picture to enable
nonreaders or early readers a picture prompt.
Students watch as I take each picture for the
center. I tell them that this helps their
schemata.
The next center is called SHAPE WRITING. Students
practice this center as a whole group, seatwork type of
activity. I model the writing on large chart
paper. Students practice as I monitor their
responses. This center is also in a literacy
folder at the word work station. This picture is
on the cover of the folder also.
MAGNETIC LETTERS MAKING WORDS
The reading center is an easy one to introduce at the
beginning of the year. In this picture students
just completed the first activity using the story that
they read in the Trophies reading program, "The
Hat." I model folding the paper into three
sections using a large sheet of chart paper. We
also learn how to make the fold ironed flat. Then,
students write three headers on their paper (who, what,
end). After they have worked with the story for
two days, I have them draw and label the who
(characters), what they did, and the ending of the story
under each header. This does not require much time
and students LOVE to use the STORY CHART. As we
talk about graphic organizers, we name this one our
story chart. We discuss how the story chart will
help us remember the important characters, events, and
ending to the story.
Illustrations from Trophies, "The Hat."
VOCABULARY
AND SIGHT WORDS
BANG!
The
game, "BANG!" is an active game for two
players. To make the game, I use a one-pound
coffee can with a lid. I write or use labels for
the computer, words from the Dolch word list and our
reading series, Trophies. I use the 3 x 5 index
cards for the game. Each set of cards is kept in a
small mailing envelope and labeled for Dolch number
(1-25) or reading book in the series (1.1, 1.2,
etc) I store the cards in the envelopes in a
Rubber Maid tub (12 quart size). I label the
outside of the tub for easy finding for center set
up. The students do not look at the cards in the
can. They take turns drawing cards out of the can and
reading the words on the card. If they cannot read
the card, a partner can help them read the word.
However, they must return the card to the can. If
they read the word, they keep the card. Students
take turns drawing cards from the can. If one gets
a BANG card, they must return all of their cards to the
can. Play continues until all of the cards are
removed from the can. I keep at least three cans
with cards to differentiate my word games.
The outside of the can lid has a colored dot so students
know which can to use.
PANCAKE FLIP WORDS
This is another sight word game. I use circles for
the pancakes and spatulas from the dollar store. I
keep the words in envelopes labeled with level of Dolch
word or story from the reading series. All
materials are stored in the Rubber Maid one quart
containers. Students set the pancakes on the floor with
the word side down. They take turns flipping the
pancakes and reading the words on the
pancakes.
VOCABULARY READ, WRITE, DRAW
Each
student needs a sheet of construction paper or computer
printer paper (8 1/2 x 11). They fold the paper
"hot dog" style first, then up one for
hamburger style, and again. There will be four
rectangle folds. The outer page is cut on each
fold to the long fold. Students write their words
on the outside, a sentence on the inside, and draw a
picture of the word meaning. This is one version
of the activity. I have also made necklaces
applying the same concept. Use a large piece of
construction paper. Fold the paper in
thirds. Cut on the folds. Students fold each
rectangle again two times. They write and draw the
same way as in the aforementioned activity. Then,
punch a hole in the top of each large piece. Put
yarn through the holes. Students discuss words and
meaning as they wear the necklace. This necklace
works well for a retelling activity. There is an
example of one on the Henry and Mudge page in this site.
OVERHEAD
POEM AND WORD FAMILY CENTER
The overhead center is flexible in a tight space and
popular with students. I change the tasks for the
center throughout the year. One center that lends
itself to many different tasks is the word family poem
center. The students focus on reading, word
families, counting sounds/words/syllables, reading in a
"voice", answering questions about the poem
from the center folder, and leaving the center with a
copy of the poem to illustrate for their poem
folders. I also take digital pictures of the
students during our center certification learning
process. The pictures are inside of the center
folder to remind students, especially ESL or emergent
readers, of the directions. Here are picture
examples:
Read the poem together. Your voice and pointers must
match
Read in the character(s) voice(s)
Mark the words in the word family in the poem.
Use
the counters to count words, sounds, syllables as you
say the lines in the poem.
Read and answer the questions about the poem in the
folder.
Take
a copy of the poem and illustrate/color and put your
poem work in your poem folder.
ALPHABETICAL
ORDER CENTER
The alphabetical order center is used for word work,
sight words, or special word wall words. I model
and teach the center, we practice whole group so I can
correct misconceptions, then, students demonstrate as
other critique following center directions. The
activities are also captured on digital pictures and
placed inside of the folder for prompts.
Sort
Cards
Alphabetize
Write the words
Completed Center Folder
WORD
WORK CENTER
This
center is very simple. I use a book published by
Scholastic. The pages have activities for word
families. Even though this paper would be in
"worksheet" format, the interaction and
activities involved diverse modalities. We
practice the center together, list how we complete the
center, and preserve our performance in digital
pictures. If you would like to see the word family
book by Scholastic, click on the book cover.
Cut and Sort
Put words in ABC order
WRITING
CENTER
I
have several writing centers each day. The
students usually work on their writing pieces at their
desk or with a partner in another part of the
classroom. One center that is very popular is
called STICKER STORY. For my early emergent
students, they can write STICKER SENTENCES.
Materials are easy to generate. You need
construction paper, permanent markers, pencils, stickers
with different themes, crayons, colored pencils, or
other scraps of craft material. Here are some
pictures of the sticker center as the students were
learning the process.
 |
 |
| Decide
on a theme and select a sticker. |
Write
a sentence using a pencil first. |
 |
 |
|
Check your sentence. |
Write
your sentence with a permanent marker. |
|
|
|
|
LITERACY
CENTER CHECKLISTS
Each
student has a weekly center checklist in their center
folder. They complete the checklist as they
complete the center activities each day. At the
end of the week, the folder is turned in to me. I
staple their center work, send the work home, and the
checklist remains in the student's portfolio at
school. To see the checklists, click on the topic
link in the table below. To see other word family
and literacy resources, click on the RESOURCES LINK
BELOW.
More coming....this week
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content of these pages are the property of B.Froehlich,
owner Primary Teachers Nook, all rights reserved, 2005.
9/2005
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