Organizing Literacy Centers

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Organizing Literacy Centers

• Maureen Nosal

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Literacy Centers

• All literacy centers should be purposeful and
  reinforce literacy concepts and skills taught
  during directed instruction

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How do I set up and run my literacy centers?

• Select a manageable number of literacy centers
• Support the 5 areas of reading and writing
• Phonological Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension

• Provide a workboard, 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

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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 and
  beginning readers)
• Initially, offer guided feedback and support
• Always review basic procedures and expectations
  for centers

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Teaching Students to Use Centers, cont

• Model routines for using centers
• - how to read the work board
• - how to use the center materials
• - how to share and talk with classmates
• - how to clean up
• Anticipate potential problems at centers
• Have small groups role play problems, e.g.,
  arguing over a book, missing materials, etc
• Let children help to create peaceful solutions

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What does a work board look like?

• A work board 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 work board
  independently

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Management Boards
Self-selection system
Rotation systems
Assigned rotation systems
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How do students move from center to center?

• At first, model and practice transitions in small
  groups.
• Move by groups at the beginning of center time.
• Limit the number 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

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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
  their work
• Keep a checklist for clean-up at the center
• Prioritize particular centers to be completed

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References

• Diller, D. 2003. Literacy Work Stations. York,
  ME Stenhouse.
• Hayes, Latisha. 2005. Workshop on Literacy
  Centers presented to Providence Reading First
  Schools.
• Invernizzi,M.,et.al. 2007. Words Their Way Word
  Study for Phonics, Vocabulary, and Spelling
  Instruction, 4th edition. Pearson Learning.