This instruction booklet is a synthesis of classroom experience and information gathered from the following resources. Reutzel, R.

This instruction booklet is a synthesis of classroom experience and information gathered from the following resources. Reutzel, R. (2003) Managing a Centers Environment [PowerPoint slides]. Retrieved from http://earlychildhoodeducation.usu.edu/images/pdf/ Fountas, I. & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. NH: Heinemann Diller, D. (2003). Literacy work stations: Making centers work Portland, ME: Stenhouse

All centers are literacy based and give students an opportunity to practice reading and writing skills. Centers are timed (20-25 minutes) Students use the workboard to tell them where to go each day Students complete 3-4 center rotations each day Keep centers fresh by introducing new big books, poems, songs, writing projects, and phonics skills/games Students are heterogeneously grouped and Note: The workboard looks like this after the 6 week training period. These centers are introduced one at a time. THE WORKBOARD contain 4-6 students Consider behavior as you group students Change student groups as needed (usually once a quarter) Move only the name cards one to the right each day A workboard remains the same all week (or longer). Center cards can be changed at the beginning of the week and only a few cards need to be changed Avoid crowding and excessive noise by considering room placement as you place the icons. If buddy reading and poems and songs both take place in the back of the room, try to only have one group there per rotation.

Training takes 6 weeks Start training the 2 nd week of school Introduce one to two centers each week Go through ALL training steps for each new center Slowly integrate the new centers into the workboard Find an effective quiet signal to help students know it s time to gather, clean, or transition During training make sure students practice in groups of 2 and 3 students. This will help them understand routines when they have odd numbers due to absences or kids reading with the teacher

The first 6 weeks

First Week

Show students the workboard icon Discuss WHY this center is important (to become a better reader) Demonstrate the center routine (teacher modeling) After you model, ask What did you see me do? On a large chart, write down what they say. List 4-5 steps Discuss why each step is important. Before the lesson prepare a small post-it note with a list of 4-5 pre-planned center steps. You may need to discretely refer to your notes as you guide students to create their own rules/routines

Ask 3 students to model the center routine in front of the class. During the demonstration, refer to the chart and compliment the 3 students. After the demonstration, the whole class critiques what they saw. Go through each step. If the 3 students followed the step correctly, draw a smiley next to it. If they didn t to it exactly right, draw a frowny. Get a commitment from every student in the class Define where the students will practice in the room The whole class tries the center (Practice for 3-5 minutes. You want to keep the time short so all students can be successful). Walk around with a clipboard that has a class list attached write one positive thing about each student Gather the class and debrief by discussing things that went well. Read what is on the clipboard. Refer to the chart and walk through each step. If the entire class did the step perfectly draw a smile. If they did not, draw a frown (use a different color) ** Later that day, type and laminate an instruction card to leave up in the center using the same language and pictures the students came up with.

Show the laminated instruction card you made the day before. Read it together. Place the instruction card in the center. Follow the same outline from day one. Do not skip any steps. As the class practices, try to add on a little time (5-7 minutes) After the whole class practices, use the chart to debrief. Use a colored marker to draw smileys or frowns. Be very picky. Behavior and routines must be perfect. You may want to have 3 students model frown steps again. You could also have the whole class practice that step again. Tell students you will practice again tomorrow to see if they can earn all smiles

Tell students you will practice again tomorrow to see if they can get all smiley faces. Put a green box around any steps that need more practice the next day. Show the instruction card from the day before. Review it again together. Follow the same outline from day one. Do not skip any steps. Before the class practices, discuss what went well the day before. Then, discuss the steps they had trouble with the day before. Draw a green box around the steps you really want them to perfect. The whole class practices the center. Add on a little time (7-8 minutes). After the whole class practices, gather them together and use the chart to debrief. Use a different color of marker to draw smiley faces. Draw extra attention to the green boxed steps they were supposed to be trying to improve. Discuss their behavior together. Prompt them to be reflective. If they improved, draw a smile. Be very picky! If they were not perfect draw a frown.

Follow the same outline from day one. Today you can skip the teacher modeling. Before the class practices, discuss the steps that went well the day before. Then discuss the steps they had trouble with the day before. The whole class practices the center After the whole class practices, use the chart to debrief. Use a different color of marker to draw smiley faces. Draw extra attention to the green boxed steps and discuss if they improved. Be very picky! If they were not perfect draw a frown. Behavior and routines must be perfect. Tell students you will practice again tomorrow to see if they can get all smiley faces. Put a green box around any steps that need more practice the next day.

Follow the same outline from day one. Today you can skip the teacher modeling and 3 student demonstration. Discuss what went well the day before. Also discuss the steps they had trouble with the day before. Set a positive tone before you send them to practice. Tell them they will learn a new center tomorrow if EVERYONE does the routines PERFECTLY and they earn ALL smiley faces. The entire class practices. Add on a little time (8-10 minutes) After the whole class practices, use the chart to debrief. Hopefully, they will have mastered this routine. If not, DO NOT be tempted to move on and teach a new center! Repeat the entire process the next day. If they earn all smiles, teach a new center

Week 2

Show students the 2 nd workboard icon Discuss WHY this center is important (reading familiar poems and songs helps us become better readers because we can practice reading smoothly with expression, and recognize words we know) Demonstrate the center routine (teacher modeling) After you model, ask What did you see me do? On a large chart, write down what they say. List 4-5 steps Discuss why each step is important. Before the lesson prepare a small post-it note with a list of 4-5 preplanned center steps. You may need to discretely refer to your notes as you guide students to create their own rules/routines

Ask 2 students to model the center routine in front of the class. During the demonstration, refer to the chart and compliment the students. After the demonstration, the whole class critiques what they saw. Go through each step. If the 2 students followed the step correctly, draw a smiley face next to it. If they didn t to it exactly right, draw a frowny face. Get a commitment from every student in the class Define where the students will practice in the room The whole class tries the center (Practice for a 3-5 minutes. You want all students to be successful). Walk around with a clipboard that has a class list attached Write one positive thing about each student Gather the class and debrief by discussing things that went well. Read what is on the clipboard. Refer to the chart and walk through each step. If the entire class did the step perfectly, draw a smiley. If they did not, draw a frowny (use a different color marker). **Later that day, type and laminate an instruction card to leave up in the center using the same language and pictures the students came up with.

Show the instruction card from the day before. Read it together. Place the instruction card in the center. Follow the same outline from day one. Do not skip any steps. As the class practices, try to add on a little time (5-7 minutes) After the whole class practices, use the chart to debrief. Use a different color of marker to draw a smile or frown. Be very picky. Behavior and routines must be perfect. You may want to have 3 students model frowny steps again. You could also have the whole class practice that step again. Tell students you will practice again tomorrow to see if they can get all smiley faces.

Follow the same outline from day one. Do not skip any steps. Before the class practices, discuss what went well the day before. Then, discuss the steps they had trouble with the day before. Draw a green box around the steps you really want them to perfect. The whole class practices the center After the class practices, use the chart to debrief. Use a different color of marker to draw smiley faces. Draw extra attention to the green boxed steps and discuss if they improved. Be very picky! If they were not perfect draw a frown. Behavior and routines must be perfect. Tell students you will practice again tomorrow to see if they can get all smiley faces. Put a green box around any steps that need more practice the next day. If students are mastering routines, you will want to try practicing independent reading and personal readers together the next day. Prepare student group name cards with 4-6 students in each group.

After the demonstration, the whole class critiques what they saw. Go through each step. If the 3 students followed the step correctly, draw a smile next to it. If they didn t to it exactly right, draw a frown. (you can write on the laminated posters with an overhead pen and erase it later) Show students the workboard (you will have placed them in groups prior to this lesson. Make sure to flip over the second row of cards so students can t see the icons). Half the class will be practicing independent reading while the other half is practicing personal readers. Review the instruction card (laminated typed rules) for each center. Ask a few students to model both center routines in front of the class. During each demonstration, refer to the chart and compliment the students.

Define where the students will practice in the room Call on groups one at a time to go to their assigned center. Practice 7-10 minutes Gather the class and debrief by discussing things that went well and things that need improvement in each center. Refer to the charts and walk through each step. If groups did the step perfectly, draw a smiley. If they did not, draw a frowny. Turn over the second row of cards on the workboard Have groups go to their second center. This will give them the opportunity to practice both centers in one day. Don t forget to debrief again and add smiles or frowns.

instruction card Prepare 5-10 copies of paper size (8 ½ x 11) instruction cards before training. Write group member names on the top of each sheet. Review the instruction card (laminated typed rules) for each center. Review the workboard Define where the students will practice in the room Call on groups one at a time to go to their assigned center (first row) Practice 10-12 minutes (just like the day before). Instead of debriefing as an entire class, you will be gathering groups one at a time. While they are in their first center, walk around with clipboard and take notes on each group s behavior. If you have 2 adults the room, one should monitor independent reading while the other monitors personal readers.

At the end of the rotation, gather the personal readers group. Show them their instruction card. Debrief and walk through each step. Draw smiley or frowny faces. You will be debriefing with all the personal reader groups at the same time. While you do this, the other groups should still be independent reading. (if you have another adult in the room, have him or her debrief with the independent reading groups while you are debriefing with the personal readers group). Debrief with the independent reading groups. Follow the same steps mentioned above. While you do this, the personal readers groups should go back to reading. You will be filling out 2-3 of each of these sheets, 1 for each group

Insert Move the group cards one place to the right Review and practice 1 st and 2 nd center by repeating yesterday's routine If all groups get ALL smileys teach a new center

Week 3

This week rearrange your workboard so children practice all 3 centers. Getting the workboard ready

Show students the 3 rd workboard icon Discuss WHY this center is important (writing helps us share our messages and also helps us become stronger readers) Demonstrate the center routine (teacher modeling) After you model, ask What did you see me do? On a large chart, write down what they say. List 4-5 steps Discuss why each step is important.

Walk around with clipboard and take notes on each group s behavior, using the group instruction cards. Focus on the writing center since it is new. If you have 2 adults the room, one should monitor independent reading and personal readers while the other monitors big books. Use the big class chart to debrief. Later today, make a group instruction card for tomorrow. Gather the writing group to debrief. While you do this, the other groups should still be reading. Show them their instruction card. Debrief and walk through each step. Use a marker to draw smiley or frowny faces. Send them back to write. Gather the independent reading group. Debrief. Send them back to read. Gather the personal reader group. Debrief (if you have another adult in the room, have him or her debrief with the personal reader group at the same time). Have all groups clean up. Flip over the next row of icons on the workboard Model and discuss how to quickly, quietly transition to the next center. Have each group point to their next destination

Switch to the 2 nd center Practice for 10 minutes Debrief following the same procedure as above Have all groups clean up Flip over the next row of icons on the work board Have each group point to their next destination Switch to the 3 rd center Practice for 10 minutes Debrief following the same procedures as above Have all groups clean up Gather as a class to discuss behavior and make goals for the next day.

Show the instruction card from the day before. Read it together and review routines. Place the instruction card in the center. Ask 3 students to model the center routine in front of the class. During the demonstration, refer to the chart and compliment the 3 students. After the demonstration, the whole class critiques what they saw. Go through each step. If the 3 students followed the step correctly, draw a smiley face next to it. If they didn t to it exactly right, draw a frown face.

Move the group name cards one place to the right Review the workboard with the students (Only the top row of cards should be face up. Flip the 2 nd and 3 rd row over so students can t see icons) Review where the students will practice each center in the room Dismiss groups one at a time to practice their first center. Repeat yesterday s routine by practicing and debriefing each center If all groups get ALL smileys teach a new center

Week 3

Changing the Workboard This week rearrange your workboard so children are practicing all of the centers you have introduced. Make sure kids have writing center and poems and songs as frequently as possible, since they are new centers. Remember, poems and songs shouldn't have more than one group practicing at a time (space and poster limitations) The other centers can have multiple groups.

Show students the 4th workboard icon Discuss WHY this center is important (reading familiar poems and songs helps us become better readers because we can practice reading smoothly with expression, and recognize words we know) Demonstrate the center routine (teacher modeling) After you model, ask What did you see me do? On a large chart, write down what they say. List 4-5 steps (Before the lesson prepare a small post-it note with a list of 4-5 pre-planned center steps. You may need to discretely refer to your notes as you guide students to create their own rules/routines). Discuss why each step is important

Ask 2 students to model the center routine in front of the class. During the demonstration, refer to the chart and compliment the 2 students. After the demonstration, the whole class critiques what they saw. Go through each step. If the 3 students followed the step correctly, draw a smiley face next to it. If they didn t to it exactly right, draw a frown face. Review the workboard with the students (Flip over the 2 nd and 3 rd row of icons). Define where the students will practice each center in the room Dismiss groups one at a time to practice their first center. Walk around with clipboard and take notes on each group s behavior, using the group instruction cards. For personal poems and songs, use the big class chart to debrief. Make a group instruction card later for tomorrow. If you have 2 adults the room, one should monitor 2 centers and the other should monitor the other 2 centers. Gather the poems and songs group to debrief. While you do this, the other groups should still be reading. Debrief and walk through each step. Use a marker to draw smiley or frowny faces. Send them back to read. Gather the other groups one at a time, debrief, then send them back to read. (If you have another adult in the room, have him or her debrief with 2 of the groups).

Have all groups clean up. Flip over the next row of icons on the workboard Have each group point to their next destination Quietly transition to the next center. Switch to the 2 nd center Practice for 10 minutes Debrief following the same procedure as above Have all groups clean up Flip over the next row of icons on the work board Have each group point to their next destination Switch to the 3 rd center Practice for 10 minutes Have all groups clean up Debrief following the same procedures as above Gather as a class to discuss behavior and make goals for the next day.

Show the instruction card from the day before. Read it together and review routines. Place the instruction card in the center. Move the group cards one place to the right Review and practice all 3 centers by repeating yesterday's routine If all groups get ALL smileys teach a new center

Week 4

Changing the Workboard This week rearrange your workboard so children are practicing all of the centers you have introduced. Make sure kids have big books frequently. No more than one group should be in Big Books each rotation.

Show students the 5th workboard icon (reading big books helps us practice reading strategies) Discuss WHY this center is important Demonstrate the center routine (teacher modeling) After you model, ask What did you see me do? On a large chart, write down what they say. List 4-5 steps Discuss why each step is important

Ask 2 students to model the center routine in front of the class. During the demonstration, refer to the chart and compliment the students. After the demonstration, the whole class critiques what they saw. Go through each step. If the 3 students followed the step correctly, draw a smiley face next to it. If they didn t to it exactly right, draw a frown face. Review the workboard with the students. At this point all you should be able to show students the entire workboard without flipping over any rows. It is helpful to use a green paper arrow to indicate which rotation they are in each time. Define where the students will practice each center in the room Dismiss groups one at a time to practice their first center. Walk around with clipboard and take notes on each group s behavior, using the group instruction cards. Make a group instruction card later for tomorrow. Gather the big book group. While you do this, the other groups should still be reading. Debrief and walk through each step. Use a marker to draw smiley or frowny faces. Send them back to read. Gather the other groups one at a time, debrief, then send them back to read. (If all the other centers seem under control you can skip debriefing with every group. You may only need to focus on the new center: Big Books)

Have all groups clean up. Move the green paper arrow down a row Have each group point to their next destination Quietly transition to the next center. Switch to the 2 nd center Practice for 10 minutes Debrief following the same procedure as above Have all groups clean up Move the green paper arrow down a row Have each group point to their next destination Switch to the 3 rd center Practice for 10 minutes Have all groups clean up Debrief following the same procedures as above Gather as a class to discuss behavior and make goals for the next day.

Move the group cards one place to the right Review the big book instruction card. Read it together and discuss the routines. Ask 3 students to model the center routine to remind everyone what to do. Practice all 3 centers by repeating yesterday's routines Move the group cards one place to the right Discuss any routines the students need to work on today. Review the big book instruction card. Read it together and discuss the routines. Ask 3 students to model the center routine to remind everyone what to do. Practice all 3 centers by repeating yesterday's rotation. Instead of filling out behavior instruction cards and debriefing with individual groups, clean up and gather in a large circle, as a whole class Ask children to reflect and share things that went well during literacy centers (have 4-6 students share) Ask children to share things that didn t go well. Make sure to brainstorm solutions to their problems, as a class. If you notice children solving their own problems during literacy centers, be sure to highlight the way they solved it. ***THIS 3-5 MINUTE CIRCLE SHARE TIME IS VERY EFFECTIVE! IT HELPS CHILDREN BE ACCOUNTABLE FOR BEHAVIOR AND ALSO TEACHES THEM TO PROBLEM SOLVE AND SET GOALS

Week 4

Show students the 6th workboard icon Discuss WHY this center is important (buddy reading is fun and the best way to practice fluency. We can practice our reading skills and strategies) Today I will be showing you how to buddy read by reading the SAME BOOK. Demonstrate the center routine (teacher modeling with a partner) sit shoulder to shoulder Use a soft voice Partners choose 1 book (model peacefully choosing a book) Have your partner reads a page of his or her book and you model check for understanding by saying, I just heard you read. (summarize the page) Partner indicates if it is correct Switch Roles. You read a page of the book Partner checks for understanding Partner reads, and you model not correctly summarizing the reading. Partner says, that is not what I read. Partner rereads the page Model correctly summarizing Discuss with the class the role of the listeners when a reader is reading After you model, ask What did you see me do? On a large chart, write down what they say. List steps

Review the buddy reading rules. Ask 2 students to model the center routine in front of the class. During the demonstration, refer to the chart and compliment the 2 students. After the demonstration, the whole class critiques what they saw. Go through each step. If the 2 students followed the step correctly, draw a smile next to it. If they didn t to it exactly right, draw a frown. Get a commitment from every student in the class Assign partners and define where the students will practice in the room The whole class tries the center (Practice for a 3-5 minutes. You want to keep the time short so all students can be successful). Gather the class and debrief by discussing things that went well.

Show students a new chart titled SAME BOOK, I READ YOU READ Say, We have practiced buddy reading by reading the same book and having one person read while the other person checked for understanding. Today we are going to learn another way you can read the same book. Explain the strategy I read you read. (One partner reads a page and then the other partner reads the exact same page, trying to sound as fluent as possible.) Model it with a partner in front of the class

Discuss how partners want to help each other read smoothly with expression. The 1 st partner should read fluently and the 2 nd the second partner tries to make his or her pace and expression match the partner that goes first. Ask 2 students to model the center routine in front of the class. After the demonstration, the whole class critiques what they saw. Assign partners and define the students will practice in the room The whole class tries the center Gather whole class in a circle and debrief

Show students chart titled DIFFERENT BOOK Today we are going to learn another way you can read with a buddy. Explain the strategy Read a Different Book. Demonstrate the center routine (teacher modeling with a partner) sit shoulder to shoulder Each partner chooses his or her own book Have your partner reads 1 page of his or her book and you check for understanding Partner indicates if it is correct Your partner closes his or her book, keeping his or her finger in to mark the page Switch Roles. You read a page of the book Partner checks for understanding You indicate if it is correct You close your book and mark your place by keeping a finger inside Repeat After you model, ask What did you see me do? On a large chart, write down what they say. List steps

Ask 2 students to model the center routine in front of the class. After the demonstration, the whole class critiques what they saw. Assign partners and define where the students will practice in the room The whole class tries the center Gather whole class in a circle and debrief

Changing the Workboard This week rearrange your workboard so children are practicing all of the centers you have introduced.

Today students will be using the workboard again but first teach a manners minilesson for the Buddy Reading Center. Teach a minilesson on how to choose books Model and discuss how partners can peacefully decide which book or books to read first. Review the workboard. Discuss any routines the students need to work on today. Practice 3 centers Gather whole class in a circle and debrief Move the group cards one place to the right Review the buddy reading routines. Ask 2 students to model the center routine to remind everyone what to do. Practice all 3 centers by repeating yesterday's rotation. Closely monitor the buddy reading center. If students need reminders to follow routines, go back to debriefing with each group that comes to buddy reading today. clean up and gather in a large circle, as a whole class Ask children to reflect and share things that went well during literacy centers (have 4-6 students share) Ask children to share things that didn t go well. Make sure to brainstorm solutions to their problems, as a class. If you notice children solving their own problems during literacy centers, be sure to highlight the way they solved it.

Buddy Read

Today students will be using the workboard but first teach a manners minilesson for the Buddy Reading Center. Teach a minilesson on how to help my partner if he or she is stuck on a word Model and discuss coaching or time? Model a few of the strategies with a partner Move the group cards one place to the right Practice 3 centers Gather whole class in a circle and debrief

Week 5

Changing the Workboard This week rearrange your workboard so children are practicing all of the centers you have introduced.

Show students the 7 th workboard icon (listening to fluent reading helps us become fluent readers) Discuss WHY this center is important Demonstrate the center routine (teacher modeling) After you model, ask What did you see me do? On a large chart, write down what they say. List 4-5 steps Discuss why each step is important

Move the group cards one place to the right Review the big listening center card. Read it together and discuss the routines. Ask 3 students to model the center routine to remind everyone what to do. Practice all 3 centers by repeating yesterday's routines

Designate Listening Center Jobs-One of the problems that teachers often face at the listening center is that children argue over who will press the buttons (play and rewind). In order to prevent this, you can designate these roles. You can post a chart and use clothespins to indicate who will press the buttons each day or week. Post Job Reminder-To help children be more independent in this center, post a color coded key that reminds children which buttons are which on the player. Put the same color of stickers on the player buttons. Label Tape Recorder- Put the same color stickers on the player buttons Remind the children to wait - until everyone has on their headsets and has their book open, to turn on the tape.

Week 5

Changing the Workboard This week rearrange your workboard so children are practicing all of the centers you have introduced.

Show students the 8 th workboard icon (drama helps us remember stories and interpret characters feelings) Discuss WHY this center is important Demonstrate the center routine (teacher modeling) After you model, ask What did you see me do? On a large chart, write down what they say. List 4-5 steps Discuss why each step is important

Ask 4 students to model the center routine in front of the class. During the demonstration, refer to the chart and compliment the 4 students. After the demonstration, the whole class critiques what they saw. Go through each step. If the 4 students followed the step correctly, draw a smiley face next to it. If they didn t to it exactly right, draw a frown face. Review the workboard with the students Define where the students will practice each center in the room Dismiss groups one at a time to practice their first center. Closely monitor the drama center today.

Move the group cards one place to the right Review the big drama center card. Read it together and discuss the routines. Ask 4 students to model the center routine to remind everyone what to do. Practice all 3 centers by repeating yesterday's routines Move the group cards one place to the right Review the big drama center card. Read it together and discuss the routines. Practice all 3 centers by repeating yesterday's routines

Before you introduce this center, MODEL, MODEL, MODEL! Choose familiar stories, make simple puppets, and demonstrate. Practice it as a whole class. Choose a story they are very familiar with (Fairy tales or folk tales work best: 3 little pigs, Mrs. Wishy Washy, 3 Billy Goats gruff). Have each child make a set of his or her own puppets and practice in partners. Take time to teach Good audience manners Brainstorm a list of audience behaviors and refer to it during training.

Week 6

Taking a look at all literacy centers

Poems and Songs Independent Reading Personal Readers Drama and Retelling

Big Books Computer Buddy Reading Listening

Word Work Games ABC Pocket Chart Writing

Sorting Class Library: Fiction vs. Nonfiction Choosing just right books (shoe lesson) Taking care of books Reading Strategies (crosschecking- does it look right, sound right, make sense?)

GUIDED READING!

Take running record on one student while the others whisper read a familiar book Introduce story Kids read softy Listen in, make observations, prompt, and teach strategic actions

Use observations and anecdotal notes to make a teaching point Comprehension Word work Extension

Interactive Writing class-published work goes into big book, poems and songs, and personal reader centers Prepares students to independently work in the writing center. Is the I do, We do of the gradual release model. Writing Workshop During writing center, students can continue working on writing projects they are working on in writing workshop Shared Reading Students utilize reading strategies they have learned in shared reading to independently read books, poems, or songs Guided Reading Students reread books at their independent reading level in independent reading and buddy reading. Interactive Read-aloud