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Remedial Literacy Centers

Grade-level literacy centers, also known as stations, are wonderful additions to any elementary or secondary teacher’s classroom. Literacy centers, in particular, offer a means of teaching key grade-level standards other than the didactic lecture approach or the pass out the same worksheet to everyone approach. However, good teachers know that not all of their students are at grade level. Certainly all students need grade-level instruction, but some need to catch up and some need to move ahead.

Many teachers who have experienced success with grade-level literacy centers also want to differentiate instruction with literacy centers. A worthwhile goal! Often, teachers try to design individual centers which offer grade-level, accelerated, and remedial activities. Or teachers try to create open-ended literacy centers which have different activities. However, in creating these differentiated centers, the centers tend to devolve into either or both behavioral management issues and/or individual work stations in which students are only members of the group for the purposes of the literacy center rotation. In other words, the key social and instructional benefits of literacy centers (cooperative learning) are negated.

So, the problem to be solved is the following: How can teachers teach to the different needs of students within the literacy center instructional approach to both meet the needs of diverse learners and maintain the social and instructional benefits (cooperative learning) of literacy centers?

The answer for remedial intervention is flexible ability grouping. Students benefit by working together on common needs. Literacy centers provide ideal vehicles for cooperative remediation in which teachers can target instruction to the demonstrable needs of the group. Targeted instruction necessitates assessment-based curriculum. Diagnostic assessments can pinpoint precisely what students need to master. Teachers can group students according to their diagnostic needs and then design literacy center lessons to meet those needs.

The focus of these remedial literacy centers becomes the learning deficits to master, not the remedial students themselves. In other words, remedial literacy centers need not be permanent groups of below-basic “bluebirds.” When learning deficits are the focus of the remedial literacy group, the bluebirds fly away from that group to either a grade-level literacy center or to another assessment-based literacy center.

Good teachers can use this model to assure that all students have the benefits of heterogeneous group and homogeneous group experiences. Literacy center rotations can easily facilitate this flexibility.

If you are committed to helping your below-grade-level students catch up while they keep up with grade-level instructional standards and you want to incorporate remedial literacy centers (stations) into your instruction, this is the Remedial Literacy Centers BUNDLE for you!

Designed specifically for literacy centers, each of these four full-year programs will target assessment-based instruction to the needs of your individual students. Following are the four programs included in this special value BUNDLE:

1. Remedial Spelling Literacy Center 
2. Remedial Grammar, Usage, and Mechanics Literacy Center 
3. Phonics Literacy Center 
4. Sam and Friends Guided Reading Phonics Books 

Each of these remedial intervention literacy centers is diagnostically-based. Students take the whole-class diagnostic screening assessments, and once graded, you will know which of your students needs remedial instruction and in which centers to place them.

Because all of these diagnostic assessments are comprehensive, the test data pinpoint precisely which content and skills require remediation and which do not for each of your students.

This means that you will be able to let the assessment data inform your placement of students within these remedial literacy groups. For example, if the assessments indicate that Johnny has both diphthong and r-controlled phonics deficits while Amanda has only the r-controlled phonics deficit, Johnny will be assigned to the Phonics Literacy Center for two workshop sessions, but Amanda will join Johnny for just one workshop session. Now that’s assessment-based instruction that is efficient and prescriptive! Both Johnny and Amanda get the instruction they deserve without wasted instructional time.

The management system makes these flexible groupings work together. Whether you are using literacy centers solely for remedial intervention or adding to grade-level literacy centers (check out the author’s grade-level centers HERE), either may be implemented with success with the resources provided in these programs. For example, the resources include 10 literacy center rotation options to teach from 4 to 10 literacy centers within 40 to 100 minutes per day, 4 days per week. Literacy centers need not be a management nightmare!

You, your students, parents, and administrators will see measurable progress on the program progress-monitoring matrices with the resources in he Remedial Literacy Centers BUNDLE. And what a VALUE as compared to the prices of each individual program… it’s like getting four programs for the price of three.

Check out these FREE SAMPLES:

Get the Remedial Literacy Centers BUNDLE FREE Resource:

Mark Pennington is the author of both Academic Literacy Centers and Remedial Literacy Centers. These grades 4, 5, 6, 7, and 8 centers are offered individually or as value-priced BUNDLES. Click to check out these Pennington Publishing programs on the Teachers Pay Teachers.

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Remedial | Differentiated Instruction Literacy Centers

Individualized Assessment-based Instruction

Assessment-based Instruction

Many teachers begin using literacy centers (stations) to give their students something meaningful to do while the teacher leads a guided reading group. For most teachers, their only differentiated or individualized instruction takes place in the guided reading group. While an excellent start to differentiating or individualizing instruction, reading isn’t the only subject area in which your students have a range of abilities and deficits.

While differentiated or individualized instruction is certainly a worthy goal, how that goal is accomplished does matter. My take is that a mixture of homogeneous ability-level groups and heterogeneous mixed-level groups makes the most sense, rather than the multiple-level lessons and activities in each literacy center approach.

Problems with Multiple-level Lessons and Activities in Literacy Centers

When teachers try to create multiple-level learning activities in their other literacy centers, they typically find significant challenges and drawbacks to this approach. Most abandon the multiple-level lessons and activities approach soon after implementation and often (unfortunately) abandon differentiated or individualized instruction, other than guided reading, as a result. Here’s a list of why this is often the case:

  • Multiple-level centers are all the rage in literacy center books and from the lips of university professors. It’s nice to have an idealistic goal, but more effective to have a realistic approach that will work in your classroom.
  • Creating remedial, grade-level, and accelerated Standards-based lessons or activities for every literacy station that will work for your students is a guarantee for teacher burn-out. At some point, we all need to expend our available work-related energies in what will give our students the best bang for our buck. Plus, we do/should have lives outside of our classrooms.
  • Literacy centers are designed as primarily independent work stations. The more activities and more sets of directions, the more teacher interruptions. It’s a proven corollary.
  • Multiple-level stations are simply too complicated to design and run KISS (Keep it simple, stupid). Plus, they confuse your students.
  • Literacy centers are designed as collaborative, social instructional experiences. Kids can’t work together toward a common objective if they are completing different lessons or activities. Plus, the benefits of peer tutoring are short-circuited.
  • Multiple-level centers are a teacher-correction nightmare.
  • All the multiple-level lesson materials create an organizational challenge for the students and teacher.

A Workable Alternative: Grade-Level and Remedial Literacy Centers 

Rather than abandoning the goal of differentiated or individualized instruction, try a mix of these two student groupings: #1 Grade-level and accelerated Standards-based centers with heterogeneously grouped students and #2 Remedial centers with  homogeneously grouped students. The advantages?

  • Grade-level content or process literacy centers are relatively easy to create and can accommodate open-ended, free or guided choice alternatives for accelerated learners.
  • Remedial content or process literacy centers can be designed according to assessment-based data and students grouped accordingly in ability groups.
  • Remedial centers are task-oriented, fluid, and flexible. When a student has masted the center content or skills, that student transitions out of the remedial center. Remedial centers are flexibly established to meet students’ needs, not as permanent classroom centers.
  • Students, parents, and administrators can see measurable progress in the specific areas of literacy deficits.
  • Remedial literacy centers permit teacher-led centers. Just as with guided reading, teachers can rotate through a variety of remedial groups, teaching the whole time or splitting time between groups (a very effective approach) in which the teacher gets a group started with brief instruction, then rotates to another group to do the same.
  • Rather than students working at the remedial lessons or activities in a multiple-level literacy center individually, students work with their peers cooperatively, and not have to rely on a high-low peer tutoring approach in which the advanced student does the work for the student requiring remediation.
  • Remedial literacy centers can reduce behavioral problems. Rather than assigning Johnny, who reads at the first grade level, to a multiple-level literacy group to supposedly work on his own, and instead create havoc because he can’t read the directions and is bored, eliminate the issue by providing appropriate ability-level work and give him a chance to learn. Veteran teachers recognize that behavioral problems are usually learning problems. Plus, strategically it is much easier to manage a group of behaviorally-challenged students than when they are dispersed at every corner of a literacy center classroom. Let’s face it, the teacher cannot be everywhere at once.
  • Specifically-designed remedial literacy centers are available for purchase… no need to invent the wheel. Of course these are harder to create than your own grade-level centers.

I’m Mark Pennington, author of the grades 4, 5, 6, 7, and 8 Academic Literacy Centers and four grades 4-8 Remedial Literacy Centers.

In a nutshell, the four Remedial Literacy Centers have been designed with assessment-based lessons and activities to help your students catch up while they keep up with grade-level instruction. Each comprehensive year-long (if needed) center will minimize preparation, correction, behavioral problems, and clean-up time and to maximize flexible, on-task learning. These are the four Remedial Literacy Centers, designed specifically for your grades 4-8 students to teach them what they missed in the shortest possible timePhonics Literacy Center, Remedial Grammar and Mechanics Literacy Center, Remedial Spelling Literacy Center, and Guided Reading Literacy Center with 54 illustrated take-home phonics books, designed for older readers. Make sure to click PREVIEW THIS BOOK to get a nice sample of the contents, diagnostic assessments, literacy lessons and activities, and supplies for each literacy center. Not sure if your students need any or all of these Remedial Literacy Centers? Why not give the whole-class Diagnostic Grammar Assessment, Diagnostic Mechanics Assessment, Diagnostic Spelling Assessment, Vowel Sounds Phonics Assessment, and Consonant Sounds Phonics Assessment to let the data drive your decision-making. Click HERE to get these assessments absolutely FREE. 

FAQs

  • Are there diagnostic assessments for proper group placement? Absolutely. Plus, recording matrices are provided for quick and easy progress monitoring.
  • Are there directions for each lesson and activity? There are longer teacher directions and shorter student directions on the literacy center task card (provided in both color and black and white).
  • Who corrects the work? Your students will do all the correcting of the practice exercises in their literacy group. Answers are provided with each task. Students learn from their own mistakes. The teacher grades only the short formative assessment during mini-conferences with individual students.
  • Will these remedial literacy centers work with the six grade-level (4, 5, 6, 7, 8) Academic Literacy Centers? Yes, they fit nicely into rotations with these grade-level centers, your own centers, and/or guided reading.
  • Do students complete all of the center activities? No, these are flexible ability groups. Students complete only the center activities they need, according the results of the diagnostic assessments. Student will move in and out of these Remedial Literacy Centers per individual need.
  • Can I set up, tear down, and move these centers quickly? Set up and tear down only take a few minutes. Perfect if you share a classroom or move to another classroom.
  • What supplies do I need to provide? Only the paper copies. These are not art centers.
  • Are the usual literacy kit supplies included in each program? Yes. The program provides group norms, leadership roles, seven  possible group rotations, task card directions, and answer sheets for each lesson or activity and both pocket chart and larger center signs. Each Remedial Literacy Center, as well as the grade-level Academic Literacy Center BUNDLE is complete and ready to use.
Academic Literacy Centers BUNDLES

Academic Literacy Centers Grades 4-8 BUNDLES

I’m Mark Pennington, the author of Academic Literacy Centers, a decidedly different approach to grades 4-8 literacy centersAcademic Literacy Centers are designed to teach the grade-level 4, 5, 6, 7, and 8 Common Core English Language Arts and Reading Standards with these six rigorous and well-planned 20-minute centers for grades : 1. Reading fluency and comprehension (includes YouTube modeled readings 2. Writing sentence revisions and literary response 3. Language Conventions grammar and mechanics lessons 4. Vocabulary 5. Spelling and syllabication 6. Study skills. This user-friendly program bundle includes lessons and activities designed for independent, collaborative centers with minimal prep and correction. Plus, biweekly unit tests and all literacy center signs and rotation options are provided.

Also check out our remedial literacy centers: Phonics Literacy Center, Remedial Grammar and Mechanics Literacy Center, Remedial Spelling Literacy Center, and the Sam and Friends Guided Reading Phonics Books.

Grades 4-8 Remedial Spelling Literacy Center

Remedial Spelling Literacy Center

Grammar and Mechanics Literacy Center for Remediation

Remedial Grammar and Mechanics Literacy Center

Literacy Center for Phonics

Guided Reading Phonics Books Literacy Center

Sam and Friends Guided Reading Phonics Books

 

 

 

 

 

 

 

 

Mix and match with your own centers.

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