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Differentiated Reading Centers in My First Grade Class?

The teacher implemented differentiated reading centers in their first grade classroom to improve student reading abilities. Data was collected through observations, assessments, student work and interviews to analyze the effectiveness of the centers. Focus groups of high, mid, and low ability readers were created. Lesson plans and strategy implementation helped establish routines for guided reading and center rotations. Student progress and needed adjustments were tracked through notes, videos, and a reflective journal. The goal was for students to become independent learners who could work collaboratively in small groups with less teacher support.

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37 views7 pages

Differentiated Reading Centers in My First Grade Class?

The teacher implemented differentiated reading centers in their first grade classroom to improve student reading abilities. Data was collected through observations, assessments, student work and interviews to analyze the effectiveness of the centers. Focus groups of high, mid, and low ability readers were created. Lesson plans and strategy implementation helped establish routines for guided reading and center rotations. Student progress and needed adjustments were tracked through notes, videos, and a reflective journal. The goal was for students to become independent learners who could work collaboratively in small groups with less teacher support.

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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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While I began to collect data on the reading growth of my

students, I became very aware that my research was built upon a


constructivist approach. As my research addressed differentiated
reading centers, it was vital to consider the collaboration and studentled learning that took place. Vygotskys (1978) idea of teachers
working with students until they are able to be self-sufficient learners
closely connects to the research that I conducted with reading centers.
I provided my students with the support that they needed to eventually
be able to learn independently and within small groups.
Through observations of my students within reading, I found that
stages of reading and ability levels varied widely. I noted these ideas
through use of observational notes in my inquiry notebook, STAR data,
and student work. As I began collecting additional information on my
students reading data, I found that the need for differentiation within
reading centers was vital for this reason. The idea that students need
additional practice on skills that they have not yet mastered within
groups of students that need that same support was the driving force
behind my research question: What happens when I implement
differentiated reading centers in my first grade class?
Reading centers were implemented in my classroom for students
to practice phonics work and specific reading skills. I found that I was
interested in finding a way to make reading centers more effective by
differentiating the work that students were expected to complete. I

recorded data in a variety of ways, allowing me to keep track of the


progress of my students. As I observed my students within reading
centers, I was interested in the growth that students were able to
achieve through independent or small group work. Students became
more self-sufficient within their centers, a benefit of the work that
students were completing without my immediate supervision. My
intent for the learning that occurred during center time was for
authentic and effective improvements in the reading levels of students.
I became aware that in order to help my students become more selfreliant during centers, I needed to provide them with these skills during
my time with their small groups. This led me to a further emerging
question: What happens when I use guided reading to improve the
effectiveness of reading centers for first grade students?

Focus Students
I decided to create a focus group made up of students from
differing levels. I found that creating a heterogeneous group, in terms
of reading abilities, would allow me to observe the reading growth that
was occurring among all levels, rather than just from an extremely low
or high starting point. I chose students from my lowest reading groups,
my mid reading groups, and my highest reading groups. This gave me
insight into whether the differentiation within centers had similar
affects on varying students.

Student

Initial STAR

Behaviors during guided

Reading

reading/centers

Level
B

Often bored or distracted, often

reading group)
Aliya (mid

needs enrichment
Works hard, but often lets other

reading group)
Carter (mid

students distract her, progressing


Hard worker, high achieving, shown

Braydon (high

reading group)

lower levels of improvement for his

Adam (low-mid

abilities
Easily distracted and upset by others

reading group)

during centers, progressing in

Jason (low

abilities
Easily distracted by other students,

reading group)

rarely stays on task, often needs


redirection

Anecdotal Notes
Throughout reading center time, I met with guided reading
groups. Aside from reading with small groups, this time also gave me
an opportunity to make anecdotal notes about how the students were
feeling and working within centers. Others that observed my students
during this time, such as my mentor, recorded anecdotal notes relating

to the type of work that the students were doing, where students
needed additional support, and what changes could be made to
improve the learning within this time. I was able to look through this
data and develop my centers with information from myself and from
outside observers.

Videos/Audio
During the time when students were meeting with me, I took
video and audio recordings of their conversations and understandings.
After this data was collected, I analyzed students misunderstandings
and current conceptual knowledge. During the recordings, I asked
students questions to further deepen their knowledge and give me a
better understanding. After these encounters, I took notes on
important keys I had taken away from the conversations.

Lesson Plans
My lesson plans drove the organization and routine of centers.
They continued to progress as my data collection did, and allowed me
to plan my guided reading and center time according to what each
group needed support in. My lesson plans reflected the goals that
students and I set for future lessons and achievements. In looking
through sequential lesson plans, I was able to see how the goals and
objectives for students were progressing.

Student Interviews
After the implementation of centers, I began recording interviews
with students to receive more information about their thoughts on
centers. The questions were to ensure that students understood what
they were doing during reading centers and to identify what strengths
and challenges there were during this time. This also gave me insight
into what aspects of centers needed to be revisited with students. I
gave students the opportunity to share aspects of centers that they
found most beneficial to their reading, and what changes they thought
could be made to centers. In analyzing this data, I was able to see
where students were becoming autonomous within their centers and
where additional support was still needed.

Reflective Journal
Throughout the school year, I kept a reflective journal to write
about the successes and challenges that I faced throughout my
research. Within this journal, I recorded notes about what worked well
in reading centers, where students needed additional support, and
what I could do to make centers more beneficial for students. I wrote in
this journal continuously, and was able to track the progress that I
observed. I was also able to analyze the ideas that I came up with

within this journal, and how I used those to drive my instruction within
reading.

Strategy Implementation
A great deal of modeling and practice had to be put into centers
and guided reading so that students were aware of what was expected.
In order to initially create a routine during this time, I used various
strategies that involved repetition. I used a bell to signal the start of
centers and throughout to signal transitions. Students repeatedly
practiced the expectations for each bell ring and how to properly
transition to the next center. Students became innately aware of what
to do when they heard each ring and shifted smoothly through centers.
During guided reading, students were expected to stay focused on
their own centers and are not to disturb the group that I was meeting
with. In order to remind students that they could not ask me questions
while I was with a group, I had a STOP sign displayed on my guided
reading table that read, Ask three before me. Important questions
were to be directed to at least three fellow group members before I
was asked. Students were aware that they could talk to the members
in their group, if necessary, at a whisper. This was so that the students
at my guided reading table were able to focus on their work, while
groups were also able to work cooperatively. Students learned,
practiced, and were expected to show cooperative behavior at their

centers. They were to share materials with others, provide help to


group members when needed, and make sure that all group members
were successful during centers. This allowed for more engagement and
participation during center time.

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