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.
a title page
a generic task card
targeted graphic organizers that you can use to focus on the skill level
appropriate for your students. (Products)
examples of completed graphic organizer at each level using readily available
Notes to teachers citing supporting research and/or implementation suggestions.
A completed graphic organizer can function as another form of assessment.
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.
You can provide a place for completed work. Work stations can go to the children
instead of the other way around.
Lamination increases their life span.
You could also place the sheets in page protectors and hold them together with a ring.
Students can place completed work in an empty page protector.
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.
©Deborah Levitt & Doreen Bevilacqua