LITERACY WORK STATIONS

Definition: Literacy stations, also known as centers, literacy centers, or work stations, are
designed to practice and consolidate a range of literacy skills. A literacy station is
an area in the classroom where students work individually, in partnerships, or in
groups to explore and expand their literacy. Participation in a wide variety of
reading and writing activities, coupled with opportunities for meaningful
responding, will promote fluency, support flexible use of reading and writing
strategies, build background knowledge and vocabulary, and instill reading and
writing as lifelong habits. Literacy stations provide teachers with opportunities to
meet with guided reading groups, observe literacy behaviors and conference
individually with students to question, confirm or guide learning. Key ideas in
planning for literacy stations are choice, relevance and engagement. Literacy
stations are not extras for participation only when the busy work is finished. Nor
are literacy stations worksheets or packets. Literacy stations are for everyone
and the emphasis is on hands-on learning and engagement.
Management of Literacy Stations:
Introduce each Literacy station with the whole group, setting the purpose for the station,
providing opportunities for modeling how the station should work and look, problem
solving and recording expectations on a procedures chart to be placed in the station area
for reference by the children and other adults in the classroom.
As the station is being introduced the teacher may wish to take pictures of how the
materials should be stored in the station and how the materials are to be used. The
pictures are a reference for cleaning up and overall expectations.
Introduce stations one at a time over a period of a few weeks.
Decide on a signal to indicate a switch to a new station. Model and practice what the
switch should look like and sound like. Students can refer to the procedures chart in the
station to ready the station for the next group.
Decide on a management board to indicate to students and other adults in the room where
students are supposed to be and when theyre supposed to be there. There are many
different types of management boards (see links to websites below). The key is to select
a management board that suits your space limitations and management style.
Provide a short time at the conclusion of Reading Workshop for students to share the
learning and debug any issues that may have occurred in the literacy stations.

Possible Literacy Stations

K-2
Big Book
Writing
Drama
ABC/Word Study
Poetry
Overhead
Buddy Reading
Computer
Listening
Science/Social Studies
Handwriting

3-5
Classroom Library
Writing
Readers Theater
Word Study
Poetry/Genre Study
Overhead
Partner Reading
Computer
Listening
Content Area
Handwriting

Materials for Literacy Stations:

Materials are used as part of instruction first. They should be quite familiar to children
before they appear in the station.
Stations may remain for the entire year but materials are changed to reflect the growth
and current needs of students.
Materials are differentiated. (See Literacy Work Stations and Practice with Purpose,
Diller, for specific ideas for differentiation strategies.)
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Procedures Charts and I Can lists

Charts
Variety of writing instruments markers
Post-it notes
Magnetic letters/letter tiles
Big books
Book sets
Variety of paper
Word cards
Pocket charts

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Labeled baskets or tubs

Staplers and tape
Dry erase board
Browsing Boxes a collection of reading materials at the easy or just right
level for students that have been selected prior to SSR
http://www.jmeacham.com/reading.htm#browsing.boxes

Transcript of
Literacy Work Stations Literacy Work Stations Making Centers Work Diller, D. (2003).
Literacy work stations making centers work. Portland, Me.: Stenhouse Publishers.
By Debbie Diller
Key Topics
What is a Literacy Work Station?
An area within the classroom where students
work alone or in small groups
Use instructional materials to reinforce or extend learning without assistance
of the teacher
Guaranteeing Independence Through Work Stations (3 Steps)
1) Modeling:
teacher models use of materials through read-aloud and modeled writing,
shared reading and writing, guided reading and writing, and mini lessons
2) Hand Holding:
Children learn to use materials with teachers guidance though shared reading
and writing, guided reading and writing, and mini-lessons
3) Independence!
Children work without the assistance of the teach with materials and strategies
previously taught
Key Topics
Most Important Components of a Work Station
Link to your teaching
-always model the activities prior to having the students perform the task
-have the students activities reflect what you are teaching in the classroom
Slow down to speed up
-begin at a reduced pace and build momentum after establishing work stations
-start off with less materials/stations, and slowly add them in
Balance process and product
-have some stations focus on the process of development, and others focus on
developing a product
Less is more
-start small and add materials over time
-less materials results in tidier stations
Use novelty
-try one new thing at a time
-introduce one new task or material at a time so the novelty will last longer
Simplify
-keep everything simple

New Learning
Risk Free Environment
Children learn best in a classroom when they feel safe and secure
Students learn more when working with a peer to practice something new
The brain learns best when threats are removed
Provide tasks of varying difficulty to meets the needs of each student
Students learn more when working with a peer to practice something new
Gradual release of responsibility (model, hand holding, independence)
Variety of tasks to fit their needs/interests
What the children can do
Writing something- a list, a card, a letter, a story, a fact book, a survey
(provide samples)
Discuss with your partner what youre thinking about writing
Helping someone revise or edit
Practice correct letter formation
How to set up a writing station
Place near word wall
At a small table to promote conversation and writing
Stacking trays to store paper
Place near a computer
Provide dry erase board
What the teacher needs to model
How to get an idea for writing
How to spell a words the students are unsure about
How to use materials properly
How to put materials away
Three Teaching Strategies
Writing Stations
Three Teaching Strategies
Three Teaching Strategies
Drama Work Stations
ABC/Word Study Stations
What the children can do
Retelling a familiar book
Use puppets or props to retell a familiar book
Reading a familiar play
Creating and using character cards for reading a script
Writing ads for the play students will enact
How to set up drama work station
Use a science project board
Use a dry erase board, Velcro surface, Cork board, etc. to create background
with props

What teachers need to model

How to retell a book
How to use props and puppets
How to read a play
How to write a play
What the children can do
Sorting letters/words
Making letters/words (play dough, writing, sand box etc)
Reading ABC books
Writing their own ABC book
Reading ABC charts
Illustrating words
Doing word hunts
How to set up an ABC/Word Study Station
Place near word wall
Sorting station (small pocket chart, magnetic board, chalk board)
Provide sorting ideas written on cards
Notebooks/paper for students to record words or letters
What teachers need to model
How to correctly form letters
How to read ABC books
How to read ABC Charts
How to sort words, letters or pictures
How to do word hunts***
Teaching Philosophy and Supporting Students at Risk
Writing Work Stations
Give the students choice
Provide models and materials
Provide coloured tubs that have writing materials at different levels

Drama Work Station

Can use words or pictures to retell the story depending on proficiency
More verbal child can retell story while other child uses puppets/props
Teaching Philosophy and Supporting Students at Risk
ABC/Word Study Station
Assign groups based on needs/level
Focus on individual areas which students are struggling
Provide task cards of different colours/difficulty

Web Resources

http://stenhouse.com/pdfs/0353ch01.pdf
http://stenhouse.com/pdfs/0353ch01.pdf
http://www.swlauriersb.qc.ca/schools/crestview/ls/Teacher/Teacher_General_Literacy.htm
http://www.hubbardscupboard.org/abc_centers.html
http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/
http://www.mrspohlmeyerskinderpage.com/centers.htm
Resources
Literacy Work Stations Making Centers Work, Debbie Diller, 2003
Practice with Purpose, Debbie Diller, 2005
Guided Reading, Fountas and Pinnel, 1996
Making the Most of Small Groups, Debbie Diller, 2007
Launching Literacy Stations, DVD, Diller, 2006