LEARNING CENTERS

Name / Focus / Skill / Resources Needed / Description

Reading

Listening Post / To provide opportunity for children to listen to a text read onto tape. / Listening post with headphones
Multiple copies of the text / Texts used may be ones which have been used previously in Guided Reading / Literacy Block.
Quiet Reading
-  Book boxes
-  Big books / To allow children time to read and practice reading skills / Range of books (may be within a range)
Books related to topic
Classroom library
Quiet reading area: bean bags, cushions, etc.
A range of big books / Children are given time to read quietly.
Many select books from ‘book boxes’, classroom library, books about the Integrated topic or from home.
Computer / Information Technology / To provide opportunities for children to use word processing package for writing or publishing. / Computers
Software for word processing / Students cab use computers for writing or can use time to type for writing to be published.
Print Walk
“Read around the Room” / To record known words / sight vocabulary. / Recording format e.g. book, pens, pencils / Children record words that they can read.
Magnetic Letters / To develop spelling skills / Set of magnetic letters
Whiteboard or baking trays
Paper and pens (extension) / Children make words they know using magnetic letters. Read words to another child, parent or at sharing time.
Extension: Ask to record the words they have made.
Name / Focus / Skill / Resources Needed / Description
Letter / Sound Dominoes / To develop skills in matching initial sounds (of picture) with letters. / Dominoes (commercial or teacher made) / Children match initial sounds with letters. Could be made more difficult by using blends, silent letters and so on.
Letter Categories / To match initial sounds / letters with pictures of objects. / Sheet with 5 or 6 columns:
Letter at the top of each column / Children classify picture of object into correct column. Extension: make more difficult by using blends, silent letters, etc.
Fishing Game / To practice recognition of letters / words. / Pond (cardboard or inflated)
Fishing rod with magnet attached
Fish with letters, words written on them and paper clip attached. / Children catch fish and ten have to identify what is on the fish. The focus of this activity can be changed to suit purpose, for example, words, letters topic words.
Sequencing: letters
words
sentences / To develop skills in sequencing (with a specific focus). / Sheets (developed by the teacher)
Commercial cards with words / sentence strips / Children involved in sequencing activity, with various focus, depending on needs.
‘Make A Story’ / To develop skills in sequencing words to make sentences.
To use prior knowledge to retell story. / Sheet (developed by teacher)
Paper / pencils
Glue
Scissors / Teacher designs a sheet using common words and key words, for example, from a fairy tale. Children cut out words to form the retelling of the tale.
**Could be adapted to suit other forms of writing.
Name / Focus / Skill / Resources Needed / Description
Letter / Sound Searches / To develop skills in locating letters and sounds made by letters (grapho-phonics). / Paper
Pencils / Pens
A range of texts / Children are given a letter or sound to ‘search’ for. They record words they have found. These can be collated onto posters or kept in a special folder or book.
Snap / To develop skills in matching initial sounds of objects to letter. / Cards (either commercial or teacher made) / Children play game of Snap, matching initial sound and letter. This could be adapted to make it more difficult or for extension.
Playdough Letters / To focus on formation and physical attributes of letters. / Playdough
Boards / Children make letters of the alphabet using Playdough. This can be extended by making letters to form words.
Buddy Reading / To practice skills in reading aloud.
To practice effective listening skills. / A range of texts / In pairs, students take turns in reading to each other. Children should have developed skills in selection of texts.
Listeners ask questions of readers.
Pocket Charts (Sentence Makers) / To be able to sequence at appropriate level. / Pocket charts (sentence markers)
Cards – letters, words, sentences / Children sequence parts of text in correct order. This activity may be changed to suit different and text types.
Name / Focus / Skill / Resources Needed / Description
Cut Out Letters / To identify and cut letters to spell words. / A range of magazines and newspaper
Paper
Scissors Glue and brushes / Students cut out letters from newspapers and magazines to make words. The words could be randomly chosen, topic based, focusing on a phonic element or the child’s own lost of spelling words.
Word Ladders / To experiment in changing letters to make words. / Paper
Pens / pencils
Or Magnet letters, scrabble squares / Children build word ladders by changing letters for example:
down
dawn
yawn
yarn
barn
This activity could be adapted to make it more difficult e.g. In five moves from the dark to foot
Word Webs / To investigate aspects of word study, focusing on one word. / Word web sheets
A range of dictionaries / thesauruses
Pens and pencils / Students fill in word web sheet using resources as an aid.
Word Wall / To match pictures with words. / Display board / Pinboard
A range of cards with matching words and pictures
Blank cards / Children match cards with pictures and words. Blank cards can also be provided for students to make up their own for other children to use.
Name / Focus / Skill / Resources Needed / Description
Word Wall Sort / To match initial letters / Cards with words, pictures
Headings / Children sort word wall cards into appropriate categories.
‘Make It’ Center
- Using written instructions / To practice reading to follow directions to achieve a goal. / Copies of directions on how to make specific objects / recipes, etc.
A range of craft materials / Children follow written instructions to attain a goal.
Bingo / To reinforce aspects of print, relevant to needs. / Bingo boards and cards (developed by the teacher or commercially produced) / The Bingo can be adapted to suit various needs and focus of the grade. For example the group could use: - letter names
- words
- blends
- Integrated Topic words
Readers Theatre / To develop the children’s reading skills, and to practice performance and oral language skills. / Scripts (taken from text or written by children) / Children read from script. Rehearse and perform to class. More information can be found in Readers Theatre (Susan Hill)
Reading Text Onto Tape / To develop the children’s ability in reading aloud, speaking clearly and with expression. / Text
Audio Cassette Player
Audio Tapes / As a group, children record text onto tape. Sound effects can be added.