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Literacy Center Teacher Roles

Roles for Teachers in Literacy Center

Literacy Center Teacher Roles

Let’s first admit that no one has the corner on the literacy center (or stations) market. Teachers can certainly run their literacy centers the way they want to run them. Furthermore, there is no research suggesting that one teacher role is superior to another. What a teacher is supposed to do or not do during literacy centers depends upon many factors: Are the centers designed to be purely independent work stations? Are the centers teacher-led? Are the centers focused on grade-level work or remedial work? What are the behavioral challenges of the students? Are the centers designed with homogeneous or heterogeneous groups? (See this article regarding group composition.) What are the rotations and time factors? (See this article regarding time management and get seven rotation example charts.)

To provide options and some flexibility to teacher roles during literacy centers, I’ve categorized these roles for the purposes of discussion. Broadly speaking, a teacher may serve as a supervisor, mini-conferencer, or a specific literacy center facilitator. Of course a combination of roles is certainly another option.

For teachers trying out literacy centers for the first time, I recommend the supervisor role  As supervisor, the teacher is available to answer questions, walk the room, and help students fulfill their leadership roles. For example, “Who is the People Manager in this group? Sophie? Sophie, would you like me to help you maintain quiet voices in your group?”

If one of the goals of literacy centers is to encourage team collaboration, the teacher needs to teach students how to positively collaborate. This requires constant reinforcement and the supervisor role helps facilitate this reinforcement. Up front and ongoing training in group norms and leadership roles is essential for success.

Teachers serving in the supervisor role may be tempted to micro-manage and control the collaborative problem-solving of the group. One of the most beneficial outcomes of literacy centers is independent learning. Teacher-dependence can be exacerbated by choosing this role.

Academic Literacy Centers

Collaborative Academic Literacy Centers

The mini-conferencer role works well when formative assessments are key components of the literacy center. Rather than grading work during prep period (or worse yet at home), the teacher provides immediate feedback on the group or individual’s work accomplished in the literacy center. In this role the teacher may pull entire groups or individual students. The teacher may visit the literacy center or set up shop at the teacher’s desk or in the center of the classroom to monitor. The mini-conferencer role works nicely in conjunction with the supervisor role.

Additionally, the mini-conferencer role is ideal for running writers or readers workshop mini-conferences and status of the class check-ins if writers workshop or readers workshop are included in center rotations.

Save the grade-level instruction for the supervisor role or for whole-class direct instruction. The mini-conferencer role is not an efficient means of repetitively teaching a grade-level Standard to each group.

The facilitator role works with a class with few behavioral concerns. Note that well-designed, task-oriented literacy centers with thorough up-front modeling and training in leadership roles and group norms will help minimize class management issues; however, veteran teachers (and some administrators) understand that there is just so much that a teacher can do. The students, themselves, determine which instructional role the teacher must take sometimes. If instructional aides or well-trained parent volunteers are available to serve as the supervisor or mini-conferencer, the facilitator role is always a good option for the teacher during literacy centers.

Many elementary and some secondary teachers use the facilitator role for guided reading. Like literacy centers, there is not only one way to do guided reading. Many approaches will work just fine for literacy centers. Teachers can also facilitate remedial intervention.

The choice of group rotations is more important with the facilitator role than with the supervisor or mini-conferencer roles. A teacher is not omnipresent: he or she cannot be physically present to run every center. In addition to a teacher-led group taking up the full time allotted to a literacy center before the transition to the next center, a teacher can also split the teacher-led literacy center time. For example, a teacher could spend five minutes getting a group started and then dismiss the students to independent work. A teacher could build into the centers rotation a 10-minute guided reading time (Yes, it can be done effectively) and then a 10-minute remedial group (or another guided reading group). See my remedial intervention centers below.

The keys to success in literacy groups are experimentation and flexibility. These keys are especially essential regarding teacher roles.

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.

Grammar/Mechanics, Reading, Spelling/Vocabulary, Study Skills, Writing , , , , , , , , , , , , , , , , , , , , , , , , , ,

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