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Centers

Centers. Practice Demonstrate Extend Presented By Eric Kern. Reading Centers. A place where students… Practice Demonstrate Learning Extend Learning Independent of the teacher. Grouping Students. System 1 Students are kept in skill based groups to rotate through centers. System 2

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Centers

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  1. Centers Practice Demonstrate Extend Presented By Eric Kern

  2. Reading Centers A place where students… Practice Demonstrate Learning Extend Learning Independentof the teacher.

  3. Grouping Students System 1 Students are kept in skill based groups to rotate through centers System 2 Students with varied abilities placed in same group • Easier to implement • Good starting place • Allows students to work together when they need help practicing the same skill • Allow student with higher skill ability to help those with less ability in a particular skill.

  4. Planning Centers • Plan with learning objective in mind, not the product • Activities should engage students, AVOID the “FLUFF” • If it takes longer to make something than it does for children to use it instructionally, don’t make it • Consider Time : provide extension and support materials (books, writing materials, letter stamps, magnetic letters, whiteboards, etc.)for those who finish early.

  5. Center Management Helps coordinate the following • Group Formation • Activities • Center Locations • Systematic movement of groups • Scheduling for center times

  6. Center Management Boards Graphic Organizer that help students know… • Where they should be • When they should be there • What they should be doing • Should be large enough to be seen by all the students from different areas of the room • Matching icons should be on the board and in the center area

  7. Rotation Wheel Students names on clothespins are placed in groups on outer edge of laminated circle. Students clips may be moved as groups change Center icons are attached to an inner circle using Velcro and may be replaced as centers change. Turn the inner wheel to rotate centers This wheel may be modified for Kindergarten by providing only one activity each day. The wheel would rotate one time each day

  8. Bulletin Board Student’s photos placed in groups using Velcro Icons placed on right side denoting each rotation or choice Photos and icons may be moved when groups or centers change You may move arrow to the right as centers change or you may remove arrow to provide choice. This board and the following boards may be modified for Kindergarten by providing only 1 activity card for each group of students

  9. Bulletin Board 2 Student’s names placed in groups using Velcro Icons placed on right side denoting each activity/rotation Names and icons may be moved when groups or centers change Students move through sequence of activities or may choose activity

  10. Bulletin Board 3 Students placed in groups represented by a color Colored dots placed at top of board Icons placed under denoting each activity/rotation When groups change, students may be assigned another color When centers change icon may be removed Students move through sequence of activities or may choose activity

  11. Explicit Center Directions • Model and explain the activity Introduce 1 center at a time • Provide guided practice practice what the teacher models teacher provides prompts and feedback • Provide supported application student applies the skill teacher scaffolds instruction • Independent practice student applies the skill independently

  12. Successful Implementation Help students problem solve What to do when something does not work What to do when they do not understand the activity What to do when they complete an activity Whom to go to for help How to clean up How to decide who goes first

  13. Establish Behavior ExpectationsListening Center What should we hear? What should we see? • Silence as students follow along in the text • Whisper reading as students follow along in the text • 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 tape player

  14. Behavior Problems Questions to ask • Did I do an effective job teaching the activity? • Is the activity interesting to the student? • Have the students mastered the skill and need to move on? • Is this center to difficult for the students to do independently? • Did I introduce too many new centers at once?

  15. Establish Accountability • Provide a basket or other container for collection of completed work • A checklist can be used for task completion • Provide feedback in a timely manner Students need to be accountable for work completed at centers, but this does not mean there always needs to be a product. MAKE IT A BALANCE!!!

  16. Center Activities When recording Center Activity Information consider the following • Am I only checking for complete or incomplete work? • Am I assigning a number or letter system for work completed? (1-below standard, 2-meets standard, 3-exceeds standard)

  17. Additional Key Points Have “with-it-ness” Be aware of what’s going on!

  18. References • The Florida Center for Reading Research (2005). Teacher Resource Guide, 7-30 • www.fcrr.org

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