Literary Centers in a "box" -- spring 2003
From pre-school through upper grades, students enjoy working independently or with 1-2 friends exploring literacy.
Below, you will find a collection of ideas for literacy centers that can be used during center time, exploratory opportunities, when work is finished, during indoor recess, or whenever you can squeeze in the time.
These centers can help struggling students, or ESL kids as they explore with a peer.
More advanced students will can use them to grow and develop in new areas.
You might even want to offer a special certificate to students who complete a Challenge Center related to your current unit of study.
Special enrichment areas can be called "Expert Explorations"
The Alphabet Match center in a box is best for preschool and kindergarten. The object is to match the picture cards to the appropriate letter above. Because these children need instructions too I decided that picture instructions would be the best way for this age group to understand what I wanted them to do. Once the child has completed the objective ask some questions; "Which letter has the most objects underneath it? Which letter has the least objects underneath it?" Etc. Tiffany
"In the 'Harold and the Purple Crayon: Animals, Animals, Animals' center in a box, the students read the book, then they draw their own animals on the paper provided. They can use the zoo lotto for picture inspiration. After they've each read the book and illustrated their own picture, it will be turned into a class book for the class to read in the library center" Amy
Magnet ABC?S Lesson Plan
Learning Area: Letter recognition
Grade Level: First through Third
Lesson Title: Magnet ABC?S
Lesson Length: 10 minutes
Objectives:
Students will be able to recognize letters.
Students will be able to spell words with the use of flash cards.
Assessment:
I will know that the students have met the objectives of this lesson by showing me which letters I ask them to find to see if they have gained recognition of the letters. I will also look to see if the student is able to use the flash cards to spell the words on the cookie sheet with the magnet letters.
Materials Needed:
Magnetic letters
Cookie sheet
Flash cards with clearly written words.
Instructions for students
Area to set up lesson.
Accommodations:
Read the directions to those who have trouble reading them.
Explain the directions differently to see if they understand it that way.
Possibly have a separate set of cards with pictures on them
Procedures:
- Have the children set up the materials
- Have the children put all the magnets on the cookie sheet.
- Have the children put the magnets in ABC order
- Have the children take the flash cards and start to spell the words.
- Have the children make up a sentence.
- Have the children write their sentence on paper and turn it in.
- Have the children clean up the center.
Educator as Professional Decision Maker ? Lesson Plan Design
Plan ? Implement ? Evaluate
Name Shannon Oelfke Date April 4, 2003
Location lesson was/will be taught: Our Savior Lutheran School
Learning Area(s): Literature/Social Studies Grade Level(s): 6th ? 8th
Lesson Title: Bridge to Terabithia Est. Lesson Length: Take home activity
I. Objectives/Learner Outcomes (specific and measurable).
?At the completion of this lesson, learners will be able to?? (LWBAT?.
- LWBAT demonstrate their ideas in written form by writing a constitution, national anthem, and advertisement.
- LWBAT organize their ideas into a designated time limit while writing the advertisement for their country.
- LWBAT creatively express their ideas through the included activities.
II. Assessment Plan.
How will you know that the learners met the objectives?? What will you be able to observe or measure? Incorporate this plan into the Input section of the lesson.
- Did students express their ideas creatively by completing the activities?
- Did students advertise their country in the short time provided for an advertisement? Was it too short? Did it contain interesting information?
- Did students work reflect proper writing forms in the constitution, national anthem, and advertisement?
III. Materials and Resources Needed to Teach the Lesson/Activity.
Include technology when appropriate, handouts, extra supplies.
- Book: Bridge to Terabithia
- Instructions for students
- Paper
- Colored pencils
IV. Accommodations
for Learners who have difficulty and for ELL/ESL/LEP, gifted, etc.
- Provide other Book-in-a-bag options such as:
- An easier to read novel
- Example works of activities
- A choice between activities
- A chance to develop their own activity
V. TEACHING or INSTRUCTIONAL PROCEDURES
_____ A. Focusing Event/Anticipatory Set/Warm-up - An activity to focus or ?snag?(time) students? attention, provide a brief practice and/or develop a readiness for instruction that will follow.
- Talk about the book
- An unlikely friendship between a boy and girl
- Imagination to create something special that only they know about.
- Preview fun activities that stress individualized creativity.
______B. Input - (modeling, checking for understanding, guided practice)
Talk about the book
Preview fun activities
Send Book-in-a-bag home with student
Student reads book and completes activities
Student shares their work and what they learned with the class
Conference with student about their work
_____ C. Evidence of Learning: How will you know if the learners have met the outcome?
- Students will complete activities
- Students will have used their creativity to express their ideas
- Students are excited to show the class their work and share what they learned
_____ D. Closure and Independent Practice for transfer of learning
- Thank student for sharing their work and knowledge with the class
- Complement their creativity and work in the conference
- Encourage them to stretch their creativity even further with the next book-in-a-bag
Name: Christine Evans Date: 03/29/2003
Educator as Professional Decision Maker - Lesson Plan Design
Plan - Implement - Evaluate
Learning Area(s): Writing
Grade Level(s): 3rd
Lesson Title: Poetry Center in a Box
Length 1 hour
I. Objectives/Learner Outcomes (specific and measurable).
- At the completion of this lesson, learners will be able to?? (LWBAT?)
- Work independently or in small groups to write and explore poetry.
-To use the resources provided to explore the works of Shel Silverstein.
-To add to their poetry binder that the class will be working on for National Poetry Month.
II. Assessment Plan. The students will include some of their works in their poetry binder and I will review their selections. I will be able to view their progress throughout the month as they add poetry to their binders. I will be able to observe the students working in their groups and measure how well the center is working.
III. Materials and Resources Needed to Teach the Lesson/
Activity. Falling Up by Shel Silverstein, Where the Sidewalk Ends by Shel Silverstein, A Light in the Attic by Shel Silverstein, laminated activities, photocopies of the activities, china markers, pencils and a supply of cutouts of various shapes.
IV. Accommodations for Learners Partner students who may need additional help with stronger students, parent volunteers, and make this ?center in a box available to ESL/LD teachers to help students requiring one-on-one help with this activity. I chose to use Shel Silverstein?s works because there are poems for children at different learning levels and have provided activities geared towards different learning abilities.
V. Teaching or Instructional Procedures
15min A. Focusing Event/Anticipatory Set/Warm-up ? At the beginning of the Poetry unit I will introduce the students to the ?Center in a Box?. I will give them an overview of the materials and how to use the center when we have time for independent activities. We will also have the CD?s available in the listening center and students can choose to listen to some of the works of Shel Silverstein and complete some of the activities that are included in the center.
Time B. Input ?The students will have had previous lessons that will have introduced them to poetry. We will be using poetry in our lessons throughout the month of April, which is National Poetry Month. The Center will have instructions included to guide them as they work on writing activities included in the box. I will be available to answer questions during independent activity time. The students will be in small groups based on ability and reading/writing levels and will be able to work together and share their ideas as they explore and create poetry.
C. Evidence of Learning: How will you know if the learners have met the outcome?
I will be able to review their work that they choose to include in their poetry binder. Through observation as the students are working together in the Poetry Center. I hope to be able to observe them enjoying the poetry activities and incorporating the lessons we will be doing in other poetry lessons into their work at the center. I should be able to see their writing abilities grow throughout the month as we celebrate National Poetry Month.
D. Closure and Independent Practice for transfer of learning ?
I will continue to have the Poetry Center available throughout the year and will update the materials in the box to include new poets to explore. I want to continue the poetry binders throughout the year so the students can take it with them. I hope to encourage their poetry writing and help them appreciate and enjoy poetry as much as I do.
Reflection on how the Lesson went
I took my box full of poetry to my daughter?s school. She was very excited watching me make the box. She loves poetry and Shel Silverstein has always been a favorite of our family and mine since a child. She has been studying poetry in her classroom and she knew many of the terms from the lesson plans I have been working on so I decided her classroom would be a great testing ground. It was great to share this with my daughter.
I received excellent feedback from her classroom teacher who said she want to make one for use in the classroom. The students who got to try it out followed the instructions well. It really helped that they had a background in poetry prior to using the box. They loved to show off their knowledge as they read the words on the outside of the box. It promoted great conversation between the students and they wrote some of their poems in the journal they have been working on in class. I read the students several of my favorite Shel Silverstein poems and they shared a few of the poems they wrote with the whole class. I have promised to bring ?poetry to go? back so all of the students get a chance to work with it! I felt very good about my project and feel that it will be a very beneficial tool in my classroom for years to come and it has limitless possibilities. I want to make more boxes?it is addicting!
INSTRUCTIONS for Map Symbols and Legends
Materials:
8 1/2 X 11 inch white paper (printer paper)
Markers or colored pencils
Pencil
Ruler (maybe)
book - Maps and Mapping by Barbara Taylor
Procedure:
- Read Maps and Mapping book page 11 ? Symbols and Colors
- Choose one of the maps provided and locate the legend (key) and write down the symbols and what they mean.
- Create your own map of a room in your house, a park you like to play at or a mall you like to go to and create symbols and a legend for your map.
- Do the Do It Yourself activity on page 11 in the Maps and Mapping book.
- Share it with a friend and see if they can figure out the symbols and the key on your map.
- Put it in the designated place to be shared with the teacher.
Map Symbols and Legends
Grade 3
Literacy area targeted: reading comprehension/ reading for information
Objectives:
TSW be able to read page 11 in the book independently.
TSW be able to comprehend the passage with 95% accuracy.
TSW become familiar with various symbols on a map.
TSW be able to use the legend on a map to define the symbols.
TSW be able to create their own symbols and legend on a map they create.
Materials:
8 1/2 X 11 inch white paper (printer paper)
Markers or colored pencils
Pencil
Ruler (maybe)
book - Maps and Mapping by Barbara Taylor
Procedure:
- Read Maps and Mapping book page 11 - Symbols and Colors
- Choose one of the maps provided and locate the legend (key) and write down the symbols and what they mean.
- Create your own map of a room in your house, a park you like to play at or a mall you like to go to and create symbols and a legend for your map.
- Do the Do It Yourself activity on page 11 in the Maps and Mapping book.
- Share it with a friend and see if they can figure out the symbols on your map.
- Put it in the designated place to be shared with the teacher.
Extension activities:
Have the child create an aerial view (bird?s eye view) map by laying a clear overlay over the flat map and create symbols and a key.
I would create several more map skills activities to be used by students who have finished their work, need an alternate activity or as an indoor recess activity.
Literacy Center In a Box by Marsha Thoe Grade: 4-5
Rhymes and Rimes (decoding)
Objectives:
Learners will be able to understand the process of the box and what they are to be learning with 100% accuracy
Learners will be able to increase their decoding and spelling ability through the use of rimes.
Accommodations:
For children who have problems writing, I would be available to help them write the words they come up with and make their class note card
For ESL, ELL students, I would pair them up with a speaker/translator who could explain the instructions and the words.
Materials:
Paper
Pencils
White Board Markers
White Board
Colored note cards with endings
Large note card for each student
Procedure:
- Students will come to the box at a free time or center time during the day.
- The students will be able to read the instructions and understand what they are to do at the box. If they do not understand, they can come to me for help.
- Students will complete the activity in the box and make one large note card with a word on it to show the class.
- The note card can be used to create the start of a rime wall in the classroom.
Assessment:
- Students will conference with me about what they did at the box.
- Students will turn in a list of words they came up with for each rime they chose from the note cards (3 total).
- Students will turn in a large note card to post on the rime wall.
WELCOME TO THE LITERACY CENTER
FOLLOW INSTRUCTIONS CAREFULLY
1. First, take one pencil, one sheet of paper, one large note card, the white board and one white board marker out of the box.
2. Write your name on the top of your paper and on the back of your large note card.
3. Split your paper into three boxes by drawing lines with your pencil as shown.
4. Take out the rime cards. Randomly select 3 cards. Write the rime on the cards at the top of each box on your paper as shown below.
5. Think about what words you can make with the letters at the end of the word. For example if you draw (-ick) for your rime, you could make the work (sick). You need to come up with at least five words for each rime.
6. Take the white board and split it into two columns with the marker as shown below.
7. In the right column, write the rimes five times. In the left column write the beginning letters that could be added to the rime to make a word. Please use appropriate words. See example below.
s + ick= sick
8. Write the five or more words that you came up with onto your paper in the correct box.
9. Erase the board after you have finished one rime and split into two columns just like before to do the second rime and then repeat and do the third rime.
10. At the end of this you should have fifteen words on your sheet of paper, five in each box. Pick your favorite word from the fifteen and write it in big letters neatly on a large note card.
11. Hand in your paper and note card to Miss Thoe.
CONGRATULATIONS!!
YOU JUST COMPLETED THE LITERACY CENTER ACTIVITY.
Literacy Center in a Box: Notes and Reflection
I used the literacy center in a box as a small group lesson because my practicum classroom is not set up for centers. I explained to the students that normally this would be an activity that they would do on their own but that we were going to do it together. Each student had his or her own piece of paper and pencil. I had the students take turns reading the instructions. They followed them really well. Some of the words I used in the instructions were hard for a couple of the students to understand. I explained to the students what a rime was and then told them that we were going to work together to make some words using different rimes. I had the students follow the instructions about how to split up their paper into boxes. I held onto the white board and as the students were reading the directions I would have them guide me on what to draw on the white board. I had the group work together to tell me what letters to write. They drew three different rimes and made up fifteen words as I had asked them to. The group copied the words from the board onto their paper. Then they read the part about picking their favorite word. Each student picked a different word. I did not put them up in the classroom due to lack of room. The walls were already covered and because the whole class did not partake in the activity I decided to let the students keep their cards to show to their friends in the class. I collected the papers and looked to see if the words were all spelled correctly and if they followed the rime they were suppose to. Then I gave them back to the children to take home.
The students really understood the assignment and I think if there was more room in the classroom and more free time during their day that this literacy center could be used in the classroom. I think that it was interesting to have children at so many different levels using the center. None of the children were familiar with the word ?rime.? They now know that it is an ending to a word. Before putting this center out in a classroom I would do a couple of mini-lessons talking about rimes and decoding. Then children would understand how to make words and how to decode them. Some things that I might have change in the box would be to make the instructions a little bit easier to understand. I also would start a rime wall if I were to use this center in my own classroom. I think that this center gave the children good practice on decoding words. It was fun to use with the students, but I think it would be more beneficial for them to do it on their own because then they can get practice reading and following the instructions as well as practicing how to decode words. Overall, I think that the literacy center in a box lesson went well.
If you would like to give feedback to the Spring 2003, ED342 Literacy Students at Concordia University who created these centers, you can email your comments to pickel@csp.edu
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