Title: Six Weeks of the Fab Five A Template for Assembling and Utilizing the Florida Center for Reading Research Student Center Activities
1Six Weeks of the Fab FiveA Template for
Assembling and Utilizing the Florida Center for
Reading Research Student Center Activities
Soraya Coccimiglio
Janice DiGiovanni
2Todays Goals
- Become familiar with the Florida Center for
Reading Research Student Center Activities
website - Review the use of Reading Centers as a tool for
differentiated instruction - Learn the 8 steps for implementing and managing
student centers in the classroom - Receive and review a template for creating a
workshop for your own district or ISD/RESA - Laugh and learn from our mistakes
- Assemble a sample mini intervention kit
3(No Transcript)
4(No Transcript)
5(No Transcript)
6(No Transcript)
7(No Transcript)
8(No Transcript)
9The Fab Five
- Based on Report of National Reading Panel of
2000. - Core elements of successful classroom reading
instruction - Conclusion Instruction must be systematic and
explicit in the following five component areas
(the five Big Ideas of reading) - Phonemic Awareness (ISF PSF)
- Phonics (Alphabetic Principle)
- Fluency (NWF ORF)
- Vocabulary
- Comprehension
10The Fab Five
- Systematic instruction The direct presentation
of skills/concepts in a pre-specified sequence
taught in a logical, defined, order. - Skills and concepts begin with the most simple,
moving to the most complex - Student objectives are clear, concise, and driven
by ongoing assessment results - Students are provided with appropriate practice
opportunities which directly reflect instruction
11The Fab Five
- Explicit instruction is taught directly through
teacher modeling, guided practice, and
independent practice (scaffolding instruction). - Teacher models and explains (I do it)
- Teacher provides guided practice (we do it)
- Students practice what the teacher modeled
- Teacher provides prompts/feedback
- Teacher provides supported application
- Students apply the skill as the teacher scaffolds
instruction - Independent practice (you do it)
12Phonological Awareness
- Explicit awareness of the phonological structure
of words in ones language. - Awareness of words in sentences, syllables, onset
rime segments. - Awareness of individual phonemes in words.
13Phonological Awareness
- Goal Develop an awareness that words are
composed of individual sounds, or phonemes, and
to develop the ability to manipulate sounds in
words.
14Phonological Awareness
- Activities should include the following PA
skills - Rhyme
- Students practice recognizing and producing words
that rhyme - Alliteration
- Students practice repeating and producing
alliterative phrases - Sentence Segmentation
- Students practice segmenting sentences into words
- Syllables
- Students practice blending and segmenting
syllables in words - Onset and Rime
- Students practice identifying the initial (onset)
consonant(s) and the vowel/consonants that follow
- Phonemes
- Students practice blending, segmenting,
manipulating, and deleting the individual
phonemes (sounds) in words
15Phonics
- Relationship between letters and the sounds they
represent - Teaches sound symbol correspondences
16Phonics
- Goal Help children use the sound-symbol
relationship to read and write words.
17Phonics
- Activities should include
- Letter recognition
- Students practice matching, identifying, and
ordering letters in the alphabet - Letter-sound correspondence
- Students practice identifying and matching sounds
to letters (initial, final, and medial) - Onset and Rime
- Students practice identifying initial consonant
and any consonants that follow it 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
18Fluency
- Ability to read text quickly, accurately, and
with prosody - Bridge between word recognition and comprehension
- Emerges through supported and repeated practice
in automatic word recognition
19Fluency
- Goal Help students to recognize words
automatically
20Fluency
- Teaching activities should include
- Letter recognition
- Students use timed practices to identify and
order letters in the alphabet - Letter-Sound Correspondence
- Students use timed practices to identify letter
sounds - High Frequency Words
- Students use timed practices to read words
- Oral Reading
- Students use timed practices to read with
accuracy - Students practice reading with prosody
21Vocabulary
- The meanings and pronunciation of words necessary
for communication. - Categorized as oral (listening and speaking) or
reading (reading and writing).
22Vocabulary
- Goal To provide students with an understanding
of the meaning/use of words so they are able to
comprehend what they are reading.
23Vocabulary
- Activities should include
- Word Identification/Words in Context
- Students practice identifying words
- Students practice using words to complete or form
sentences - Words That Describe/Word Meaning
- Students practice identifying and producing
descriptive words - Students practice identifying and producing the
meaning of words - Word Categorization/Word Knowledge
- Students practice sorting and producing words by
categories - Students practice identifying synonyms, antonyms,
and homophones - Word Structure/Word Analysis
- Students practice identifying compound words,
contractions, and affixes - Students practice identifying similarities and
differences between the meanings of words
24Comprehension
- The ability to understand and get meaning from
spoken and written language. - The ultimate goal in learning to read.
25Comprehension
- Goal Teach children specific strategies to use
for understanding text as they are reading.
26Comprehension
- Activities should include
- Sentence Structure and Meaning
- Students practice identifying important text
elements and arranging words to make sentences. - Story Structure
- Students practice identifying the sequence of
events (beginning, middle, end) and story grammar
(setting, characters, problem, solution,
important events) - Monitoring for Meaning
- Students practice organizing information to gain
meaning - Main Idea/Summarizing
- Students practice stating the main ideas in their
own words - Students practice summarizing large sections of
text
27Using Center Activities to Provide Differentiated
Instruction
28Why Center Activities?
- Center activities allow the teacher to work with
small groups needing interventions beyond the
core reading program - Center activities can be incorporated into the 90
minute reading block - Center activities can be effective, prescriptive
interventions - Center activities can reinforce skills and
supplement the core reading program
29- Brain Storm Activity
- What are the challenges in implementing reading
center activities?
30What is Differentiated Instruction?
- Matching instruction to meet the diverse needs of
learners in the classroom. - A provision of varied learning situations,
(whole-class, small-group, or individual
instruction) to meet the needs of students
functioning at different skill levels.
31What Happens in a Reading Center?
- Students participate in purposeful activities
that are a reinforcement and/or extension of what
has already been taught explicitly by the
teacher. - Students work in small groups, pairs, or
individually, while the teacher is conducting
Teacher-Led small group interventions during the
90 minute reading block.
32Reading Centers of the Past Reading Centers of Today
Kept students busy while teachers planned or completed paperwork Provide systematic, explicit, small group instruction focused on instructional needs
Only for students who finished assigned work For all students
Incorporated only theme-based activities Incorporate activities reflecting previously taught reading skills
Engaged all students in the same activities Engage students in specific and individualized activities
Often included only worksheets Include hands-on, targeted activities aligning/reinforcing previously taught skills
Incorporated a lot of non-academic and trivial projects Engage students academically in meaningful activities that extend learning
33Example Center Example Activity
Listening Area (headphones and player) Students listen to audio books while following text and reading aloud
Overhead Projector Students use letter tiles to spell words with a target initial sound
Computer Students work on computerized programs targeted at their instructional level
Library Area (leveled books sorted in tubs) Students partner read books at their independent reading level
Word Center Students put together alphabet puzzles or manipulate letter tiles to make words
348 Steps to Implementing and Managing Student
Centers in the Classroom
35I. Form Flexible Groups Based on Assessment
- Keep group sizes small and reduce group size when
necessary for intensive support - Base groups on instructional need with specific
instructional strategies in mind - Consider attitudes and behaviors
- Monitor the progress of high risk students more
frequently - Use progress monitoring data, teacher
observation, and, when needed, diagnostic
assessments to formulate flexible groups
36II. Identify Appropriate Center Activities Based
on Assessment
- Students participate in activities either
independently or with help from a peer of higher
skill ability (the just right challenge) - Though activities should engage students, there
need not be a lot of fluff
37Differentiated Instruction Experts Say
- If it takes longer to make something than it
does for children to use it instructionally, then
dont bother making it. - Debbie Diller
Not the Fluff Anita Archer
Teach the Stuff
38III. Design Center Management System
- Develop a Center Management Board a visual that
lets students know where they should be, when
they should be there, and what they should be
doing. - Make the board large enough to be seen by all
students from different areas of the room. - Matching icons should be on the management board
and in the center areas to help students quickly
locate centers. - Students must be taught how to independently
use/read the board. - Handout
39IV. Implement a Behavior Management System
40School-wide and Classroom-based Behavior
Management
- Students need to be actively engaged and on task
in order for centers to support learning. - Teacher focus should be on Teacher-led
Center/Small Group Instruction rather than
off-task behavior of students.
41What students need to know
- What to do when something does not work
- What to do when they do not understand the
activity at a center - What to do when they complete an activity at a
center - Whom to go to for help
- How to clean up
- How to decide who goes first when engaged in a
pair or group activity
42T-Charts Listening Center
Students sitting in chairs with four legs on the floor Students using their pointer finger to follow along in the text One student managing the CD player Students reading at voice level 1-2 along with the narrator
Looks Like
Sounds Like
43Things to consider when centers go wrong
- Did I effectively and explicitly teach the
activity? - Were center and transition behavioral
expectations explicitly taught? - Do I frequently provide positive feedback for
appropriate behavior (51 ratio)? - Did I introduce too many new centers at once?
- Have the students mastered the skill and need to
move on? - Is the center too difficult for students to do
independently? - Are student-partners matched appropriately?
44Give Explicit Center DirectionsIt is essential
to explicitly teach each activity before students
are expected to participate in the center
- Teacher models and explains the activity
- (I do it)
- Teacher provides guided practice
- (We do it)
- Teacher provides supported application
- (We do it)
- Independent Practice
- (You do it)
45VI. Organize the classroom
- An organized classroom enables students to
- Easily locate materials
- Focus on academic tasks
- Use Center time productively
46VII. Manage Transitions to Protect Instructional
Time
- Teach set routines and expectations for changing
center, putting materials away, and cleaning up
center areas - Establish and teach a signal that indicates it is
time to change centers - Keep a brisk pace when transitioning between
centers. - To reinforce skills with younger students, use
songs, rhymes and word games during clean up
47Implementing and Managing Student Center
Activities
- Source
- http//www.fcrr.org/Curriculum/studentCenterActivi
ties23.htm.
48Establish Accountability To Keep Students Engaged
and Monitor Student Performance
- Students graph their performance
- Provide students with score sheets for games and
other activities - Students submit their work in assigned folders
when appropriate - Partners correct each others work
- Parapro or other instructional assistant monitors
Center work
49Establish Accountability To Keep Students Engaged
and Monitor Student Performance
- Have with-it-nesseven though teachers are
involved with other students in intense small
group activities, they must be aware of what is
going on in Center activities - Provide frequent feedback on center work to
- Prevent students from practicing errors
- Instill the importance of quality work
- Convey the importance of each academic task
- Remember 51 Ratio!
50What We Know for Next Time Live and Learn
FAB FIVE Tips Sheet