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Play-Based Literacy Centres for Kindergarten – Grade 1
Ann George
Greater Victoria School District
[email protected]
Organization of Materials

clear tubs, open tubs, clear freezer bags for easy access to materials

easy access shelving

give children responsibility for the activities and materials whenever possible

make the literacy centre materials available for free play as well

update as needed – e.g. add current sight word list
Scheduling

various ways to group children – academic need (academic peers or a mix of more
capable but nurturing students with less able students), social groups, randomly

post a schedule so children always know their work group and activity

introduce new materials to whole class at first, allow free exploration time the first few
activity sessions

increase duration of literacy centres over several sessions

various approaches to scheduling, some examples are:
o 5 centres – set up same 5 activities every day for two weeks, children work at one
centre per day, rotate centres daily, the second week allows children to revisit and
practise known activities
o 3 centres – rotate through all 3 centres in the same session, schedule 2 or 3 times
per week
o same centres twice per day – assigned centres in morning, children have free
choice of centres in afternoon
Literacy Centre Ideas

shaving cream on table tops (if scent is an issue, do this outside on plastic placemats)

washable markers on table tops – write words, letters, sentences, wash when done

finger paint on paper

gel bags (a small amount of coloured hair gel and glitter in freezer bags), write letters
with finger on outside of bag, can use with a light table

letter sort – a variety of letters (wood, plastic, paper…) to sort by colour or letter name or
attribute (tunnel letters, curved letters, straight letters, zig zag letters…)

object sort with a variety of objects and an alphabet – match objects to initial letter

tactile letters – trace over felt, sandpaper, cornmeal, ridged plastic letters

cookie sheets with coloured sand, rice, cornmeal, salt – print letters and words on
individual sheets, create a sentence with each group member contributing one word

letter magnets and cookie sheets – sort letters, order alphabet, spell words

letter match – match upper case letters with lower case

Alphabet Soup game –plastic letters or tiles or magnets in a “pot”, recording sheet

alphabet pasta – letter sort, spelling (or use for Alphabet Soup game)

stir sticks or popsicle sticks – straight letters

shoelaces with beads (for weight) – curved letters

pipe cleaners - straight and curved letters

Wiki Stix – straight and curved letters

neon bendable straws – straight and curved letters

letter beads, shoelaces – order alphabet, spell words, create sentences

geoboards – letters, words, word families

pegboards – letters, words

playdough, cookie cutter letters – roll “snakes” to form letters, stamp letters in playdough

Chicka Chicka Boom Boom book, tree, Velcro letters

alphabet puzzles (can add sand timers for those needing a challenge)

bingo – picture, letter, sight word, double (play two cards at once)

commercial alphabet and word games – sight word dominoes, concentration

Roll A Letter or Word – letter or word dice, recording grids

wooden letter blocks – order the alphabet, build words horizontally and vertically

Lego – letter and word building

wooden letter train – assemble in alphabetical order or link cars to make words

body letters – can also spell words (in groups)

printing practice – laminated sheets with dotted letters to trace

spaghetti letters – draw one continuous “spaghetti” line (including straight and curved
parts) in black, trace over any letters that appear in the “spaghetti” using a different
colour for each letter

grid letters – trace over letters formed by a grid using a different colour for each letter

laminated letter or word puzzles, dry erase markers and erasers – alphabet mazes, letter or
word searches, words hidden in pictures

newspaper, highlighters – highlight letters and words

letter, word, sentence sort – sort cards and place under appropriate headings

letter search in illustrations – read a book, search for letters in pictures (e.g. Why Can’t I
Fly?)

book with matching puppets – retell the story

sequencing – put picture cards in order, tell the story to another child

felt board #1 – felt letters in alphabetical order, spell words

felt board #2 – book with matching felt shapes, retell the story

painted rocks #1 – upper and lower case letters on opposite sides of rocks, order alphabet,
spell words

painted rocks #2 – book characters on rocks, retell story (e.g. Grumpy Bird)

character match – match name cards with pictures of characters from a story

story retelling – a book with a few simple appropriate props

chalkboards – letters, words, sentences, illustrations

framed glass (white paper, lined paper, themed paper) or whiteboards, dry erase markers
and erasers – letters, words, sentences, stories, illustrations

room or hall search – using clipboards and recording sheets, search for letters and words,
words with specific initial letters, words containing specific letters

pocket chart – initial letters matched with pictures, rhyming words, assembling sentences
and poems

match word cards with pictures, use plastic letters or magnets to spell the words

paper chains #1– read pre-made alphabet chains, using both ordered and scrambled
alphabets

paper chains #2 – write known words on paper chain links, or write word families, or
write sentences (one word per link) and read to someone else

word families – laminated cards with word family stems ( _ad _og _in _et….), create
lists of words for each stem, read to another child

word wall – read the classroom word wall to another child

sight words on rings, sand timers – read words before timer runs out

Read-A-Friend – clip sight word cards (clear nametag sleeves with clips) to one child’s
clothing, second child points to words, third child reads words

sentence strips with the same words on individual cards – reassemble the cards to form
the sentences

poem sort – reassemble cut up poems, line by line or word by word

greeting cards – supplies (including vocabulary) to create cards

letter stamps #1 (oversized) – for poster titles and captions

letter stamps #2 (smaller) – stamp the alphabet in order, spell words, make sentences

words from names – make lists of words using the letters in classmates’ names (Liam – a,
I, mail) (Isabella – I, is, a, as, bell, ball, sell)

lists – make lists of words – beginning with specific letters, ending in silent e, animal
names, wish lists…

alphabetize lists of words – sight words, spelling words, colour words, friends’ names,
toys, vocabulary lists….

Fill-Ins (cloze) – laminated poem, sentence or message cards with words missing, fill in
blanks

word bags – pick a few words out of a bag, use them to write a silly sentence

scrambled words – reorder letter cards to create words, read to a friend

scrambled sentences – reorder word cards to create sentences, read to a friend

scrambled stories – reorder sentence strips to create stories, read to a friend

word web – print a word in the centre of a web, write related words around it

listening centre with a book, draw or write a response to the story

iPad centre – animated Tumblebooks stories (provide book, too), draw or write a
response to the story

Reading Train – three to four pairs of kids sitting side by side, one pair in front of the
other, each kid reads a simple levelled text to partner, at “conductor’s” signal partners on
right side move forward to new partner, continue until are back at original partner

reading centre – create an unusual space such as a tent, add pillows and stuffed animals,
include a wide variety of reading materials – levelled books, fiction and informational
texts, class made books, poems, oversized books

writing centre – include a variety of writing papers and writing instruments, a collection
of pictures and interesting objects, thematic and seasonal vocabulary lists
Outdoor Literacy Centre Ideas

sticks, twigs, wood chips – build letters

sidewalk chalk

bucket of water and an old paintbrush – write letters, words, lists, sentences quickly on
the pavement before the writing evaporates

sandbox – write in the sand with sticks or stamp letters with sand molds or cookie cutters

skipping rope spelling – make letters and words with skipping ropes

skipping – recite the alphabet (one letter per jump), or say a word for each letter of the
alphabet (apple, bear, cat, door, egg…)

magnetic letters – alphabet and sight word practice on metal earthquake kiosk or metal
exterior doors

reading – in a tree, on the climbing equipment, under the slide