Part II

1. Differentiated Reading Centers—Guiding Independent Learners Part II

2. Differentiated Reading Centers—Guiding Independent Learners Charlotte Johnson-Davis, Ph.D. Eastern Regional Reading First Technical Assistance Center (ERRFTAC) The Florida Center for Reading Research (FCRR) Florida State University Massachusetts August, 2008

4. 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 • Glossary

5. The Five Components of Reading Instruction • For each of the 5 components of reading: • Definition • Goal • A brief description of how the Student Center Activities support growth in each component of reading • Sequenced by concept in a logical order of instruction

6. FAQ’s 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?

7. Student Center • Activities • Book 1 • Phonological • Awareness • Phonics • Fluency • Book 2: • Vocabulary • Comprehension www.fcrr.org

8. Student Center Activities • Activity Plans • Used by the teacher to plan and teach an activity • Sequenced in order of difficulty within each component • Activity Masters • Can be laminated and stored for future use • Student Sheets • Consumable • Master copies

9. Activity Plans Student icon Component Word Blending P.068 Subcomponent Activity Name Activity Number Objective Materials Activity Master Activity Statement Activity Steps Extensions and Adaptations Demonstration Area

10. Activity Masters Word Blending P.068.AMIa Word Blending P.068.AMIb Reusable Material

11. Student Sheet Consumable Materials

18. Activity Plan

20. Phonics

21. Word Play

22. Alphabet Arc: Upper & Lower Case a b c d e f g h i j k l m n o p q r s t u v w x y z M N L O K P J Q I R H S T G U F V E W D X C Y B Z A

23. Letter and Word Center Short o Stamps Write on index cards several words with different phonograms having the short vowel sound of o, such as hot, mop, dog, cob, and box. Have children choose a word to stamp using letter stamps and an ink pad. Then have children change the first letter to stamp rhyming words. Have children read their list to others.

24. Explicit Instructional Routine: a c p m

25. Short and Long Vowel Sounds P l a n e

26. Blends and Phonograms knock block clock stock

27. Letters and Sounds Word Checkers Materials: 32 squares of paper with short vowel words taped to the black squares on a checkerboard; checkers Have children play checkers with short vowel words. Before they can land in any square, they have to say the word and use it in a sentence. ESL: Before playing the game, partners say and act out some of the words in context, such as: “I sat down.” “I pat the cat.” “ I tap the table.” “I fell down”

35. Activity Plan

36. Fluency

37. Scaffolding Fluency Development Hi! I’m Little Bill. This is a story about a boat that 12 I made all by myself. I named it The Moby Dick. 23 One Saturday morning, I woke up and saw that it was 34 bright and sunny outside. Hurray! I could go with 43 my brother to the park and sail my new boat. 53 Word Level Word families:bell, cell, dwell, shell, smell, spell, swell, well, yell High frequency words: saw, could, one, was, with Sentence Level According to the picture, what is the best answer to the question? Passage Level

38. Fluency Goals: Grade 1 – 53 WCPM Grade 2 – 89 WCPM Grade 3 – 107 WCPM 50th percentile from Hasbrouck & Tindal study

39. Establish Fluency Routines: • Read Connected Text • Reread Passages • Partner or Paired Reading • Choral Reading • Reader’s Theatre • Tape-Assisted Reading • Reading with Feeling

40. Fluency Progress Chart

42. Activity Master

44. Fluency Charts • www.interventioncentral.org tool for creating CBM fluency probes

45. Vocabulary

46. Practice High Frequency Word Walls • Letter Trains • Choose a word from the word wall and put each letter on an index card. Place the letter cards in a bag. Have children take one letter out of the bag until all letters are drawn. Then have children look at their letters and turn themselves into letter trains by moving into the right order until the word is spelled correctly. • Rhyme Clues • Use clues like the one below to review words: • It begins like just and it rhymes with bump. (jump) • As each word is identified, point to it and have children use the word in a sentence.

47. Practice High Frequency Word Walls • Letter Sounds and Context • Write j on the board and say: • “The word I’m thinking of begins with j and finishes this sentence: Kangaroos can ______.” • Continue this routine with other high frequency words. • Play “Wordo” • Distribute sheets with a nine block bingo grid. Call out Word Wall words and have children write them in any block on their sheets. When nine words have been called, shuffle the cards and read words one at a time. Children spell each word and cover it with a marker. The first child with a completed row wins.

48. eye eyelash lash

49. Which Words Go Together? • cat • bear • fish • jump • dog • bare • mouse • whale • wail • growl • skip

50. Part I • Say the following word lists and ask the children how the items named go together: • Bed, rug, desk, toys • House, car, trees, mailbox • Ocean, river, lake, stream • Part II • Give the children categories and have them list words that would go under that category. Categorize