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-Write or read around the room (point to the words they know/read things on the walls; environmental print can help them)
-Poem activities; shared poems for the week; students can write their own version, do word work with poem t/o the week
-Listening stations; read along w/ book on computer
-Writing centers; response to read aloud that began the reading workshop; reader response journal--make a written response to read aloud or to what they are reading; write down a self-to text or text to text connection; write about characters
-Buddy reading (builds fluency)
-Word work; understand how to manipulate words
*Need a rationale for every center*

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We use Daily Five for our literacy framework. After about 30-45 minutes of literacy instruction (read-aloud, response to reading, etc.), students are in groups based on reading level and move through the five centers (one per day) accordingly. During this time, students will either be using RazKids, doing word work, reading to self, or meeting with the teacher (either myself or my CT). While we are meeting with kids, the others are able to work independently in their centers.

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Sometimes a read-aloud, letter identification flashcards, we are working on identifying rhymes in poems, and for writing we are just practicing forming letters in an alphabet workbook

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During centers we have "write the room" where students take a clipboard and copy down words that they see in the classroom. We also have silent reading and magnet letters to form words. . Apart from centers, as their morning work, students copy the beginning of a sentence on a worksheet and write the last word and draw a matching illustration.We sometimes use individual white boards to practice writing sight words.

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My CT and I pull reading groups while students silent read. That transitions into stations. Sight word practice: however students want to do it (iPads, journals, letter magnets, etc.). Word work: various activities to practice the focus of the week, like finding 'ed' endings. Reading response: respond to a prompt about a read aloud.

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The kids rotate around in centers (in their guided reading groups) while my teacher does guided reading groups.  This takes place the whole afternoon, each center is 20-30 min-
1. read to self (leveled books)
2. read leveled books to someone
3. writing (response to read aloud in journals, always draw a picture with it)
4. word work (word sorts)
5. listening on the computer (Reading A-Z, storylineonline, starfall).
Sometimes we get chromebooks for the last hour where kids will all go to one of those reading websites

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We do 15 minutes of silent reading everyday then my CT will usually hand out a worksheet or packet for students to complete while she pulls her guided reading groups. For writing, my CT will usually give a mini-lesson and then give the students time to work on independently

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- Sustained silent reading for around 45 minutes. Students are expected to pick 2 books every morning so they don't have to get up during SSR.
- We usually stop half way through to get up, come to the carpet, and work on some kind of word work. They then go back to their seats with a worksheet to work on. Usually a poem, words to find around the room, word patterns.

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We do not do stations/centers.

We have reading groups and word sort small group during the 45 min independent reading block. Our reading has never been a ‘build stamina’ approach. The reading coach has established an environment of reading.

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We do sustained silent reading and set a timer so the kids know when to stop reading. We started with 15 minutes at the beginning of the year and have worked up to 30 by small increments to build up reading stamina.

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Most of the time during literacy we do quiet reading. Some days we have Chromebooks and the kids get on kidsa-z.com which they love. During writing time they write in their writing
journal for 40 minutes. They edit and reread stories they have written.

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We do two literacy centers back to back. Students do it with their table each day. The first one is more so books, reading, writing, coloring, searching for words or pictures, etc. The second one is more fun - chrome books, legos, blocks, play dough, puzzles, listening centers. Students know which centers they have by reading the chart - colors = their center (ABC, 123, Writing, Reading)

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Our reading workshop is split up. For the first 30 minutes we do independent reading while the teacher conferences with individuals. In the beginning of the year we started with less time and have gradually added more. We have a list of expectations for independent reading listed on the wall in the room. After independent reading the teacher does small groups. As they do small groups students can make a choice to either work on phonics, buddy read, computer time, or previous literacy work (word sorts).

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During our literacy centers, my CT sets up a station for acting out a shared reading that we're doing during the week, an iPad station where students are on games according to their level, recently we've had a rhyming game center since we've been focusing on rhyming, and we have a post office station where students can "write" letters and/or cards to whoever they want.

Routines are established consistently throughout each week to remind the students of what the expectations are. If there are problems that arise, my CT goes back to a mini lesson and models what/how centers should look; reminding what the expectations are again. Centers are not quiet in our room, but they are productive so its ok! They are also kindergarteners so we don't expect it to be quiet :)

Students aren't allowed to freely pick which station they want to go to which I wish was allowed, but my CT makes sure that each table gets to each station through out the week.

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Our centers are pretty generic, but they do a lot of comprehension with listening and learning. They also use chaining books for learning to read and spell.

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My CT puts up a rotation list on the SmartBoard, rotations are about 20 minutes. Group A does "Lexia" (online reading program), Group B does Book Club, Group C and D do independent work for the day/ week.
Another thing that gets assigned for independent work is "scoots" where my CT puts up cards around the room and the kids move around answering related questions.

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In my class, we don't necessarily do centers. Usually students have independent reading time after reading workshop as a group, and then my teacher and I will pull groups of students to conference with them.

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We do Daily 5 as our stations : Everyday there are those 5 stations that they rotate to
Word Word - Working on sight words or some type of foundations (digraph, short/long vowels, etc)
Work on Writing - writing spelling words/sentences, etc
Listening to Reading - books on tape
Read to Self - typically are their "good fit" leveled books
Computer - We have a literacy program called LexiaCORE5
While students are working at their station she pulls up guided reading groups

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My CT is having me do Readers Theatre. I pick a literacy group and work on oral fluency, prosody, volume, and drama.

I chose the standard of retelling folk tales and recalling the theme or message.

At the end of a few weeks they won't have the script memorized but they can read with fluency.

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Our studentsuse  stations for math and reading
Math: mostly math games like number squeeze, hide the dots, etc to build number sense but they sort of lack direction

Reading: basically choose your own worksheet, my CT has found a bunch of pseudo games for reading that she prints off and lets kids choose from, plus writing choices, and read aloud choices. Word wall rainbow: use multicolored markers to practice word wall words. Dice rolling to pick what words to practice, spinning game to pick- just a bunch of unique ways to get them to practice words. At writing, its mostly story prompts, or even blank books towrite  in. This station goes pretty well, let’s them be authors. At reading response, we have a box full of all passed read aloud with different response prompts (write a recommendation, tell us about characters, etc)

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We use centers. Chromebooks where students can go to literacy websites (Bookflix, Unite for Literacy). ABC center where students write sentences using the words of the week, unscramble words from a sentence in a big book, and practice writing words of the week. Changed buddy reading to an art center. Writing center where students make a writing product using a book based on the theme of the week (pumpkins, Scaredy Squirrel books, changing seasons, etc.). Poetry center where students go to the pocket chart and highlight words that are in the word family of the week, highlight sight words, words that rhyme. Then they do the same thing on a worksheet that has the poem. Write The Room center where students go around the room and find words that have a certain amount of syllables or letters, words that starts with a specific letter.

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CT writes a schedule on board for kids to follow after introducing activities to be completed while she does guided reading groups:
-Computer time (RazKids, Lexia) (15 mins)
-Some sort of writing prompt (on read alouds, etc.)
-Word work activity (picture sort, worksheet with blends/digraphs)
-SSR or buddy read (15 mins)
-Writer's Workshop: personal narratives; make anchor charts with types of narrative leads or hooks, transition words, brainstorm "small moments" to write about for stories.

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We rotate around 5 centers for literacy, art, computers, and listening are always centers, the other tables change. We spend 15 minutes at every center. If students finish early they can grab a book or a puzzle.

Centers:
Art center (different art activity each round of centers such as letter art, elephants in the shape of E, or art to correspond with books such as a tree water paint when we were learning about leaves)

Poem Center (we read a poem together in the morning and then during centers the students take their poem books and highlight their sight words and rhyming words and then draw pictures to go along with it)

Listening Center (books on tape)

Computers ( lexia and dream box)

Write around the rooms (different words such as colors, fall words, winter words, number words are writen around the classroom and students have to find the words and copy them onto their sheet)

Letter Formation Practice (Students practice forming their letter for the day at this center)

Rhyming center (rhyming center usually a worksheet with a cut and paste where students can learn to rhyme)

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We don’t really do centers. At the beginning of the week, students are given a packet that they must finish before Friday. It mostly contains phonics work — word sorts and stuff.

We also do reading, both independent and as a group. We answer comprehension questions (again together and independently) and occasionally have a writing activity based on what we read.