Literacy Centers

Literacy Centers
These centers are for 2nd grade homogeneous groups, as many of them contain different levels of the same activity. The centers will happen for around 10-20 minutes each. Most of them need to be modeled at the beginning of the year. In parenthesis are what concepts from the Big 5 if they are not directly named one of them already.

1. Writing: Students will write their spelling words using different mediums. A technology program, spelling them out with different colors, on whiteboards, with wax sticks, with stamps, with magnets, with beads onto bracelets, etc. They have a list of words that they are working on. They write the word in pencil first, and then put the different mediums on top of the pencil, or above or below.  Physical models of different ways are present on the wall, acting as a word wall for the whole class too. I will assess this work simply by making sure the word is spelt right.


2. Reading (Comprehension and Fluency): Students will work with the teacher in their reading groups. Students will take turn reading pages with each other and the teacher. After we are done reading, we will talk about the characters in book their group is assigned to. Students will pick a character, draw the character, and make and write down a connection with the character. This finished product is how I will assess the center. This may need to be modeled, and the teacher needs to hear their connection before they write it down.


3. Word Chunks (Phonics and Spelling): Students are provided with word chunks, and single letters. They then have to combine those to make words. They can use two chunks, or multiple. They can make as many as they want with one beginning chunk or end chunk to start, and as the year goes on, they will get more freedom to make any words that they want. More advanced chunks will be given to higher reading groups. They must write down all of the words that they were able to make, so I can assess this station. There are also pictures of words that they could potentially make, for example "cat, ball, note, bike, etc. These can give them some more structure if they don't just want to make up their own words. This station will have to be modeled at the beginning of the year, and possibly again if more chunks are added.

4. Vocabulary: Students will work with vocabulary that is in the book that we are currently reading as a class. This center is to practice vocabulary, not to learn it. They have a copy of the book, with the  vocabulary words marked. They then define the word, draw the word, make a sentence or story of their own containing the word. What they write down will be what I assess. Students will be rewarded if they are "caught" using a vocabulary word from this station. This is another kind of assessment. If the student knows the word enough to use it, it truly is part of their vocabulary.

5. Poetry (Phonics, Vocabulary): Students will write a short poem, using vocabulary words. They write the poem, and then draw a picture for it. They then exchange poems, and underline rhyming words in each others poem, and highlight vocabulary words. Both of their names go on the paper, and this is how I assess them. Once they are done, if there is extra time, there are poems provided, that I have picked out. They can read these, and then underline rhyming words and highlight vocabulary words again. This station will be taught more than modeled. The students have to know what is expected of them when writing poetry, and might need some guidance on how to write poetry. This is a station that might need a teacher or helper at, especially at the beginning of the year.

This is the layout of the classroom. The numbered stations coincide with the numbered stations above.

Perfect Classroom

 General Classroom: In my classroom, there will be literature, words, and resources everywhere around the room. Student work and responsibilities along with a physical student behavior system can also be seen. The room should be comfortable, welcoming and colorful. As for desks, it depends on the grade, but they will probably be grouped. Students will have cubbies or a slot in their desk for their work, worksheets, pencils, books, etc. A book will always be there, because if a student has any sort of free time if they finish something early, they will be reading or working on something else. Grouped desks and other tables will be used for centers/reading and writing workshops. There will be a reading nook thats comfortable and quiet. Once again, depending on the grade, there might be a meeting area of some sort. Centers for other activities like puzzles, art, science, technology etc. will also be present. I would want a Smart Board, only if I could learn to use it for more than just a glorified whiteboard. Hopefully I will get a class with some warm natural lighting coming through. The one thing that I really hope to have is a class pet. I love animals, and I know kids do to. Especially in elementary education, it can help they learn responsibility, and add a comforting and fun aspect to the classroom.

My Memory of Language Arts

I love words. Using words, scrambling words, playing with words, thinking about words, looking for words inside other words...anything.

Throughout my schooling, language arts was always my favorite academic subject, but my favorite out of any classes was always art. My favorite part about it is vocabulary. It is always more gratifying to find a word that fits into something you want to describe perfectly, than to use a word like "nice" or "good". Vocabulary is also set in stone. There isn't too much analysis involved. Grammar is another aspect of language arts I enjoyed. I liked anything about language arts that made me think, or wonder, or want to work hard and do my best for myself, not for a grade.

Many of my teachers made a positive impact in my life. There are still activities and exercises that I remember doing, and, more importantly, I remember the things I learned. These teachers made me want to read and learn. They made learning fun for me. The best part about language arts for me were the projects. One of my teachers, Mrs. Taylor, always had contests for us to do on Fridays. They always had to do with language arts, but were always fun and challenging. Another teacher, Mrs. Robertson, had us make projects, do book presentations, make vocabulary posters, and more. She made it impossible to not be "into" her class. But my all time favorite teacher was Mr. Diglio. His humor was what made learning fun. His care for us and for our learning was evident and sincere, and he was an incredible teacher too. Teachers like these are the ones I strive to be like.

Reading comprehension is my weakness when it comes to language arts. It has been that way since I was a child. If I'm not interested, I often find myself drifting off and having to reread sentences and paragraphs. Textbooks that I am not interested in, especially. Fortunately, if I muster up some self motivation, I do just fine.  

Because of my love for words and writing and thinking, while doing this post I realized that language arts has the word "art" in it. We only have 26 letters, and the stories we come up with, the feelings we can portray within those letters are astonishing. Language IS art. So I guess in a way, it was my favorite class after all.