Getting
Started
with
Literacy
Centers
Research
demonstrates
that
although
teachers
would
like
to
differentiate
reading
instruction,
managing
the
other
students
is
often
an
overwhelming
task
(Schumm
et
al.,
2000).
It
is
important
to
keep
activities
simple,
for
the
students,
as
well
as
for
the
teacher.
If
a
teacher
spends
too
much
time
planning
multiple
activities,
there
is
little
time
left
for
planning
the
small
group
reading
lessons.
Also,
if
students
are
given
too
much
choice,
or
too
many
activities
to
complete,
they
may
lose
focus
and
accomplish
little.
Keep
it
simple!
Before
jumping
right
into
using
literacy
centers,
it
is
helpful
to
plan
a
small
number
of
consistent
literacy
centers
that
can
be
used
each
week.
While
the
task
inside
the
center
changes
weekly,
the
general
theme
of
the
center
is
consistent.
This
allows
students
to
become
familiar
with
the
routines
in
the
center,
so
only
the
new
task
must
be
learned
each
week.
Examples
of
basic
literacy
centers
are
provided
in
Figure
1.
It
is
helpful
to
provide
a
consistent
space
in
the
classroom
for
students
to
complete
the
center
tasks,
as
well.
For
example,
a
specific
table
may
be
set
aside
to
serve
as
the
writing
center.
If
a
small
unit
of
shelves
or
‘cubbies’
are
placed
at
one
end
of
the
table,
students
can
easily
access
any
materials
need
for
the
writing
center.
Providing
a
special
place
for
each
center
highlights
the
importance
of
the
work
at
the
center,
and
allows
ample
space
for
student
collaboration.
While
it
is
helpful
to
provide
definite
spaces
for
learning
center
activities,
the
spaces
do
not
need
to
be
large.
Keep
it
real!
Center
activities
are
most
engaging
when
they
are
open-‐ended
and
authentic.
It
is
important
for
teachers
to
resist
the
urge
to
put
old
worksheets
in
a
new
space;
this
will
not
hold
the
students’
attention.
The
goal
is
to
provide
meaningful
literacy
practice
that
will
keep
students
engaged
long
enough
to
meet
with
a
small
group
of
students.
Therefore,
assignments
that
require
students
to
read
or
to
write
at
their
independent
level
are
necessary.
For
example,
in
a
kindergarten
writing
center
students
may
be
required
to
write
about
a
special
memory
from
a
recent
field
trip.
ALL
students
can
complete
this
task
to
some
degree.
Some
may
draw
a
picture
and
color
it.
Others
may
write
letter
like
forms
to
accompany
their
pictures.
Still
other
students
may
write
words
and/or
sentences
about
the
trip.
The
same
is
true
for