Guided Literacy Centers

Teacher: Robin Hegan

Grade: K4
Content Area: Literacy
Date: Wednesday, February 19, 2020

1. Content and Standards:

ELS –
PK.B – Identify basic features of print.
1.1 PK.D – Develop beginning phonics and word skills.

2. Prerequisites: Learners should know how to listen, follow directions and be familiar
with basic letter recognition and sounds.

3. Essential Questions:
-What is the book about? What does the picture tell us?
- Can you make your lowercase letters of the alphabet? Do you know their sounds?
- Can you find the word “come?” Can you write the word “come?”
- Can you name two words that are in the “-ap” family?

4. Materials and Equipment:

Teacher Materials: iPad, white board, dry erase marker, pencil, checklist
Center 1 (Turtle Table): (Y) AA Book: The Baker (B) A Book: My Little Dog (R/G)
whisper phones
Center 2 (Carpet): iPads, headphones, cushions
Center 3 (Bee Table): (Y/B) “come” WS (R/G) “come” WS/dabber, dabbers, scissors,
glue sticks, pencils
Center 4 (Star Table): -ap cut and glue WS; scissors, pencils, glue sticks

5. Instructional Objective:
After completing four, 10 minute literacy centers involving fine motor activities that
focus on guided reading, coloring, letter recognition and site word identification;
learners will be able develop their abilities to identify basic features of print, and
develop beginning phonics and word skills.

6. Instructional Procedures:
Before:
Use color coded (red, green, yellow and blue) bins to organize each group’s required
work and place them at the appropriate center. Place any extra materials and tools
that are needed at the appropriate center location (star table, bumble bee table,
carpet or turtle table). Using the overhead projector and whiteboard, display the
predetermined, color coded ,list of names for the Literacy Center groups*.

After a restroom break, have all learners come sit in a circle on the carpet to listen,
observe and understand the activity at each literacy center. Explain each center task
by giving clear directions and modeling. Include learner participation, and
discussion, when appropriate to make sure each center and task is understood.

* (Blue and yellow groups are 4 and 5 year olds; red and green groups are 3 and 4
year olds. There are 4-5 learners in each group. Every 9 weeks learners are assessed
and groups may change according to the skill level of each learner.)

During:
Learners will be dismissed from the carpet to their centers beginning with the red
group at the turtle table, the green group on the carpet, the yellow group at the
bumble bee table and the blue group at the star table.

Using the iPad at the teacher guided center, set a timer for 10 minute increments of
time for each center. Monitor all of the students and the time while teaching guided
reading. When there is 1 minute remaining remind learners by saying, “Learners
you have 1 minute left to finish up what you are doing.” If a learner needs more time
to finish their work, they will place the unfinished work on the rocking chair to be
finished before free play time. If a learner finishes before the 10 minutes is up, they
will choose an activity sheet from the extra paper bin. At the end of 10 minutes
instruct the learners to clean up their area, place their finished work in the checking
basket and move to the next center. This rotation will repeat for a total of 4 literacy
centers.

A teacher aide will assist learners as needed at the three independent literacy
centers while the head teacher will teach guided reading at center 1 (turtle table)
and oversee the classroom as much as possible to make sure all learners are safely
on task.

Center 1 (Turtle Table) - Teacher guided literacy

RED and GREEN Groups: Beginning Sounds Activity
Learners will practice beginning word sounds by identifying a picture and then
selecting the corresponding letter/sound that the word begins with.

YELLOW Group: The Baker

Begin by writing the sight words (I, see and the) on the whiteboard and practice
identifying them. Then explain to learners that you want to talk about syllables in a
word. Ask them if they remember what a syllable is? Explain that a syllable is a word
part. Say salt and clap once. Explain that salt has one syllable. Say water and clap
twice. Explain that water has two syllables. Say other words from the book while
emphasizing the syllables. Have children clap and count the syllables they hear in
each word.

Learners will then begin a second reading of the book. This time as you read
together, pause when you come to the beginning of each new sentence so children
can chime in on the repetitive pattern. Have children read the book a few more
times using whisper phones to develop fluency. While others are reading perform a
running record on one learner.

BLUE Group: My Little Dog

Begin by writing the sight words (big, is, little, my, this) on the whiteboard and have
learners practice identifying them. Then explain to learners that you want to talk
about words that rhyme. Say the word big, emphasizing the middle and ending
sounds. Then say the word dig. Talk about how the words big and dig rhyme
because they have the same middle and ending sounds. Say other words that may or
may not rhyme with big and ask learners to identify which one’s rhyme.

Learners will then begin a second reading of the book. This time as you read
together, pause when you come to the beginning of each new sentence so children
can chime in on the repetitive pattern. Have children read the book a few more
times using whisper phones to develop fluency. While others are reading perform a
running record on one learner.

Center 2 (Carpet): Independent - iPads

Learners will each log into their individual iPads and use the Starfall app to practice
phonics and reading by playing games that best fit their individual levels.

Center 3 (Bee Table): Independent

RED and GREEN: Learners will practice the sight word “come” by completing a
worksheet that involves, tracing the word, writing it, and by finding the word
“come” in a group of dots and coloring each one.

YELLOW and BLUE: Learners will practice the sight word “come” by completing a
worksheet that involves, tracing the word, writing it, building it through cut and
paste, finding it to circle and using it in a sentence.

Center 4 (Star Table): Independent

Learners will cut and paste the correct letter that is needed to complete a word from
the “-ap” family. Then they will write each word on the lines provided.

After: (5-10 minutes)

All learners will return to the carpet. Grab the checking basket and the unfinished
work that was placed on the rocking chair. Pass out unfinished work and have
learners complete it at the turtle table. Quickly, sort through all papers that were
turned in to make sure they are fully completed and have a name. If they do not have
a name, hold up the paper and find out whose paper it is. If the paper is claimed,
have them put their name on it. If the paper is not claimed, it goes in the trash
because there is no name.

Assess all center work and make any necessary marks or corrections before placing
the work in the correct learner’s take home bin.
7. Assessment: Group discussion, teacher observation and checklist.

8. Differentiated Instruction:
During guided literacy the classroom will be divided into groups based on current
literacy skills. Lower level learners are in the green and red groups with red being the
lowest skill level. Higher level learners are in the blue and yellow groups with blue
being the highest skill level. Tasks and discussion are adjusted to fit the needs of the
learners in each group as they rotate through each center.

For learners that finish a center task early, there is a basket of extra work that contains
a variety of choices for learners to practice their letters, phonics and word skills.

*Any work that included teacher assistance should be marked “completed with teacher
assistance.” This includes any assistance by the teacher or any aides in the classroom.