ELA Centers with Differentiation, Student Rubrics, and Menus for May

ELA Centers with Differentiation, Student Rubrics, and Menus for May
ELA Centers with Differentiation, Student Rubrics, and Menus for May
ELA Centers with Differentiation, Student Rubrics, and Menus for May
ELA Centers with Differentiation, Student Rubrics, and Menus for May
ELA Centers with Differentiation, Student Rubrics, and Menus for May
ELA Centers with Differentiation, Student Rubrics, and Menus for May
ELA Centers with Differentiation, Student Rubrics, and Menus for May
ELA Centers with Differentiation, Student Rubrics, and Menus for May
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Differentiated ELA Centers with EASY Teacher Prep!

This pack was created to support independent activities for the literacy block. It contains 10 differentiated activities that are slightly different than my other centers. Instead of creating one task with several different levels of difficulty cards, the activities are differentiated by either the complexity of the recording sheet and task or by the actual readability of the task. I made this change to help teachers create meaningful, differentiated centers, while requiring less time to prepare and create! Another feature I added to this pack is a printable resource poster for EACH center! The centers include:

• Campfire Collective Nouns-The student will put together puzzles with collective nouns matching the collective noun, a picture, and a description of the collective noun. The first recording sheet requires students to match the collective noun puzzles and record what students believe the meaning is, based on sentence level context. For a more difficult task, copy the two recording sheets front to back. The second recording sheet requires students to match the collective noun puzzles, and then use four of the words in a sentence.

• Decoding Sweet Treats- The students will draw a card with a picture of words with inconsistent but common spelling-sound correspondences. The student will “read” the picture on the card and mark the word on the recording sheet with the bingo dauber.

• Camping Out with Complete Sentences- The student will read the words on the card and match them to a complete or incomplete sentence card. Two different recording sheets are included for differentiation. The first recording sheet requires students to identify complete or incomplete sentences. The second recording sheet (front and back) requires students to identify and correct incomplete sentences.

• Hiking Through Irregular Plurals- The students will read cards with sentences. A blank with a noun in parenthesis is included in each sentence. Students will find the irregular plural of the noun to complete the sentence. Two different recording sheets are included for differentiation. The first recording sheet requires students to make the irregular noun plural. For a more difficult task, copy the first recording sheet and second recording sheet back to back. The second recording sheet requires students to write the additional irregular plural nouns and use them in a sentence.

• Growing Some Possessive Nouns-The students will pick a card and write the possessive nouns described on the card. Two different recording sheets are included for differentiation. The first recording sheet requires students to write the possessive noun.. The second recording sheet requires students to write the possessive noun created from the cards, and then sort as a plural or singular possessive noun.

• Irregular Verbs Field Day Fun- The students will read cards with sentences. A blank with a verb in parenthesis is included in each sentence. Students will find the irregular past tense of the verb to complete the sentence. Two different recording sheets are included for differentiation. The first recording sheet requires students to make the irregular verb in the past tense. For a more difficult task, copy the first recording sheet and second recording sheet back to back. The second recording sheet requires students to write the additional irregular verbs and use them in a sentence that describes a picture.

• Camping Out with Main Idea-The students will read paragraphs to determine the main idea. Two differentiated versions of main idea cards can be used. One version has a picture clue in the bottom right corner to match the topic. The second version has a numbered flower, so the students do not have a visual cue about the topic or main idea. Each version of the main idea cards has a correlating recording sheet. The first recording sheet allows students to select the main idea from a set of multiple choices. The second recording sheet requires students to write the main idea of each paragraph.

• A Splash of Context Clues- Students will draw a card and determine the meaning of the underlined and bolded word. Two different recording sheets are included for differentiation. The first recording sheet requires students to choose the meaning of the unknown word from a multiple choice bank. The second recording sheet requires students to write in the meaning of the unknown word.

• Be a Literary Reading Detective- The students read a poem and then can either answer questions about the poem, or can use question stem cards, to create and answer their own questions about the poem. Because this is a poem, the text is NOT differentiated.

• Be an Expository Reading Detective- Students read a piece of expository text (a recipe of how to make a s'more) and then can either answer questions about the passage, or can use question stem cards, to create and answer their own questions about the passage. Because this is a recipe, the text is NOT differentiated. Picture cards for sequencing and cards with temporal words (first, next, then, etc.) are also included. Students can use the foldable to write a how to paragraph describing how to make a s'more after reading the recipe and using the sequence cards.

Teacher’s Helpers Included!

This is an additional pack of teacher’s helpers to make your literacy block as smooth as possible! Included in this file is:

• Center Icons for Rotations or Bin Labels- These are square labels that match each of the centers’ cover sheets. These are perfect for center rotations or for labeling bins.
• Center/ Work Stations Menu or Cover Sheet- I created this sheet for students to check off as they complete the center/work station each day. They can also be used as a daily or weekly reflection piece for students.
• Student’s Reflection Rubric- At the end of the week, students have a simple rubric to complete that allows them to reflect on their effort and understanding.
• Simple Grading Sheet- This is a simple sheet for teachers to staple to the top of all of one student’s centers. There is a checklist of all the centers and teachers can score all of the centers for one student. There are four checklists to a sheet.
• Teacher Check Sheet- Editable checklist to mark off if students have turned in all the centers in this pack.

Common Core Standards Addressed in this Pack
• CCSS.ELA-LITERACY.RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
• CCSS.ELA-LITERACY.RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
• CCSS.ELA-LITERACY.RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
• CCSS.ELA-LITERACY.RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
• CCSS.ELA-LITERACY.L.2.1.A Use collective nouns (e.g., group).
• CCSS.ELA-LITERACY.L.2.1.B Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
• CCSS.ELA-LITERACY.L.2.1.D Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
• CCSS.ELA-LITERACY.L.2.2.C Use an apostrophe to form contractions and frequently occurring possessives.
• CCSS.ELA-LITERACY.L.2.4.A Use sentence-level context as a clue to the meaning of a word or phrase.
• CCSS.ELA-LITERACY.RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
• CCSS.ELA-LITERACY.RF.2.3.E Identify words with inconsistent but common spelling-sound correspondences.

Happy Teaching!
mandyholland@hotmail.com
http://www.tips-for-teachers.com/
http://mandys-tips-4-teachers.blogspot.com/


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