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Introduction
Introduction
At my school, W.I.N. stands for "What I Need", so the centers used at W.I.N. time are mostly up to teacher discretion. This time acts is an opportunity for teachers to target individual student learning goals through the creation of specific self-directed centers.
I have chosen to base my centers off of an abbreviated version of the Daily 5 method. Through these centers, I aim to promote independence, teamwork, choice, and grow student learning stamina. Right now my students have four independent centers - word work, read to self, work on writing, and listen to reading. Their read to someone center, as listed on the chart below, is when students join a teacher led guided reading lesson.
All of these centers act as an opportunity for students to apply knowledge that we have gained in whole group instruction independently. Students need to develop a wide variety of English Language Arts skills and behaviors to be competent readers, writers, and thinkers. Each center allows a child to apply these skills to build their learning stamina.
Grouping
Grouping
My students are all in leveled groups for guided reading. I call these groups "apple", "broccoli", "cherry", "eggplant" and "fig". Each child's name is displayed next to their leveled group name. When students are in independent centers, they move with their table group which is sorted by color. These groups, "red", "yellow", "green", and "blue", rotate through the four independent centers explained above.
Students are able to reference this chart to see first if their guided reading group is with the teacher. If it is not, they will go to the independent center that their mixed level table group is at as indicated on the centers chart. Students respond well to these centers visuals and are able to track which centers they have already participated in and which center they will have next since the chart rotates cyclically.
Once at their independent centers, student helpers grab the appropriate bin of centers materials and begin to work.
Word Work
Word Work
This center is an opportunity for students to use hands on manipulatives to explore phonemic concepts. These games are explained and demonstrated whole group, then students work with them individually or in pairs. This is where the Daily 5's essential element of choice is most present - students are given five or six different games on a variety of academic levels that develop different skills and are allowed to choose their preferred game. The skills developed here range from letter sound puzzles to reading CVC and CVCC words.
Read to Self
Read to Self
This center is part of our library center. Students choose a book from their guided reading group's labeled bin, then they take this book and read it independently. After they have read the book, they draw and write a response. For early readers, this might look like copying words and pictures from the book. As student reading and writing skills progress, the response to reading sheet becomes an opportunity for students to practice summarizing a book or discussing a favorite element. This allows students to interact with print concepts in multiple ways by connecting reading and writing skills.
Leveled book bins allow students to choose from a variety of books that correlate to their reading level. These also include books that students have previously read in guided reading with teacher assistance, allowing them a second chance to review these skills independently.
Work on Writing
Work on Writing
Students at the writing center use a variety of materials to create their own writing pieces. Students can choose between using lined whiteboards and markers or writing in their notebooks in pencil. At the beginning of the year, they are also allowed to use letter writing books to practice handwriting before they are ready for word formation. Students are also given supplies such as sentence starters, flashcards with sight words on them, and full use of the classroom Word Wall. True to the Daily 5 model, this center aims to encourage student creativity and investment in writing and its corresponding literacy skills.
Listen to Reading
Listen to Reading
Lexia Core 5
Our listen to reading center is an iPad center. Students use two different literacy apps - Epic! and Lexia Core 5 - to listen to stories and play different phonics-based learning games. Epic! allows students to choose "Read to Me" books where Kindergarten level books are read to the student as each word is highlighted. On Lexia Core 5, choices are more personalized as students have individual logins that they can use to track their progress in particular skills. These Lexia digital skills also connect to regular lessons which teachers can access to help students who are struggling with particular skills on the app.
Epic!
Conclusion
Conclusion
Each of these independent centers targets a different aspect of literacy instruction. Students learn rules and expectations one by one at the beginning of the year. Each time a new element of the center is added, it is reviewed and modeled whole group so that students are prepared to use the center independently. I also send students to independent centers in mixed leveled groups so that students can work assist each other when they need help. In this way, students can support each others' learning in a still independent way.
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