Differentiated Reading Centers Guiding Independent Learners PPT 2 JohnsonDavis, 81208.ppt

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Differentiated Reading CentersGuiding
Independent Learners
Part II
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Differentiated Reading CentersGuiding
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 Augu
st, 2008
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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

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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

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FAQs 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?

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• Student Center
• Activities
• Book 1
• Phonological
• Awareness
• Phonics
• Fluency
• Book 2
• Vocabulary
• Comprehension

www.fcrr.org
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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

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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
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Activity Masters
Word Blending P.068.AMIa
Word Blending P.068.AMIb
Reusable Material
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Student Sheet
Consumable Materials
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Activity Plan
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Phonics
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Word Play
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Alphabet Arc Upper Lower Case
z
n
o
m
l
k
j
i
g
f
e
d
c
b
a
x
w
v
u
t
s
r
q
p
y
h
N
M
L
O
K
P
J
Q
I
R
H
S
T
G
U
F
V
E
W
D
X
C
Y
B
Z
A
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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.
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Explicit Instructional Routine
a
c
p
m
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Short and Long Vowel Sounds
P l a n
e
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Blends and Phonograms
knock
block
clock
stock
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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
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Activity Plan
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Fluency
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Scaffolding Fluency Development
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

• Hi! Im 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

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Fluency Goals Grade 1 53 WCPM Grade 2 89
WCPM Grade 3 107 WCPM 50th percentile from
Hasbrouck Tindal study
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• Establish Fluency Routines
• Read Connected Text
• Reread Passages
• Partner or Paired Reading
• Choral Reading
• Readers Theatre
• Tape-Assisted Reading
• Reading with Feeling

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Fluency Progress Chart
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Activity Master
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• Fluency Charts
• www.interventioncentral.org
• tool for creating CBM fluency probes

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Vocabulary
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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.

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Practice High Frequency Word Walls

• Letter Sounds and Context
• Write j on the board and say
• The word Im 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.

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eye
eyelash
lash
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Which Words Go Together?

• cat
• bear
• fish
• jump
• dog
• bare
• mouse
• whale
• wail
• growl
• skip

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• Categorize

• 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.

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Degrees of Meaning
Stand
Crawl
Walk
Jog
Skip
Run
Silent
Whisper
Speak
Scream
Shout
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Text Comprehension
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Summarizing
What did he want?
What did he get?
Hare
How did he try to get it?
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Sequencing
First
Next
After That
Finally
Bear says he will take the tops.
Hare and his family tend the crops.
Bear gets the tops of carrots, radishes, and
beets.
Bear is mad about being tricked.
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Graphic Organizers and Activities
K W L Charts
Semantic Feature Analysis
Get the Gist
Venn Diagram
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Activity Plan
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Activity Master
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Student Sheet
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Questions ? ? ?
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• THANK YOU!!!
• Charlotte Johnson-Davis, Ph.D.
• cldavis_at_fcrr.org