The series of Reading Work Stations / Literacy Centers I am posting provide a meaningful application of skills and strategies that have been taught and modeled.
They are differentiated by content, process and product so that you can address the needs of individual students.
They enable you to evaluate students’ understanding of what has been taught; providing additional evidence of their progress. That allows you to fine-tune your instruction.
o A title page
o an objective
o a generic task card
o targeted graphic organizers that you can use to focus on the skill level appropriate for your students. (Products)
o Examples of completed graphic organizer at each level using readily available trade books
o Notes to teachers citing supporting research and/or implementation suggestions.
o Writing a summary paragraph will extend the impact of any graphic organizer. When writing a summary paragraph, some students benefit from the additional support offered by sentence starters, e.g.: This author informed me about…/ This author entertained me by…/ I was persuaded by this author when…
The title page can be attached to the front of a folder. The task card(s) can be placed inside the folder on the left. Blank graphic organizers can be placed on the right.
o You can provide a place for completed work.
Lamination increases their life span.
You could also place the sheets in page protectors and hold them together with a ring.
When students are directed to read or reread a story you can place a narrow post-it with the title on the line provided on the task card.