Six Weeks of the Fab Five A Template for Assembling and Utilizing the Florida Center for Reading Research Student Center Activities

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Six Weeks of the Fab FiveA Template for
Assembling and Utilizing the Florida Center for
Reading Research Student Center Activities
Soraya Coccimiglio
Janice DiGiovanni
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Todays 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

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The 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

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The 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

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The 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)

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Phonological 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.

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Phonological Awareness

• Goal Develop an awareness that words are
  composed of individual sounds, or phonemes, and
  to develop the ability to manipulate sounds in
  words.

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Phonological 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

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Phonics

• Relationship between letters and the sounds they
  represent
• Teaches sound symbol correspondences

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Phonics

• Goal Help children use the sound-symbol
  relationship to read and write words.

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Phonics

• 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

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Fluency

• 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

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Fluency

• Goal Help students to recognize words
  automatically

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Fluency

• 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

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Vocabulary

• The meanings and pronunciation of words necessary
  for communication.
• Categorized as oral (listening and speaking) or
  reading (reading and writing).

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Vocabulary

• Goal To provide students with an understanding
  of the meaning/use of words so they are able to
  comprehend what they are reading.

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Vocabulary

• 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

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Comprehension

• The ability to understand and get meaning from
  spoken and written language.
• The ultimate goal in learning to read.

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Comprehension

• Goal Teach children specific strategies to use
  for understanding text as they are reading.

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Comprehension

• 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

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Using Center Activities to Provide Differentiated
Instruction
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Why 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

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• Brain Storm Activity
• What are the challenges in implementing reading
  center activities?

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What 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.

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What 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.

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Reading 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
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Example 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
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8 Steps to Implementing and Managing Student
Centers in the Classroom
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I. 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

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II. 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

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Differentiated 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
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III. 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

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IV. Implement a Behavior Management System
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School-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.

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What 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

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T-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
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Things 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?

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Give 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)

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VI. Organize the classroom

• An organized classroom enables students to
• Easily locate materials
• Focus on academic tasks
• Use Center time productively

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VII. 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

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Implementing and Managing Student Center
Activities

• Source
• http//www.fcrr.org/Curriculum/studentCenterActivi
  ties23.htm.

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Establish 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

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Establish 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!

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What We Know for Next Time Live and Learn
FAB FIVE Tips Sheet