Making Work Stations Work

A Quick Guide to Getting Literacy Work Stations Up and Running

Objectives for TodayO Describe the progression from whole

group to work stationsO Distinguish between work stations

and traditional centersO Explain how to develop an “I Can

list” for a work station

Work Station vs. Traditional Centers

Work Station CenterO Materials are taught

with and used for instruction first then placed in a station.

O Stations remain set up all year and materials are changed to reflect a progression in reading skills.

O Differentiated to fit the needs of your students.

O New materials are placed in center without first being used in teaching.

O Centers are often changed weekly with units of study.

O Limited ability to differentiate materials in centers

Sorting ActivityO With a partner, take out your

headings. O Take turns reading each clue and

place it under the correct heading.O Justify why you placed it under the

heading using the sentence stem: I placed it under __________ because it says _________and I know that means it is characteristic of a__________.

This is how work stations are created.

Work stations begin with whole group instruction. There is modeling by the teacher and practice by the students.

Practice of the skill then occurs in guided practice or small group activities (repeated practice of the activity and skill).

The practice activity moves to a work station after students have shown they can complete the activity independent of the teacher.

Work Stations should:O Be familiar activities that have been used

in whole group instruction.O Not be activities, skills or materials that

have not been used in whole group instruction with all students.

O Only have new activities added after they have been introduced in whole group instruction.

O Be established around concrete literacy skills that students will need all year (think the 5 components of reading or writing).

Key Definitions and Components

A work station is an area within the classroom

where students work alone or interact with one

another using instructional materials to explore and

expand their literacy.(work station)

Students work in pairs so they can practice discussion skills and get the help they may need. Partners should be at the same reading level or close to the same level.(Partners work together)

Key Definitions and Components

A management board is used for work stations so that students know where they are supposed to be, when they’re supposed to be there, and what they’re

supposed to be doing.(management board)

Teacher modeling helps to ensure independent

learning. Students need to see many demonstrations of how to use the materials or do tasks before they can do

well on their own. (modeling)

Key Definitions and Components

Clear areas should be designated for work

stations. Work stations should be created using

existing classroom furniture and spaces.(designated spaces)

An I Can list outlines what students can do at a station.

Not directions, but the activities you have modeled several times during whole

group instruction.(I Can List)

Why is each component important?

O In order to set up and run work stations you need to have a basic understanding of how the components work to create the big picture.

O I can’s need to be something the students can do independently and something that offers the challenge as well. It should be a progression from simple to more complex

O A huge key to success it MODEL MODEL MODEL!! Model your expectations, model how each station should look and run, have student practice with guidance, and model again before you release them.

Things to look for on our Tour

O Work Station management boardO Student work station areas/I CANsO Book boxesO Classroom set-upO Location of small group area O Looks like/ Sounds Like anchor chartsO Anchor chartsO Materials for students in stationsO Variety of stations

TourO Now that you have seen two

classrooms and how they are set up for work stations.

O Turn and talk at your table what are things you notice? What did you like? What would you change? Why?

O NOW- Think about your current classroom- I want you to think of one thing that you need to do Right Away to make work stations work

How Do I Use Literacy Work Stations?

How Do I Use Literacy Work Stations?

By Debbie Diller

Instruction that is explicit and well planned is a prerequisite to effective management of literacy work stations. Teachers should think through exactly what they want students to learn at a work station and how to accomplish those goals. {Debbie Diller} suggests that teachers brainstorm with children what a particular literacy work station should look like, sound like and feel like. This helps both the teacher and the students understand the expectations at the station, which increases the likelihood that it will run more efficiently and effectively. Work with your students to create a list using language they understand. Here are some typical things your students might say as they help you make this chart:

How Do I Use Literacy Work Stations?

O In Our Classroom, Literacy Work Stations Should

Look Like: Sound Like: Feel Like:

Kids are reading. Quiet voices. I can do it!Kids are writing. Lots of reading. I like to read and write.Kids are listening.Kids are discussing

Talking about books (“I like the part…”)Students explaining their thinking

CalmProductive

In order for work stations to work you must have clear expectations! Having strong classroom management is key to successful workstations.

Buddy Reading ActivityO Read the passage together taking turns. An example one

partner reads the highlighted part the other reads the parts that are not highlighted.

O Books should be at independent level for buddy reading and each partner should have the same book in front of them.

O The more you can place a structure around this the better.O After reading, students will then together talk about the

book they read using question stems, topic choices (characters, main idea, setting, authors purpose)- then they should take that and do some type of written response.

O Talk cards are the best way to help structure their responses as well as give them a frame for their conversation.

I Can ListsAre Are Not

O Lists that clearly outline what students can do at a station.

O Need to me modeled and students need time to practice how to use them

O Developed with students. In student friendly language

O Are posted at each station- or can be taken to the work space

O A list of directions, rules or expectations for behavior.

O Created by the teacher and then communicate to students.

O Communicated orally before station time begins.

O Written in adult language

Text Detective ActivityO Read the passage, Clear, Explicit

Expectations, silently.O After reading, work with your partner to

pick out 10 words that are critical to understanding the passage and write them down on your notecard.

O We will do a whip around as a group when everyone is finished.

O After coming up with a class list of ten words, you will write a $1.50 summary of the passage .

Wrap Up:O Describe the progression from whole

group to work stations?O How are work stations different from

traditional centers?O Explain how to develop an “I Can

list” for a work station.