The Dilemma of Guided Reading and the Rest of the Class
“But what is the rest of the class doing?”
This is the question teachers often ask themselves when they begin to think about implementing guided reading. The answers or lack thereof are what make many shy away from implementing it because for guided reading to be effective, the rest of the class must be involved in meaningful work. However, there is a way to engage the rest of the class and allow them to be productive with important work. This is accomplished through the use of literacy stations. Researchers Allison Movitz and Kerry Holmes found that “When students worked on individual and cooperative projects in the centers, they were engaged with the content at deeper, more meaningful levels. Centers, combined with guided reading, offer the structure to deliver differentiated instruction, providing multiple opportunities for success for all students.”
Characteristics of Successful Learning Stations
Low Maintenance– The stations should be low maintenance for the teacher. This means the stations don’t have to changed daily and some not even weekly. This saves teachers an enormous amount of time and energy.
Independent– Children can complete the work without needing help from the teacher. When needed they seek assistance from their peers.
Reinforcement– Stations reinforce and build on what students have been taught previously, usually through whole group mini lessons.
Success– Students of all academic levels can be successful at every station. In other words, the activities are differentiated.
Routines and Expectations– These are taught explicitly before students are allowed to work in stations. Every child must each show they can work independently by following these routines and expectations.
Successful Stations Teachers Are Using
Word Work– Materials: flash cards, old game pieces, magnetic letters, and cookie sheets, dictionaries, vocabulary lists, spelling lists. Students may make words, practice spelling, or construct vocabulary cards depending on their age and level. Basically anything that has to do with working with words is in this center. If you have a smart board, include this or create another word center with it.
Reading Center– Materials: tons of books – big and small – on all levels fiction and nonfiction, magazines, catalogs, and maps. Be sure to include books you’ve read to the class, and don’t forget to put in poetry books. Also, you may want to split this into two centers…one for reading to yourself and the other for reading with a partner.
Science Center– Materials: items and books related to the current science topic and goggles, magnifying glasses, and other science equipment. Put science experiments from week in there and have your write about what they did/noticed. This is a great way to combine the content area with a literacy center! You could do the same with social studies.
Music Center– Materials: music, paper, and crayons. Kids can read the lyrics to the songs, dance, illustrate the lyrics, and create their own. The possibilities are endless.
Writing Center– Materials: handwriting strips, foam strips and circles, colored pencils, loose paper, pens, regular pencils, stapler, tape, and glue sticks. With your students you might want to generate a list of ideas of things they could write about if they have free choice.
Listen to Reading– Materials: books on tape (CD or computer), earphones. You could include paper, pencils, and colored pencils for listeners to write their reactions to the book, illustrate their favorite part, write a review, or work on a skill you have taught such as setting or character.
When literacy centers are paired with guided reading, your students are able to receive differentiated instruction, practice what they’ve learned, and collaborate with peers. This provides many opportunities for success!
