A place where students are expected to browse books and read or pretend read

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• A place where students are expected to browse
  books and read or pretend read
  
• Children share their favorite books or special
  parts with each other
  
• It is not always silentits a spot where
  children read and talk about books

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What does it look like? What does it sound like?

What types of materials could be used?
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• Activities at the Classroom Library
• Reading information from an author study poster
  created by the class
  
• Using a How to Choose a Book chart to choose a
  book
  
• Reading familiar books
• Reading independent-level texts

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• Other activities
• Share favorite parts w/ a partner
• Read books and magazines to stuffed animals
• Write a response to a book
• Write a book review of a classroom library book,
  online review, share reviews
  
• Write a note to a friend about a classroom
  library book

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• Other activities
• Write personal connections or questions on sticky
  notes as a student reads a classroom library
  book
  
• Record the name of a book read at the classroom
  library in an individual reading log (similar to
  AR log)
  
• Put materials back in labeled containers when
  finished reading

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• Students do not have to be silent at this
  station, but should be calm!
  
• Book talks should be quiet conversation

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• Writing may also take place in the classroom
  library
  
• This will allow students to see the connection
  between reading writing

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How to Set Up the Classroom Library
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• The teacher is now in the bookstore business
• you should sell the books
• make them attractive
• set up an inviting space
• organized!!!

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Materials

• A sign labeling the space
• bookshelves
• wide variety of books
• containers/baskets
• comfortable seating
• tape recorder
• stuffed animals

• checkout system
• book reviews written by others
• bookmarks
• How to choose a book chart
• sticky notes
• lamp, plant, etc

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You have the option of letting students help you
set up the classroom library. If students are
involved they may feel more responsible for the
stations organization and the work that they
produce.
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How to Introduce the Classroom Library
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• Take the students to the classroom library and
  discuss expectations.
  
• Have students model expected behavior
• Discuss how to look at a cover and tell if it is
  a book the student is interested in.
  
• Discuss the 5 finger test when choosing a book

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• Choosing a Book
• author you like
• one the teacher read aloud
• a book in a series you read
• picture on the cover
• try to read the 1st page, 5 finger test,
  one on your level

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• Modeling Ideas
• how to turn the page (K)
• how to pretend read
• how to put a book away
• when to send the book to the Book Hospital
• how to write in a reading log
• how to write a book review

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• Problem Solving
• avoid putting out too many books at once
• discuss staying on task and how it helps the
  student become a better reader
  
• talk to the students before and after the
  station, create a plus/delta

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I Can List Read a just right book Read a bo
ok by telling about the pictures
Read a book from read-aloud Tell my partner about
a book I like Write a book review about my book
Write a response about a book I just read
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Differentiating Have books of different levels
Periodically change the books based on student
levels in your class

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• Additional Ideas
• Display Our Favorite Books chart. Let students
  vote with sticky notes with their name on it.
  
• I Have Read Chart- Display several titles on a
  chart and have students put their name on a
  sticky note and place below the titles as they
  read them

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• Accountability
• Observe 2 children a day
• Look at the logs
• Have students share
• Did they vote?
• Evaluate a written response
• Student book talks

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What does it look like? What does it sound like?

What types of materials could be used?
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The Big Book station is usually one of the most
successful stations in the classroom.
The amount of time the teacher spends modeling h
ow to read and use Big Books determines the
successfulness of the station.
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• What the Children Do
• practice reading and rereading familiar texts
  previously taught during shared reading
  
• The ultimate goal of this station is to focus on
  the fluency aspect of reading

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• What should you see in this station?
• Pointing to words
• Reading in phrases at early levels
• Reading strategies modeled during shared reading
• Nonfiction reading material and parts of the
  book
  

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• More ideas
• Talking about favorite parts
• Using character voices
• Writing book reviews
• Writing personal connections or questions on
  sticky notes
  
• Acting out a Big Book with a partner

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• More ideas
• Finding words you know in the book
• Finding certain kinds of words
• Matching word sets to words in a Big Book
• Substituting words using sticky notes
• Creating their own Big Books

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• Set up and materials
• Big Book easels
• Storage caddy (ie. large clothes hamper w/ 2
  small plastic sink containers and suction cups on
  side for tools)
  
• Pointers-chopsticks, unsharpened pencils, wooden
  spoons, rulers, wands, Halloween fingernails,
  etc
  
• Highlighter tape, masking devices, sticky notes,
  props for dramatizing

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• I CAN List
• Read a Big Book with my partner
• Find words I know and put highlighter tape on
  them
  
• Read the words with highlighter tape on them
• Point to the words/lines as I read
• Write my connections on sticky notes

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• Ideas for mini-lessons for modeling the Big Book
  Station
  
• How to place a Big Book on the easel and turn the
  pages
  
• How to use a pointer, highlighter tape and/or
  sticky notes
  
• How to use props
• How to choose a Big Book and read it together and
  return it properly

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• Fluency Focus
• Choose a Big Book that has one or more of the
  following
  
• repeated lines, rhyme rhythm, dialogue, lines
  written as phrases, question answer format,
  familiar story lines, familiar oral language
  structure
• READ IT SO IT SOUNDS LIKE TALKING

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• Retelling and Comprehension
• props help in retelling charcters on tongue
  depressors, small piece of material, paper plate
  masks, plastic toys
  
• expression makes it more real
• have children practice retelling stories with
  you
  

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• Differentiating
• provide a variety of Big Books
• colored dots to separate levels
• find a word you know you know
• partners for potential

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• Accountability
• Periodically have 2 students perform the
  reading of a Big Book
  
• Students initial the sticky notes they use
• List things we learned on a chart
• Have children tape record their reading
• Forms provided

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• What does it look like?
• What does it sound like?
• What types of materials could be used?

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Writing Work Stations are not designed for
children to only write about assigned prompts
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In fact, students become better writers and gain
an increased desire to write when the writing
assignments are varied and receive immediate
response.
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• Activities in the writing station
• Writing a card, a list, a story, a fact book, a
  survey
  
• Talking to their peers about their writing ideas
• Describing things in the class, a person, a pet,
  etc
  
• Telling a friend a story

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• More Ideas
• Writing down the story you told
• Doing expert writingsomething they are
  passionate about
  
• Helping someone revise and edit
• Practicing correct letter formation
• Messages others can read and understand

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• More Ideas
• Use of reference materials
• Working on writing assignments from their
  folders
  
• Playing with creative ideas
• Using books read aloud for models of writing
• Using the computer for writing

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How to Set Up the Writing Work Station
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• Try to place the station near a word wall if
  possible
  
• Use stacking trays for sorting paper
• Mailbox- adds to the station (could use clear
  plastic lingerie bags from store)
  
• Place near computers, if possible
• Dry-erase easel
• Clipboards

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Ideas for a Help Board for the station

• Pre-K Kindergarten
• Ideas for what to write about using pictures
• Introduce forms of writing
• Where to go for help

• 1st 2ndGrade
• Same ideas from Pre-K and Kinder
• Author study information

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Materials you may need

• Help board
• Variety of paper
• Labeled stacking trays
• Variety of writing implements
• Labeled containers for pencils, pens, crayons
• Alphabet strips

• Simple word books
• Picture dictionaries
• High quality student examples
• Blank books
• Objects to write about
• Magnifying glass
• Envelopes

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Introducing the Writing Work Station

• Start small
• Discuss-Where do writers get ideas
• Model ideas
• Introduce the Help Board
• I Can List
• Discuss expectations
• Begin by letting them choose the writing
  activities

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Teacher Modeling

• How to get an ideas
• Spelling unfamiliar words
• Proper use of materials and clean up
• How to mail a letter
• How to confer with a peer
• What to do with finished work
• How to use a word book, dictionary, thesaurus

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I Can List

• Practice letter formation
• Write a message
• Name writing
• Make a card
• Words from a book
• Note to a friend
• Talk to a peer about your writing

• Make something and write about it
• Write about a picture
• Write a fiction/ nonfiction story
• Write about an author
• Write a hook
• Pick a prompt

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Differentiate all of the work stations by giving
children choices!
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Homework

• Choose one of the stations we discussed today.
  Take time to implement it in your classroom. Be
  prepared to discuss ideas, things that you found
  were successful, and any problems that arose by
  next session.