1. Marcia L. Kosanovich, Ph.D. The Florida Center for Reading Research Florida State University www.fcrr.org National Reading First Conference July 18-20, 2007 St. Louis, MO Differentiating Instruction by Implementing and Managing Student Center Activities

2. “We can, whenever and wherever we choose, successfully teach all children to read. We already have reams of research, hundreds of successful programs, and thousands of effective schools to show us the way. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far” (McEwan, 1998).

3. Reading First Four Pillars of an Effective Reading Program: Valid and Reliable Assessments Instructional Programs and Aligned Materials High Quality Professional Development Dynamic Instructional Leadership

4. Objectives for Today To learn about Student Center Activities and Professional Development created at FCRR. To learn how to use this resource to differentiate instruction to increase student learning.

5. What I Know About Differentiated Instruction K What I Know W What I Want to Know L What I Learned K-W-L Chart

6. What I Want to Know About Differentiated Instruction K What I Know W What I Want to Know L What I Learned

7. Characteristics of the Reading Block High Quality Instruction Minimum of 90 minutes of uninterrupted instruction –Whole Group Instruction –Small Group Instruction and Practice Teacher-Led Instruction –Flexible –Differentiated –Homogeneous Independent Student Centers –Differentiated

8. Reading First Site Visits (conducted by FCRR) Classroom Observations Student Data Interviews –Teachers –Reading Coaches –Principals

9. Determination: To assist teachers in differentiating instruction

10. K-1 Project Materials A Professional Development DVD and 3 Books: 1.Phonemic Awareness and Phonics Student Center Activities 2.Fluency, Vocabulary, and Comprehension Student Center Activities 3.Teacher Resource Guide (accompanied by the professional development DVD)

11. 2-3 Project Materials A Professional Development DVD and 3 Books: 1.Phonemic Awareness and Phonics Student Center Activities 2.Fluency, Vocabulary, and Comprehension Student Center Activities 3.Teacher Resource Guide to accompany the professional development DVD

12. Who is this resource for and what are the expectations? Florida Reading First Coaches and Teachers Not mandatory A free resource available on FCRR’s website: www.fcrr.org

13. Role of the Coach If the Student Center Activities are going to be used, it is expected that the Reading Coach will provide professional development to the teachers. The Teacher Resource Guide and the DVD are designed to support this professional development.

14. Teacher Resource Guide The Five Components of Reading Frequently Asked Questions Implementing and Managing Student Centers in the Classroom Interpretation of Activity Plans Implementation of Activity Plans Crosswalk Glossary

15. 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

16. Phonics (K-1 example) Letter Recognition –Students practice matching, identifying, and ordering the letters in the alphabet. Letter-Sound Correspondence –Students practice identifying and ordering letter sounds (initial, final, and medial). Onset and Rime –Students first practice identifying the initial consonant or consonants (onset) and the vowel and any consonants that follow it (rime); 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, and roots and inflections to make words.

17. Comprehension (2-3 example) Narrative Text Structure –Students practice identifying story elements (characters, setting, sequence of events, problems, solution, plot, and theme). Expository Text Structure –Students practice identifying details, main idea, and important information in expository text. Text Analysis –Students practice identifying and organizing text. Monitoring for Understanding –Students practice using strategies to comprehend text.

18. VIDEO for questions 1 and 2 5:10-10:14 FAQ’s Concerning Reading Centers (K-3) 1.What is differentiated instruction? 2.What is a Reading Center? 3.What are examples of Reading Centers and Activities? 4.How are these Reading Centers different from the Centers of the past? FAQs

19. FAQ’s Concerning Reading Centers K-1 Project –Why are these Reading Centers and not Literacy Centers? –Can other more traditional Centers be used? 2-3 Project –Why should Student Center Activities be implemented in second and third grades?

20. Implementing and Managing Student Centers in the Classroom I.Form Flexible Groups Based on Assessment II.Identify Appropriate Center Activities Based on Assessment III.Design Center Management System IV.Implement a Behavior Management System V.Give Explicit Center Directions VI.Organize the Classroom VII.Manage Transitions VIII.Establish Accountability

21. I. Form Flexible Groups Based on Assessment Teacher-Led Groups –Group size (from 3-8 students) –Keep high-risk group sizes small (3-5 students) –Work with each small group differently based on instructional need as determined by results of the various reading assessments.

22. I. Form Flexible Groups Based on Assessment Monitor progress of those most at-risk students more frequently to make instructional changes to accelerate learning: –Size of the small group –Group members –Level of explicitness –Amount of scaffolding –Length of time for targeted instruction

24. II. Identify Appropriate Center Activities Choose Activities that target each group’s instructional need. Plan with the learning objective in mind, not the product.

25. III. Design Center Management System Establish time efficient routines and protect instructional time –Group Formation –Activities –Center location/areas –Systematic movement of student groups –Scheduling of center time

26. III. Design Center Management System Center management boards are graphic organizers that answer Where? When? and What? –Large –Matching words/icons –Student should know how to read it independently Management System

27. IV. Implement Behavior Management System 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 –How to clean up –How to decide who goes first

28. IV. Implement Behavior Management System Questions to ask yourself –Did I introduce too many Centers at once? –Did I do an effective job explicitly teaching the activity? –Have the students mastered the skill and need to move on? –Is the activity interesting to the student? –Do students 3 and 6 work well together? –Is this Activity to difficult for students to do independently? Behavior Management

29. V. Give Explicit Directions Teacher Models and Explains Activity Teacher Provides Guided Practice Teacher Provides Supported Application Independent Practice Explicit Directions

30. VI. Organize the Classroom Allows students to –Easily locate materials –Focus on academics –Use Center time productively Organize Classroom

31. VII. Manage Transitions Protects and maximizes valuable instructional time –Routines –Expectations –Use the time instructionally

32. VIII. Establish Accountability Prevents students from making the same errors Provides opportunity for teachers to instill the importance of quality work Conveys the importance of each academic task Accountability

33. Implementing and Managing Student Centers in the Classroom: System Two I.Form Flexible Groups Based on Assessment II.Identify Appropriate Center Activities Based on Assessment III.Design Center Management System IV.Implement a Behavior Management System V.Give Explicit Center Directions VI.Organize the Classroom VII.Manage Transitions VIII.Establish Accountability

34. Interpretation of Activity Plans Activity Plans –Used by the teacher to plan and teach an activity –Sequenced by concept in a logical order within each component Activity Masters –Used by the students –May need to be copied –Can be laminated and stored for future use Student Sheets –Used by students (consumable) –Need to be copied for each student Interpretation of Activity Plans

36. Implementation of Activity Plans Preparing and Organizing Materials Setting Up Centers Computer-Based Centers Selecting Quality Computer Software and Technology-Based Curricula Materials Materials Needed for all Student Center Activities

37. Crosswalks Crosswalks are sorted by 1.Activity Number and Subcomponent 2.DIBELS measures 3.Kindergarten or First Grade GLE 4.Second or Third Grade GLE

39. Glossary

40. Book One

50. Book Two

63. What I Learned About Differentiated Instruction K What I Know W What I Want to Know L What I Learned

64. Acknowledgements Just Read, Florida! at the Florida Department of Education K-3 Project Development Team at FCRR Marcia Kosanovich, Ph.D. Teresa Logan, M.S. Connie Weinstein, M.Ed. Kelly Magill, M.S. Sarah Stafford, Ed.S. Jeannie Keaton, Ed.S. Curriculum Review Team at FCRR Georgia Jordan, M.S. Michelle Wahl, M.S. Mary Van Sciver, M.S. Lila Rissman, M.S. Elissa Arndt, M.S., CCC-SLP

65. Thank You! www.fcrr.org