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Katie McKnight, Ph.D.
Katie@KatherineMcKnight.com

DIFFERENTIATED INSTRUCTION:
CONTENT LITERACY CENTERS
Tenets of Differentiated Instruction
 • Students differ in their learning profiles.

 • Classrooms in which students are active learners,
   decision makers, and problem solvers are more
   natural and effective
   than those in which students are served a "one-size-
   fits-all“ curriculum and treated as passive recipients
   of information.

 • "Covering information" takes a backseat to making
   meaning out of important ideas.
What are Learning Centers?
• Synonymous with Learning Stations.
• Learning Stations are locations that a teacher
  designs for students to work in small groups or
  individually.
• Each center has a clearly articulated learning
  activity.
Getting Started: A Checklist
1. Write out all directions for the students for
   each station.
2. Explain procedures and have them written
   out and posted in your classroom.
3. Create a “make up station” at the end of
   the rotation so that students can complete
   any unfinished work. Review and revision
   are key in the development of literacy skills
   sets.

                                                   4
Getting Started: A Checklist (cont’d)
4. The teacher should circulate among the groups
     to facilitate answers and questions about the
     work.
5. Formal assessment occurs when the students
     have finished the novel.
6. When possible, give students a choice at each
     station.
I like to make a poster for each station.

Let’s look at a model for learning centers.

                                                     5
A Classroom Picture
    Sample Stations for First Rotation

                                  Content
                 Reading          Study
Vocabulary       Strategy
Activity




  Practice         Listening or    Make
  with             Viewing
  Content          Center          Up
                                   Center

                                            6
Sample Learning Centers
Directions: Circulate around the room to the
different learning stations.
Consider the following questions:
1. How can you use this learning center activity for
    your content area and classroom?
2. As you consider your content area and a specific
    learning center, what adaptations and
    suggestions do you have for the activity?
Note: These learning centers focus on vocabulary.
When you create center activities for your
students, you will have a variety of activities, not
just vocabulary.
VOCABULARY AND TERMINILOGY CENTERS
Learning Center Station
Vocabulary




                 Samples are from: McKnight, K. (2010). The Teacher's Big Book of Graphic
                 Organizers: 100 Reproducible Organizers that Help Kids with                9
                 Reading, Writing, and the Content Areas. Jossey-Bass.
Learning Center Station
Vocabulary




                  Samples are from: McKnight, K. (2010). The Teacher's Big Book of Graphic
                  Organizers: 100 Reproducible Organizers that Help Kids with
                  Reading, Writing, and the Content Areas. Jossey-Bass.
                                                                                             10
Concept Sorts
• What is it?
• Introduces students to the vocabulary of a new topic or
  book.
• Students are provided with a list of terms or concepts
  from reading material.
• Students place words into different categories based on
  each word's meaning.
• Categories can be defined by the teacher or by the
  students.
• When used before reading, concept sorts provide an
  opportunity for a teacher to see what his or her students
  already know about the given content. When used after
  reading, teachers can assess their students' understanding
  of the concepts presented.
Concept Map
You or the student selects a word or concept for the center box of
the organizer. In the box directly above, students should write the
dictionary definition of the word or concept.
Students should record key elements of the word or concept in each
of the boxes on the upper left side.
In each of the boxes on the upper right side, the students should
record information that is incorrectly assigned to the word or
concept.
Examples of the word or concept are recorded in the boxes along the
bottom of the page.
The ‘‘What is it like?’’ and ‘‘What is it NOT like?’’ boxes can be
particularly challenging.
Be sure to model responses to these or allow students to work in
pairs so that they will have greater success in completing this activity.
Content Area Centers
Word Detective
• The importance of encouraging students to
  study words cannot be emphasized enough.
• In this center, students are prompted to
  research the etymology of words (and content
  area terms) and connect visual images to the
  words that they encounter.
Creating Slide Shows
• www.photopeach.c
  om
• Sample from an
  Algebra teacher
http://photopeach.co
m/album/tculv0?invit
ecode=b684ea3b5c
Vocabulary Demonstration Lesson

• http://www.adlit.org/media/mediatopics/voc
  ab/

• http://www.adlit.org/media/mediatopics/voc
  ab/
SAMPLE READING ACTIVITIES
KWL


K= What the reader already knows




      L= What the reader wants to learn or know.




                        L= What I learned
DRTA
DRTA
Content Area Centers
Content Area Centers
Sketch Through
                       Text




Daniels, H. and Zimmerman, S. (2004). Subjects Matter:
Every Teachers’ Guide to Content –Area Reading.
Portsmouth, NH: Heinemann, p 121.
Stop and Write
Inquiry Chart
The Inquiry Chart (I-Chart) is a strategy that
enables students to generate meaningful
questions about a topic and organize their writing.
Students integrate prior knowledge or thoughts
about the topic with additional information found
in several sources.
The I-Chart procedure is organized into three
phases: (1) Planning, (2) Interacting, and (3)
Integrating/Evaluating. Each phase consists of
activities designed to engage students in
evaluating a topic.
 http://www.adlit.org/strategies/21826/
I Do, We Do, You Do
• http://www.adlit.org/media/mediatopics/com
  prehension/

• Comprehension Demonstration
Content Area Centers
Visuals
• Graphic Organizers and other visuals support
  student comprehension and understanding of
  text.
• Here is an example from a Social Studies
  teacher
• http://www.adlit.org/media/mediatopics/cont
  entarea/
Content Area Centers
Content Area Centers
Feedback
• I need feedback from you about next steps.
• What do you need in order to experiment
  with content based centers?

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Content Area Centers

  • 2. Tenets of Differentiated Instruction • Students differ in their learning profiles. • Classrooms in which students are active learners, decision makers, and problem solvers are more natural and effective than those in which students are served a "one-size- fits-all“ curriculum and treated as passive recipients of information. • "Covering information" takes a backseat to making meaning out of important ideas.
  • 3. What are Learning Centers? • Synonymous with Learning Stations. • Learning Stations are locations that a teacher designs for students to work in small groups or individually. • Each center has a clearly articulated learning activity.
  • 4. Getting Started: A Checklist 1. Write out all directions for the students for each station. 2. Explain procedures and have them written out and posted in your classroom. 3. Create a “make up station” at the end of the rotation so that students can complete any unfinished work. Review and revision are key in the development of literacy skills sets. 4
  • 5. Getting Started: A Checklist (cont’d) 4. The teacher should circulate among the groups to facilitate answers and questions about the work. 5. Formal assessment occurs when the students have finished the novel. 6. When possible, give students a choice at each station. I like to make a poster for each station. Let’s look at a model for learning centers. 5
  • 6. A Classroom Picture Sample Stations for First Rotation Content Reading Study Vocabulary Strategy Activity Practice Listening or Make with Viewing Content Center Up Center 6
  • 7. Sample Learning Centers Directions: Circulate around the room to the different learning stations. Consider the following questions: 1. How can you use this learning center activity for your content area and classroom? 2. As you consider your content area and a specific learning center, what adaptations and suggestions do you have for the activity? Note: These learning centers focus on vocabulary. When you create center activities for your students, you will have a variety of activities, not just vocabulary.
  • 9. Learning Center Station Vocabulary Samples are from: McKnight, K. (2010). The Teacher's Big Book of Graphic Organizers: 100 Reproducible Organizers that Help Kids with 9 Reading, Writing, and the Content Areas. Jossey-Bass.
  • 10. Learning Center Station Vocabulary Samples are from: McKnight, K. (2010). The Teacher's Big Book of Graphic Organizers: 100 Reproducible Organizers that Help Kids with Reading, Writing, and the Content Areas. Jossey-Bass. 10
  • 11. Concept Sorts • What is it? • Introduces students to the vocabulary of a new topic or book. • Students are provided with a list of terms or concepts from reading material. • Students place words into different categories based on each word's meaning. • Categories can be defined by the teacher or by the students. • When used before reading, concept sorts provide an opportunity for a teacher to see what his or her students already know about the given content. When used after reading, teachers can assess their students' understanding of the concepts presented.
  • 12. Concept Map You or the student selects a word or concept for the center box of the organizer. In the box directly above, students should write the dictionary definition of the word or concept. Students should record key elements of the word or concept in each of the boxes on the upper left side. In each of the boxes on the upper right side, the students should record information that is incorrectly assigned to the word or concept. Examples of the word or concept are recorded in the boxes along the bottom of the page. The ‘‘What is it like?’’ and ‘‘What is it NOT like?’’ boxes can be particularly challenging. Be sure to model responses to these or allow students to work in pairs so that they will have greater success in completing this activity.
  • 14. Word Detective • The importance of encouraging students to study words cannot be emphasized enough. • In this center, students are prompted to research the etymology of words (and content area terms) and connect visual images to the words that they encounter.
  • 15. Creating Slide Shows • www.photopeach.c om • Sample from an Algebra teacher http://photopeach.co m/album/tculv0?invit ecode=b684ea3b5c
  • 16. Vocabulary Demonstration Lesson • http://www.adlit.org/media/mediatopics/voc ab/ • http://www.adlit.org/media/mediatopics/voc ab/
  • 18. KWL K= What the reader already knows L= What the reader wants to learn or know. L= What I learned
  • 19. DRTA
  • 20. DRTA
  • 23. Sketch Through Text Daniels, H. and Zimmerman, S. (2004). Subjects Matter: Every Teachers’ Guide to Content –Area Reading. Portsmouth, NH: Heinemann, p 121.
  • 25. Inquiry Chart The Inquiry Chart (I-Chart) is a strategy that enables students to generate meaningful questions about a topic and organize their writing. Students integrate prior knowledge or thoughts about the topic with additional information found in several sources. The I-Chart procedure is organized into three phases: (1) Planning, (2) Interacting, and (3) Integrating/Evaluating. Each phase consists of activities designed to engage students in evaluating a topic. http://www.adlit.org/strategies/21826/
  • 26. I Do, We Do, You Do • http://www.adlit.org/media/mediatopics/com prehension/ • Comprehension Demonstration
  • 28. Visuals • Graphic Organizers and other visuals support student comprehension and understanding of text. • Here is an example from a Social Studies teacher • http://www.adlit.org/media/mediatopics/cont entarea/
  • 31. Feedback • I need feedback from you about next steps. • What do you need in order to experiment with content based centers?