I am now the proud owner (term used loosely) of 8 iPads in my classroom and while it's super exciting, it's a little daunting. I'm the only one at my school who has more than one, so I have a huge responsibility to set the bar. But, crazy me, I love the challenge!
One of the ways that I've been using the iPads the most, is in centers.
So, I share a no prep center (aren't those the best ones? Just bein' honest!).
Our reading curriculum provides retelling cards. They're great and necessary, but to put the kids at a center with them just doesn't work. They're done in 5 seconds flat. Enter iPad. Now they have to lay them out in order, practice their retelling, then they get to video each other doing the retelling. I can watch each child's video to assess them. PRESTO, instant, engaging, common core aligned center!
Blessings to you,
I'm a speech-language pathologist and I use my iPad all the time to have kids act out and retell. explain vocabulary. ask questions in an interview format for other students. IT'S ENDLESS. The kids LOVE seeing themselves on "film" (the little hams that they are!!) and so it's a win-win. My husband works for Apple and gets that wonderful invention in the hands of our kids, so if I didn't use it, I'd hear it at home! GREAT JOB with your centers!!
Would you mind sharing the name of the Reading Cirriculum Proram that you use which contains. Retelling cards? I love this idea!
Great idea. We have 1:1 iPads and I am always looking for ways to use them as a tool for learning rather than just a way to access apps.
Do you have your students write out their scripts before they create the video? What are you assessing when you watch their videos? What is your goal?
One must have a certain level of academic achievement and maturity before becoming a tutor, so this honor is reserved for those in 8th grade or above.
2. Describe the social conditions that make it more difficult for underprivileged children to achieve basic reading and math skills during elementary school. Edit
Underprivileged children have several disadvantages that can affect their school work.
Poor nutrition This affects overall health, cognitive abilities, school absenteeism, and may cause a child to become emotionally needy which leads to disruptive behavior. Overcrowded Schools Urban areas suffer from overcrowding in public schools. Teachers are forced to spend a great deal of their time administering discipline or working to keep the students safe from other students rather than in educating. These schools are usually underfunded as well, since most school funding comes from local sources, and these schools are located in places where funding is extremely difficult to come by. Thus, these schools are often poorly equipped. Absent Parents Many underprivileged children do not have the opportunity to spend much time with their parents, as their parents must spend a lot of time out of the home to earn enough money just to meet the basics. Children are thus often left to fend for themselves and do not benefit from parental guidance. These parents are often uneducated themselves, so even if they were able to stay home, they may not be equipped to help their children with their school work. The types of jobs available to the uneducated often require the parents to work odd hours, so when the children come home from school, the parents are at work. When the parents and children are home together, the parent is often exhausted to the point of collapse, or preoccupied with other problems (how to pay bills, deal with drug problems, etc.). Parents under such stress often become abusive. Two-parent families are rare in urban neighborhoods, so the child may have never lived with his or her father, and may have never even met him. English as a Second Language Many underprivileged children come from homes where English is not spoken, so they have to learn the language outside the home. They may not be accustomed to hearing English spoken with grammatical correctness. In many underprivileged homes, newspapers and books are rarely seen. Living Conditions Urban areas are very dense, with a lot of people crammed into a very small area. Large (or multiple) families are forced to live in two- or one-bedroom apartments, so there is not much room for privacy, or a quiet place to study. Noise from adjacent apartments easily transmits through the walls, so when there are no fights going on in the child's own home, there may be fights going on in an adjacent apartment. Conflict can be heard at all hours of the day and night. Poor Self-Image Children raised in the environment described here may have a very poor self-image. They are accustomed to failure and may have accepted it as their unavoidable destiny. They may not care if they fail and may take no pride in their work.
3. Explain the major types of community-based tutoring programs: Edit a. In-school, cross-age tutoring Edit
In school programs are managed in a variety of ways. One common way is cross-age tutoring. In this case students, normally of a higher grade level, tutor other students in the areas where they need assistance. There are many advantages of this type of one on one peer tutoring: often the tutor has recently completed the same classes having a perspective on the unique issue a particular class presents, comradery can be formed quickly which often promotes the tutored to relax and lower their guard creating a better learning environment. Cross-age tutoring offers the tutor the opportunity to develop social skills and management skills not often developed in the school years of youth, giving the tutor an added benefit as well.b. After-school or weekend program Edit
This type of tutoring program is perhaps the most common. They are often organized by church-related groups or community organizations. Adventist Community Services (ACS) most often participates in after-school or weekend programs. These programs meet once or twice per week and make use of volunteer tutors.c. Community homework center Edit
Community homework centers are not common to most areas. These centers often operate in the inner city of metropolitan areas as a haven for students who would otherwise be distracted by the environment around them. Centers such as these are normally not-for-profit corporations that are open to all youth seeking a place of refuge to study and socialize, their continuance is dependent upon the generosity of the community and the dedication of what is often one or two full-time staff members. Peer tutoring and assistance from staff are available at these locations, and the staff often fill a parent-like role for students who are often neglected at home. In addition to a safe a proper place for study, such centers usually offer some recreation and community service opportunities to the youth who use them. These non-study activities help to develop social skills and skills in cooperation, self control, and problem solving as well as provide a special sense of accomplishment to youth who otherwise have no purpose in there lives.
4. Explain the difference between one-on-one tutoring and small-group classes, and list the pros and cons of each approach. Edit
In a one-on-one tutoring session the tutor helps only one student at a time. In a small-group tutoring session, the tutor helps two or more (but not very many more) students at a time.
In a one-on-one tutoring session, the tutors attention is undivided, the student gets more tutoring time, instruction is tailored to the student, and it moves at the pace set by the student. In a group setting, the amount of time the tutor can spend per student is more limited, the tutor must balance the needs of all students, and some students may slip into a non-participatory role. However, students can benefit from the questions asked by other students - questions the student was afraid to ask, or questions that the student didn't think of. A wider variety of information is shared in a group setting.
5. List the basic functions included in the job description of the volunteer tutor in a community-based tutoring program. Edit
The tutor must first work to establish a relationship with the child. It is very important to establish trust. Do not talk down to the child. Listen carefully to the child and try to figure out what he enjoys (this will help when selecting reading material later).
Next, the tutor should determine the child's reading level. This can be done by bringing several short books (or booklets) that you think might interest the child. Spread them out on the table and ask the child to select one and read it out loud to you. Then have him choose another. The child's reading level will be the most advanced book he can read comfortably. You may wish to allow the child to bring one of the books home to keep as his own.
As tutoring progresses, you will need to find creative ways to encourage the student to achieve his goals. When the child is discouraged, it will be up to you to cheer him on - but do not do the work for the student. Validate the child's feeling that he work he is struggling with may be difficult, but stress that the child is capable of doing it. Suggest alternative approaches to problem solving.
Finally, it is critical that the tutor become a reliable partner in the learning process. If you must miss a tutoring session, try to notify the child ahead of time. Do your best to keep appointments. Failure to do so will undermine your influence with the child and reinforce the child's concept that no one can be relied upon.
6. Describe the resources or tools that a volunteer tutor uses in a community-based tutoring program. Edit
A variety of reading materials should be on hand for the child to take home. Include biographies, books on sports or hobbies, stories, magazines, comic books, and newspapers.
Workbooks filled with puzzles are also available, and many allow you to photocopy individual pages to hand out to the student.
Find ways that mathematics relate to real life and use those. Games such as monopoly require the ability to add and subtract, and at times do multiplication and comparison (such as when you draw a real estate tax card - pay $1500 or 10% of the value of all property owned).
You could also set up a store and use play money for "purchases". Allow the child to be either the store keeper or the customer.
Flash cards can also be very helpful.
Younger children need a frequent change of pace. If you can alternate between "quiet" activities and physical activities, you may find that the child is able to work out his energy and then stay better focussed.
A good library of reference materials is also most helpful, and would include dictionaries, a set of encyclopedias, an almanac, and a thesaurus.
Refreshments may also be useful, and you may be able to get local businesses to donate them for the tutoring program.
7. Complete at least ten tutoring sessions with a younger child. Edit
Volunteer at a tutoring place or ask schools in your area if they know of anyone who would like a tutor. You may be required to go through some training before you can begin your work as a tutor. Treat this as a valuable learning experience (after all, if you are unwilling to learn, you are most likely not fit to teach!)
Be sure that you can commit to at least ten tutoring sessions. It is extremely unlikely that you will be able to accomplish anything meaningful with a child in fewer sessions. If you are not committed to tutoring at least ten sessions, it would be better for the child if you did not begin at all. Indeed, it would be morally reprehensible for you to engage otherwise. Remember that a lack of commitment can be damaging to a vulnerable child, so there is a lot more at stake than whether you earn this honor or not. A child's future may hang in the balance, so stick to it!
Hope you all are having a great start to your week! We've been BUSY, BUSY, BUSY and it seems like as the weeks go on our schedules get even busier! We're on our second week of literacy centers and we're hoping that in a month, when all of the centers have been introduced and fully implemented, things will be running smoothly.
With the new program our district has adopted we've had to change our structure for reading groups, and we've had to change the way we teach reading. Our reading instruction begins with whole group instruction for 40 minutes. After whole group instruction our students are split into 6 groups and go to their first literacy center. We meet with our first reading group at this time. our students are in their literacy centers for 20-25 minutes then we rotate for a second and third session and meet with two more reading groups.
Since our structure for reading has changed we needed to create new plans and rotation schedules to make that all of our students rotate evenly through centers and meet with us based upon their needs.
Here is what our small group reading plans and rotation schedule look like:
If you have PowerPoint and you'd like an editable version of the plans above just click
After introducing each literacy center to our students, the charts go on our literacy center bulletin board so we can refer to them often.
Here's a picture of one of our bulletin boards:
Here's a picture of our literacy center pocket chart cards. The colors stand for each table group. Our kiddos rotate through centers with their table group.
And here's one of our small group reading areas!
Do you have literacy centers/stations going on in your classroom while you teach small reading groups? We'd LOVE to hear any ideas and/or tips your incorporate.
Just comment below!
Don't forget to stop on by our TpT store and check out our Literacy Center Pocket Cahrt Cards and Posters that are shown above.
Our pack includes:
*Literacy Center Chart Header
*12 Literacy center cards that fit nicely in a pocket chart
-Computers & Listening
*Just Right Books Poster
* 12 Literacy Center Expectation Posters
Have a FABULOUS rest of the week and we hope you all have a relaxing weekend!
We're definitely looking forward to it!
12,000 books and counting. We have board books for the little ones, early readers, juvenile, teen AND adult books. We always strive to keep the newest releases among our collection and if we don't have it yet, we can probably get it- just ask.
We have summer "beach reading" paperbacks to borrow and used books for sale.
Similar to a library, you have to be a member to take out books, but it only takes a minute to sign up. You do not have to be a Lincoln resident and we do not have late fees. All we ask is that you bring your borrowed books back before you take out new books.
Homework help is available for 5th - 12th graders Mon. - Thurs. 3:00- closing. Snack is served to students at 3:30. Helpers are usually Lincoln High School honors students.
We also offer help to Lincoln High School students with their Exhibition and Portfolio requirements for graduation.
We have storytime twice a week geared to children in Pre-K & Kindergarten. We also offer Baby Storytime on Wednesday at 9 am (birth - 2yr.+). You can register via our website (Contact Us) or give us a call.
We have 6 computers loaded with MS Office, and all have Internet access. These PCs are available for homework use, and can be used for games when homework is complete.
Parents can use the PCs to check their email, write documents, or surf the web.
Books, seminars, and activities to help you raise children with a positive outlook toward themselves and school.
Child development books
Parent/child read together books
Early Literacy resources
Summer Reading Program
Each year, we hold a themed summer reading program. The goal of this program is to promote reading among children, particularly during the summer months. Participants are required to read a certain number of books and complete accompanying journals (age-based). Prizes are given out as rewards for completing these journals. At the end of the program, the student will be registered for our "Back to School Bash," an event the FLC has hosted for the past 14 years. Here, students will receive their reading certificates and other prizes. Stop by or call us for more information.
Starting in the 2016-2017 school year, the FLC will have FREE copies of Lincoln High School's school newspaper, the Lion's Roar. Stop by and pick up a copy!
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CHEAP BOOKS for Adults!
Books for adults that we can't keep in our collection are available for sale at a great price! We have shelves full of gently used books looking for a good home.
FREE BOOKS for Kids!
Can't get the books back in two weeks? Check out our free book section! These are books that have been donated that we don't have room for in our lending library.
A literacy center is one of several learning stations arranged in a classroom designed for students to visit and learn independently. Children often select a literacy center where they can work by themselves or in a small group of children. Literacy centers within an elementary school classroom feature a variety of stations geared toward phonics. phonemic awareness. spelling, reading, and writing.
A literacy center features hands-on activities that reinforce concepts and themes taught in the classroom. Children can practice what they learn in class in an engaging, interactive environment. A literacy center provides students with opportunities to work with others and independently, and problem solve. In order for the literacy centers to be effective, they must be interesting and deal with topics the teacher has already taught to the class.
Typical literacy center stations in an elementary classroom include a reading center filled with books or big books, a puzzle center that features alphabet puzzles, a listening station where children can follow along as books are read on CD, and a magnetic letter station that uses cookie sheets. Other examples of literacy centers include poem charts where students use pointers to read poetry and rhymes out loud. The type of centers are limited only by a teacher's imagination.
Literacy centers involve a great deal of advanced planning in order for them to be effective classroom tools. A teacher must decide how many centers will be located in the classroom. This depends on her ability to manage the centers and the amount of space available in the room. Each center must complement the skills, concepts, and topics she teaches to her students.
A teacher must also consider how materials for the centers will be obtained. Purchasing the materials can become expensive, so it is best to use classroom funds if available. If the school is unable to pay for the items, she can solicit donations from parents or local businesses. Using donated items can alleviate some of the burden of buying materials from personal funds.
Each center must have materials arranged in an organized manner so that students can find what they need and clean up when the activity is ready to be put away. The literacy centers should have interesting names so that students are excited about visiting them. For example, a reading station could be called The Story Kingdom. A bookmaking station could be dubbed The Book Barn. The goal is to make the literacy stations seems glamorous to young students so they will want to spend time at each one.
As individual students visit centers, the teacher often works with small groups on reading instruction. Since several things are going on at once within the classroom, it's important that the teacher ensures that students can move easily between each literacy center without disrupting others. The day can quickly become a rowdy three-ring circus if centers are not stationed appropriately throughout the room — far enough away from each other so that the noise level doesn't get out of hand.
All learning centers should be clearly labeled and easy for children to locate. Before allowing students to use the centers, teachers need to show students how to use them. Important rules should be established before kids can use the literacy centers. For example, the teacher should show the kids how each activity is completed and how they should clean up after the activity is finished. The teacher must also establish noise-level rules.
Teachers can use their creativity to devise a variety of literacy stations to reinforce learning. Since children learn best when actively engaged, it's crucial to organize literacy centers that will provide hands-on experience to students as they strengthen reading and writing skills. Whether a teacher decides to work with individual students or small groups within the centers, literacy centers are useful ways to enrich classroom instruction.Article Discussion
4) SurfNTurf - I remember when my daughter was in kindergarten and they had game day on two Fridays a month.
On these days the centers would each have various games pertaining to either math or reading. It was really a lot of fun and parents actually contributed most of the games so there was always something different.
I think that making these centers fun and educational will allow the child to learn without even realizing that he or she is being taught.
3) Sneakers41 - I wanted to say that when my children were in preschool, the preschool literacy centers involved a multisensory experience.
In one station children practiced forming letters in rice or sand. This allowed the children to really enjoy the task because they could be creative and not necessarily always have to write their letters on paper.
They also had a modeling clay station in which they could not only develop their fine motor skills my forming the letters with the clay but it provided another way for the children to perform the lesson of forming the letters.
I also think that math literacy centers that include math computation drills as well as board games are exciting for kids.
Creating fun literacy centers that allow children to learn in various ways makes them more likely to remember the lesson and retain the knowledge for years to come.
2) Comfyshoes - I agree with him. “Hop on Pop” by Dr. Seuss was one of the first books my children read by themselves for the first time.
Dr. Seuss books are fun to read aloud and because they are very entertaining and they encourage children to continue reading.
I think that 2nd grade literacy center should include leveled readers and chapter books. Since at this grade the reading levels may vary children should be exposed to books that are relatively easy for them to read so that they gain the confidence as well as books with longer text.
They should also be given longer books to read for homework so that they can develop higher vocabularies and better reading comprehension.
There should also be a mixture of fiction and nonfiction books. Nonfiction books should be given at a slightly lower reading level because they are the hardest types of books for children to read because they are not written for phonetic awareness.
They are written to inform the reader and have them gain knowledge on the subject matter.
1) I think that literacy activity centers are a lot of fun for kids. Learning spelling patterns through phonics helps children not only learn to read but it also allows them to develop a list of potential words that they will be able to write.
This will help children with journal writing as well as dictation. Elementary literacy centers normally include a lot of phonics readers that promote the phonetic sound that is learned for the week as well as rhyming books and books with alliteration.
Dr. Seuss books are among the most popular books for emergent readers because of their constant repetitive rhyming text that helps to reinforce phonetic patterns. For example, the book “ The Cat in the Hat” by Dr. Seuss offers the reader rhyming text to follow the “At” word family as in the word cat, sat, and hat.
He introduces many other word families in the book with a lot of repetition which makes it easier for a child that is learning to read to read his books. His books are great for Kindergarten literacy centers.