More Notes on Stations

This second post is based on my workshop notes. More information can be found in Literacy Work Stations by Debbie Diller.

I Can
These are placed at the stations and are created with the students input. This is something I really need to work on because in the past I've just posted the I Can's and reviewed with the students. First, show the students the materials for the station. Then ask, "what can we do with this?" Have them talk about ideas. For the younger grades, model the writing on a poster. For the upper elementary grades, a student can write them. If a new book is added to the science station, read a few pages to get them engaged. Say to the class, "before we open the station, let's make our I Can list for the science station." It should take 7-8 minutes to introduce the new materials (engagement) and make the I Can list. The following were ideas generated by students from the video shown.

• I can read a big book.
• I can write about hurricanes.
• I can write my connections.
• I can write facts.
• I can look at hurricane information.
• I can ask my partner questions about hurricanes.

Sharing Time
This is done for a few minutes at the end of station time. This allows them to reflect on their learning. Give them a chance to turn and talk and then ask or call on some to share. If students know we will have sharing time there will be more involvement. Ms. Diller did say it would be hard to keep up but once the routine is established, the students would look forward to sharing time.

Whole Group
Half of the reading block time should be spent in whole group teaching mini-lessons. If the reading block is 90 minutes, it doesn't have to be 45 minutes of whole group and 45 of small group. They could be alternated. Whole group is important because we are modeling and exposing kids to on grade level materials using on grade level standards. For first grade, the time spent in whole group should be 30-40 minutes.

Small Group
This is where we provide differentiation to 4-6 kids and zero in on one skill: comprehension, vocabulary, fluency, phonemic awareness. At the beginning of first grade small group time should be 15 minutes. We focus on specific skills and strategies that kids need. From my understanding, the four students would then proceed to their work stations.

What space should be set up first? 

1. The whole group area should be by a word wall, include a chart stand, calendar, and carpet.  
2. The small group area should be near a wall, shelves, or cabinets with no hidden spaces. The teacher should be able to see every inch of the classroom. 
3. The classroom library should be in a corner with a fiction shelf and a non-fiction shelf. 
4. The writing area should be stationary.

Planning 
With Ms. Diller's guidance, the teachers used a four column graphic organizer to help plan. The columns are completed is a specific order: 1. what we're teaching;  2. materials we're using; 3. grades (don't come from the stations); 4. literacy work stations. Notice that 'grades' is placed in the last column on the right. We plan our LWS (literacy work stations) based on what grades will be taken. (This is what we used in the workshop but there are probably many ways to plan for work stations.)