Reflection: Routines and Procedures Students At Work: Literacy Workstations for Descriptive Text Structure - Section 2: Rotations

 

It is December at this point, and I finally feel like my students run these stations smoothly. They know where I like the work turned in, they know how I like the stations to look when they finish up, how I want them to move from station to station, how to move the group names on my SMART board for each rotation and how to use the SMART board timer. This has taken a lot of patience, modeling and reviewing of expectations. If you're just starting this type of rotation in your class, don't give up if the kids are struggling. It really does pay off. The kids enjoy the freedom and like feeling like leaders. When I have students who have a hard time catching on to my expectations, I pull them from the stations, have them work independently on something and let them write about their choices. They also describe which type of learning they would rather participate in. When they know the expectations and have had some time to practice with your guidance, they really do catch on quickly. Other things I have had to do over the years are video tape a session and then let the kids watch and asses themselves. We compare and contrast seat work learning with station learning and discuss which is better for their brains. I know I will experience pitfalls, but this differentiation works so well for my classroom (and my sanity!) that I would never give it up! 

  Workstation Procedures
  Routines and Procedures: Workstation Procedures
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Students At Work: Literacy Workstations for Descriptive Text Structure

Unit 2: Tearing into Informational Text
Lesson 5 of 9

Objective: SWBAT apply knowledge of the descriptive text structure and practice their vocabulary skills to determine the meanings of root words.

Big Idea: Listening to the teacher can be BORING! How about some time to read descriptive texts and work with root words on your own?!

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11 teachers like this lesson
Subject(s):
English / Language Arts, fluency (Reading), context clue, Nonfiction (Reading), Nonfiction Literature, small group, text structures, informational text, interactive notebook
  50 minutes
students on
 
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