This demo answers the question what to do with the rest of the class while you work with small groups.

1. Differentiated Independent Work Stations
for use with Response To Intervention
or
What To Do With The Rest Of The
Class While You Work With
Individual Students Or In Small
Groups
Lindy Franco RRVWP 2009

2. Response To Intervention
RTI is the practice of
- providing high quality instruction and interventions
matched to student need
- monitoring progress frequently to make changes in
instruction, and
- applying child response data to important
educational decisions.

3. 1. Benchmark test entire class three times a
year (testing is one on one)
- class will be graphed into three tiers
2. Differentiate instruction for tier two and
three students
- progress monitor tier two students monthly
- No more than 4 to 5 students in a group
- progress monitor tier three students weekly
- individual attention or group of no more than 3

4. 5%-10%
Intensive
Individual
I Interventions
Tier three
10% to 15%
Some students at risk
Rapid response
Tier two
75%-85% understand curriculum
Tier one

5. What does the rest of the
class do
while we are assessing and
differentiating
instruction?

6. Independent
Literacy
Work Stations!

7. What are literacy work
stations?
A variety of activities that reinforce
and or extend learning
Independent and meaningful student
work.
Provides meaningful practice for
concepts already taught.

8. Makes learning relevant, personal and
engaging.
Provides choice
Students have time to explore and
expand literacy.

9. How do I get
started?

10. Clear expectations of
behavior
Students need to be on task and productive
Build in troubleshooting for problems so you don’t
have to be interrupted
- a materials manager - a computer expert - an editor?

11. Mini lessons and modeling
• To provide focus and direction to the
independent practice and help the task
become more meaningful.
• Mini lesson should be 5 to 10 min (role
play)
• Use when
– first introducing a station
– Adding something new
– Reviewing a work station

12. • At the beginning, before you start
meeting with small groups and
individuals, you need to be circulating,
observing, and giving assistance as
needed.
• For first graders it takes six weeks.

13. • You have to schedule a block of time
for work stations every day for
students to get efficient at them.
• Once you start thinking and planning
in independent work station mode it
will get easier.

14. 1. Decide how you want to organize your
literacy work stations.
2. Do you want them working with partners
or individually?
A. Management boards
B. Management sheets
3. Where do you want their work placed?
A. Folders
B. in bin at each station or universal

15. 4. rotation
A. students move to a new
location when they are done.
B. After a set time you tell
them where to go next.

16. Literacy center ideas
• Write the room * writer workshop
• Writing station
• Read the room * reading station
• Big books * Poetry station
• Word work stamps, rainbow writing
* ABC dictionary * pocket chart
• Dramatic station * listening center
• Computer * overhead

17. I don’t have enough time
• You may have to get rid of some old
things to make space for the new
• Many activities you used to do as a
whole group could be moved into work
stations.
• Start small. You may only see one or
two small groups a day.

18. • Creatively come up with a way to check student
work for quality without adding to your
already heavy work load.
• Make use of volunteers and para professionals
• They don’t have to make something at every work
station

19. What about space?
• The majority of work stations utilize
existing classroom resources
• Usually a small designated area is
enough to store all of the work
station supplies.

20. Helpful Tools
• Eric Jenson’s book Teaching with the Brain in Mind
• Debbie Dileller’s books
Literacy Work Stations Making Centers Work K-2
Practice with Purpose Literacy Work Stations 3-6

21. What I hear I forget
What I see I remember
What I do I understand.
- Author unknown

22. Professional Sources
Dr. Stewart Habendank, Lisa. RTI And Student Success, workshop notes.
Northwest Service Coop. Spring 2003.
Diller, Debbie. Literacy Work Stations Making Centers Work. Stenhouse
Publishers, 2003.
Finch, Dana. Using Interactive Centers to Differentiate Instruction For All
Students, Resource Handbook. Bureau of Education & Research. 2008.
Klotz, Linda. Best Practices for Strengthening Your Kindergarten Literacy
Program, Resource Handbook. Bureau of Education & Research. 2008.