WHO: The teacher uses the grid to support and inform teaching practices and student achievements.
WHAT: The Literacy Centre and Reading Centre grids can be personalized and formatted to accommodate for a number of different checkboxes. It is a good tool to track ongoing student achievement and curriculum outcomes for reporting purposes. My Literacy Centres include a variety of activities for students to engage in small groups of 4 ex: phonics games, reading games, exploration of dictionaries and word formations, etc.
HOW: I use the grid on a daily basis in the classroom. I have a clipboard with 20 copies of the “Literacy Centres” grid on it (so I don’t have to print off a new copy every day) and walk around the room observing students. I make short jot notes and check off the boxes of my desired outcomes every day. Each row of students on the grid belong to a leveled reading group named after an animal. I group my students based on their DRA scores, DIBELS results and their interests. The checklists are a great tool to use when assessing the effectiveness of my reading centres and group dynamics. I often call upon my notes during parent-teacher meetings and when writing reports. The notes and checklists provide an easy way to track reading behaviours, student achievements and development of students skills.
WHEN: I schedule my students Literacy Centre time upon entry to the classroom in the morning. I am always ready with my clipboard and student attendance when students arrive. It is a very good way to ensure that students get straight to work while also having an opportunity to engage in social literacy activities when transitioning into ‘school mode.’ Reading Centres occur later in the morning and consist of 5 different reading stations. Reading groups cycle through one station each day for 20 minutes.