Marcia L' Kosanovich, Ph'D'

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Ready-to-Use Center Activities
Marcia L. Kosanovich, Ph.D. The Florida Center
for Reading Research Florida State University
www.fcrr.org July 17-20, 2006 National Reading
First Conference Reno, Nevada
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Objectives for Today

• Learn about Professional Development that can be
  utilized with teachers to help them differentiate
  instruction
• Implementing and managing student centers by
  using Student Center Activities

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Reading FirstFour Pillars of an Effective
Reading Program

• Valid and Reliable Assessments
• Instructional Programs and Aligned Materials
• High Quality Professional Development
• Dynamic Instructional Leadership

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Reading First Site Visits

• Classroom Observations
• Student Data
• Interviews
• Teachers
• Reading Coaches
• Principals

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Determination
student center activities
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Quality Initial Instruction
The best intervention is effective
instruction.
- National Research Council

• Whole group instruction
• core reading program (meeting 80 of classroom
  needs)
• Differentiated instruction
• small group rotations
• small, flexible groups
• core supplementary reading programs
• teacher selected materials which reflect whole
  group lesson
• Differentiated classroom intervention
• small, flexible group(s)
• supplemental intervention programs

TIER II
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Materials K-1

• A Professional Development DVD and 3 Books
• Phonological Awareness and Phonics Student Center
  Activities
• Fluency, Vocabulary, and Comprehension Student
  Center Activities
• Teacher Resource Guide to accompany the
  professional development DVD

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Materials Grades 2 3

• A Professional Development DVD and 3 Books
• Phonemic Awareness and Phonics Student Center
  Activities
• Fluency, Vocabulary, and Comprehension Student
  Center Activities
• Teacher Resource Guide to accompany the
  professional development DVD

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Expectations

• Not mandatory
• A free resource
• Available on FCRRs website www.fcrr.org

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Role of the Reading Coach

• If the Student Center Activities are going to be
  used, it is expected that the Reading Coach will
  provide professional development to the teachers.
  
• The Teacher Resource Guide and the DVD are
  designed to support this professional
  development.

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Teacher Resource Guide

• The Five Components of Reading Instruction
• Frequently Asked Questions
• Implementing and Managing Student Centers in the
  Classroom System One
• Implementing and Managing Student Centers in the
  Classroom System Two
• Interpretation of Activity Plans
• Implementation of Activity Plans
• Crosswalk
• Glossary

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The Five Components of Reading Instruction

• For each of the 5 components of reading
• Definition
• Goal
• A brief description of how the K-3 Student Center
  Activities support growth in each component of
  reading
• Sequenced by concept in a logical order of
  instruction

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Phonics (K-1 example)

• Letter Recognition
• Students practice matching, identifying, and
  ordering the letters in the alphabet.
• Letter-Sound Correspondence
• Students practice identifying and ordering letter
  sounds (initial, final, and medial).
• Onset and Rime
• Students first practice identifying the initial
  consonant or consonants (onset) and the vowel and
  any consonants that follow it (rime) then
  practice blending, sorting, and segmenting the
  onset and rime.
• Word Study
• Students practice sorting, blending, segmenting,
  and manipulating the sounds of letters in words
  and practice identifying high-frequency words.
• Syllable Patterns
• Students practice blending and segmenting
  syllables in words.
• Morpheme Structures
• Students practice blending compound words, roots
  and affixes, and roots and inflections to make
  words.

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Comprehension (2-3 example)

• Narrative Text Structure
• Students practice identifying story elements
  (characters, setting, sequence of events,
  problems, solution, plot, and theme).
• Expository Text Structure
• Students practice identifying details, main idea,
  and important information in expository text.
• Text Analysis
• Students practice identifying and organizing
  text.
• Monitoring for Understanding
• Students practice using strategies to comprehend
  text.

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FAQs Concerning Reading Centers

• What is differentiated instruction?
• What is a Reading Center?
• What are examples of Reading Centers and
  Activities?
• How are these Reading Centers different from the
  centers of the past?
• Why should Student Center Activities be
  implemented in second and third grades?

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Implementing and Managing Student Centers in the
Classroom

• Form Flexible Groups Based on Assessment
• Identify Appropriate Center Activities Based on
  Assessment
• Design Center Management System
• Implement a Behavior Management System
• Give Explicit Center Directions
• Organize the Classroom
• Manage Transitions
• Establish Accountability

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Implementing and Managing Student Centers in the
Classroom Pre-Planning

• Form Flexible Groups Based on Assessment
• Identify Appropriate Center Activities Based on
  Assessment
• Design Center Management System

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Implementing and Managing Student Centers in the
Classroom Executing

• IV. Implement a Behavior Management System
• V. Give Explicit Center Directions
• VI. Organize the Classroom
• VII. Manage Transitions
• VIII. Establish Accountability

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Interpretation Activity Plans

• Activity Plans
• Used by the teacher to plan and teach an activity
• Sequenced by concept in a logical order within
  each component
• Activity Masters
• Used by the students
• May need to be copied
• Can be laminated and stored for future use
• Student Sheets
• Used by students (consumable)
• Need to be copied for each student

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Implementation of Activity Plans

• Preparing and Organizing Materials
• Setting Up Centers
• Computer-Based Centers
• Selecting Quality Computer Software and
  Technology-Based Curricula Materials
• Materials Needed for Student Center Activities

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Crosswalk

• Crosswalks are sorted by
• Activity Number and Subcomponent
• DIBELS measures
• Grade Level Expectation
• K, 1, 2, 3

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Glossary
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Book One
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Book Two
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Guiding Questions for Principal Walkthroughs

• What is the goal or objective for student
• outcome?
• Are the Activities at the Centers based on SBRR?
• Is the goal directly related to reading?

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Guiding Questions for Principal Walkthroughs

• Has the skill already been taught explicitly
• by the teacher?
• Has the student demonstrated the skill
• correctly?
• Is the student practicing, demonstrating, or
• extending a skill?

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Acknowledgements

• Just Read, Florida! at the Florida Department of
  Education
• Mary Laura Openshaw, M.A.
• Barbara Elzie, M.A.
• Cari Miller, M.A.
• 2-3 Development Team at FCRR
• Marcia Kosanovich, Ph.D.
• Teresa Logan, B.A.
• Connie Weinstein, M.Ed.
• Kelly Magill, M.S.
• Curriculum Review Team at FCRR
• Georgia Jordan, M.S.
• Michelle Wahl, M.S.
• Mary Van Sciver, M.S.
• Lila Rissman, M.S.
• Elissa Arndt, M.S. CCC

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Questions?
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Thank You! www.fcrr.org