1. Differentiated Literacy Work Stations Tiffany Frierson, Title I Reading Instructional Specialist November 2011

2. Differentiated Instruction Providing different opportunities for each student to learn and share what they have been taught. (Tiffany Frierson) –Content- what we teach –Process- how we teach or present the information or how students learn best –Product-How students demonstrate what they learn

3. What is a literacy work station? An opportunity for students to work alone or interact with others to independently apply the literacy skills they have learned.

4. Planning for work stations Space- place for students to work -tables or large surface to work, suitable according to activity, e.g. carpet for reading work station, computers Time- how often and how long to work in workstations –10-20 minute activities –Can be done daily with goal to finish Specific number of stations each day Specific number of stations completed by end of the week

5. Planning for work stations Accountability-two grades: participation grade and grade for work –Participation points –Student accountability rubric-grade themselves for on task behavior or work station leader assigns grades or reports positive behavior –Products are graded by the teacher using a traditional grading system

6. Teaching students to work in work stations Mini-lessons –10-20 minute lesson on the concepts to practice in work station –How to complete work station activities How to use materials How to solve a problem while working/where to go for help How to put materials away

7. Teaching students to work in work stations Management Board –Tells students which activities to do and when

8. Rotation Students or materials can rotate around the room. –Usually 3-5 students in a group All students can complete the same activities at each station. Differentiate All students can rotate to the same stations but students are guided toward different activities at each station. –Example- Groups 1 and 2 complete the activities in the red basket. Groups 3 and 4 complete the activities in the blue basket.

9. Rotation Typically work in 3-4 work stations at a time, build to about 5-10 Generic work stations- activity is the same content is different thus they never really change Specific work stations- change every few days (secondary) –Created for remediation needs Best to do a combination of both

10. Rotation Teachers decide how often to change –Daily –*Every few days, take two to three days to complete all of the stations

11. Choice Board Activities are presented on a board or chart Students choose which activities to complete Students can work alone, in pairs or a small group of 3 or 4 Teachers can set parameters –Must complete 4 activities by the end of the week –Must complete one activity from each category –Require students to choose 4 activities and specify three of the activities that must be complete

12. Choice Board- Random Activities Write a letter to a character in your book. Create a sketch of the setting of the story. Write a book review of the book you just finished reading. Write a poem describing what you just read. Compare two characters in the story. Create a new title and cover for your book. Map the events of the story. Write a sequel or a prequel to your story. Retell the a part of the story that had a big impact on you or had big impact on the plot of the story. Tell why you chose that part of the story.

13. Choice Board- Categories Magnificent Seven Reading Strategies SOL Activities (remediation) Grammar Skills Writing Reading Comprehension Activities Vocabulary/Word Study Multiple Intelligences By Novel Keep Bloom’s Taxonomy in mind when creating a choice board

14. Choice Board- Categories provided by Judith Goodman, literacy consultant Teacher Created Materials Bloom’s Taxonomy Gardner’s Multiple Intelligences Knowledge Comprehension ApplicationAnalysis Evaluation Synthesis MusicalWrite a song to tell the important information contained in the text, Explain events from the text using a rap song. Dramatize events from the text using the appropriate musical background. Compare two people or events from the text by writing a jingle for each. Justify a character’s views or actions through the lyrics of a song. Compose a musical composition that represents the characteristic s of a person in the text. Bodily- Kinesthetic Act out a vocabulary word from the text. Create a skit to summarize a section of the text. Organize information from the text using a living timeline. Classify information from the text using a tactile sort. Rate the importance of text information by moving to a specified area of the room. Compose a dance or group of movements to reteach text information.

15. Folder Activities Place activities in a file folder or pocket folder. –Includes directions and materials (basket) Students can work on activities –Alone, in pairs or in small groups –During a structured work station time –When finished seat work –Can move from activity to activity without having to be guided

16. Folder Activities Create enough for each student to have access to a file folder –Consider grouping: fewer folders if required to work in pairs or groups –Over time create several different activities –Create generic activities that can be used with different materials or text –Duplicate folders

17. Which stations are best for my classroom? Think about –What you teach –How you teach and manage your classroom –How your students work most productively

18. Which stations are best for my classroom? Classroom library Computer station Writing process station Reading response station Word Study stations Listening work station Literature circle station Generic work stations

19. Which stations are best for my classroom? Activities for each novel or story read Content-area station Use of strategies to apply to story or content specific to the text (ex. Different graphic organizers) Reading comprehension station Reinforce strategies and skills learned recently in class SOL Remediation Grammar station Specific work stations

20. Materials Begin with what you have in your classroom –Start with a worksheet and turn it into a center –Use your textbooks, class sets of novels, library materials Materials to create a management board –Poster –Pocket chart –Chart paper

21. Materials Provide all of the materials for the students to minimize off task behavior and unnecessary movement around the room Useful materials to have on hand –Scissors, glue, tape, pencils, pens, markers, index cards, zip lock bags, envelopes, paper, folders

22. To work together or not? First consideration- Do the students get along? All tasks assigned should be accessible to all students- homogenous grouping If it is a high interest task- let the students decide who they will work with Occasionally one student will tutor or serve as a model for another or other students

23. Which stations to complete? Teacher choice until students know a station well –Rotation –Choice board –Folder activity “Controlled choice”- teacher specifies which three out of four stations to choose from –Choice board –Folder activity Or teacher specifies which activities to complete at each station –Rotation –Folder activity

24. How do I get started? Teacher planning –Start with assessment data, what do students need to master? –Start small plan one or two stations at a time –Teach them well, be explicit, model with a group if you feel necessary

25. How do I get started? Teacher planning –Plan several activities to complete in one station –Be patient, may take a month or so before students are working the way you wish –If have a collaborative teacher or tutor, use them to monitor or work with students at one of the stations

26. Students working Make clear the grading expectation Tell/show students what to do and not to do in a station Be consistent with consequences Be flexible, create sponge activity or seat work for students that finish early or misbehave or reduce number of required stations for students that take their time. Use a timer to keep students on task

27. Application Real world activities –Write for the Creative Writing Festival or Podium –Read to understand how complete a college application –Sequencing to follow directions of an instruction manual Analyze, Create or Evaluation activities of Bloom’s Teach how to apply activities to real-life and test taking skills (multiple choice test)

28. Let’s work Figurative Language Work Station Character Trait Work Station Reading Comprehension Work Station Word Study Work Station Reading Response Work Station Writing Work Station Special thanks for teachers at Binford, King and Boushall for submitting lesson plans and activities used to create these work stations.

29. Did it get covered?

30. For a copy of the powerpoint http://monthlymeetings.wikispace s.com/ or email tjohnson5@richmond.k12.va.us