1

Note: Differentiated Workstations for a Kindergarten class

with readers on a K, 1, and 2 grade-reading levels

Classroom One
Activity

Group 1: Kindergarten

Independent Reading

Reading: Skills and

Strategies
8:00-8:15

Independent Writing

Reading: Application of
Skills and Strategies
8:15-8:30

Reading: Skills and

Strategies

Group 2:
First Grade
Independent Reading
8:00-8:15

Group 3:
Second Grade
Independent Writing
8:00-8:15

Reading: Skills and

Strategies
8:15-8:30

Independent Reading
8:15-8:30

Independent Reading Reading: Application of

8:30-8:45
Skills and Strategies
8:30-8:45

Reading: Skills and

Strategies
8:30-8:45

Writing: Learning to
Write

Independent Writing
8:45-9:00

Independent Writing
8:45-9:00

Reading: Application of
Skills and Strategies
8:45-9:00

Writing:
Developmentally
Appropriate Writing

Writing: Learning to
Write
9:00-9:30

Writing: Learning to
Write
9:00-9:30

Writing: Learning to
Write
9:00-9:30

Reading: Application of
Skills and Strategies

Writing:
Developmentally
Appropriate Writing
9:30-10:00

Writing:
Developmentally
Appropriate Writing
9:30-10:00

Writing:
Developmentally
Appropriate Writing
9:30-10:00

Work Stations

Drama Workstation

Computer Workstation

ABC/ Word Study

Workstation

ABC/ Word Study

Workstation

Drama Workstation

Big Book
Workstation

Computer Workstation

Big Book
Workstation

Drama Workstation

Big Book
Workstation

ABC/ Word Study

Workstation

Computer Workstation

10:00-10:15
Work Stations
10:15-10:30
Work Stations
10:30-10:45
Work Stations
10:45-11:00

Classroom 1, Group 1: Kindergarten

PURPLE GROUP
SOL:
Oral Language
K.1 The student will demonstrate growth in the use of oral language.
a) Listen to a variety of literary forms, including stories and poems.
K.4 The student will identify, say, segment, and blend various units of speech sounds.
e) Identify words according to shared beginning and/or ending sounds.
K.7 The student will develop an understanding of basic phonetic principles.
b) Match consonant, short vowel, and initial consonant digraph sounds to
appropriate letters.
d) Identify beginning consonant sounds in single-syllable words.
K.8 The student will expand vocabulary.
a) Discuss meanings of words.
b) Develop vocabulary by listening to a variety of texts read aloud.
K.11 The student will print in manuscript.
b) Draw pictures and/or use letters and phonetically spelled words to write about
experiences.
c) Use letters and beginning consonant sounds to spell phonetically words to describe
pictures or write about experiences.

Time

Activity

Description/Procedures

Comments

Time
8:00-8:15

Activity
Description/Procedures
Comments
Reading: Skills and Awareness
Students receive
Strategies
1. Say, Today you will learn to explicit instruction that
use the sound for the letter D develop grade level
Explicit Phonics
to help you read and spell
skills and strategies
Routine: Starting with
words.
Helps children build
Known Words
2. Listen to this word /d/ /o/ /g/, vocabulary
Illustration Using Initial how many sounds do you hear
Sound /d/
in the word? What is the first
sound you hear? Repeat
using words dot, dip, do
Segmentation
1. Say: The first sound in dot is
/d/. What is the first sound in
ding? Repeat using words
does, door, down
2. If students respond correctly
move on to the next step, if
they do not, provide more
teaching practice in
segmenting
Association
1. Write the words dog, door, and
dot on the board. Underline
the D. Say: Each of these
words begins with the same
letter and the same sound.
The letter is D, the sound is /d/.
Say each word slowly,
emphasizing the /d/ sound.
Have children repeat with you
2. Have a picture card with a dog.
Show the card. Say: this dogs
name is Dingus- Dingus Dog.
He will help us remember the
sound for D, /d/.
3. Write groups of words on the
board. Have students read the
words with you and decide
which ones with the same
letter and sound as Dingus
Dog
-door, cat, bell
-cap, hat, dad
-beg, dot, pig

Time
8:00-8:15

Activity
Description/Procedures
Comments
Reading: Skills and Reading
Students receive
Strategies
1. On the board write a word that explicit instruction that
students know-pig
develop grade level
Explicit Phonics
2. Say: This word is pig. If we
skills and strategies
Routine: Starting with
change the beginning letter to Helps children build
Known Words
d, what sound will be at the
vocabulary
Illustration Using Initial beginning of this word? What
Sound /d/
is the new word? Repeat
using other words.
3. Say: Now lets use what we
have learned about the d
sound to read some more
words. Use only letter-sound
associations students have
been taught. Print each word
and model sequential
decoding.
4. Write a sentence or sentences
on the board using only lettersound associations and highfrequency words students have
been taught.
Spelling
1. Tell children that they are
going to learn to spell words
with /d/. Use words starting
what D that have ending
patterns that children know.
Say: I want to spell the word
dog. I write d for /d/ and og for
/og/. Model another word
door.
2. Using small sheets of paper
ask students to write the
following: The letter you hear
at the beginning of deer. The
letter that stands for the /d/
sound.
3. Dictate several words, mixing
in words that begin with the
other sound students know
(dad, dud, zoo, cup, dam).
Have students write the words.

Time
8:15-8:30

8:30-8:40

8:40-8:45

Activity
Description/Procedures
Comments
Reading: Application 1. Read Davids Dog
Students are able to
of Skills and Strategies 2. Before reading, review what
apply skills they have
the students learned about /d/ previously learned in
Practice words with /d/ words
Reading: Skills and
sound
3. What does David start with?
Strategies in texts
What does dog start with?
matching their
What are other words that start reading levels
with /d/?
By reading aloud, the
4. Read a line of the book and
teacher eliminates
have students repeat the line. any students who
(Echo Reading)
may be unable to
5. After every word that begins
decode the text
with a /d/ have them clap their This also helps
hands
increase
6. Add words they found to word comprehension of the
wall
story
7. Discuss the words with /d/
sounds
Notes: To accommodate for all
students, the text can be read
individually, in pairs, or aloud by
teacher
Independent Reading 1. During this time students are Students read alone
practicing reading
without support to
2. Conference with a few of the work on fluency and
students to check progress
comprehension
Notes:Keep written notes on
The key is to have
students
children read on their
Students choose book based on level
reading level
This time is to
ELLs: Allows ELL readers to
establish an
chose books at their own level of enjoyment of reading
comprehension
and the habit of
independent reading
Independent Reading 1. Students will read selected
Children read books
books with high frequency
used in previous
Fluency Building
words to build their fluency
lessons to enhance
fluency in reading.
ELLS: Allows for reading without Different from self
instruction or time limits. Work at selected books
own pace
because student will
know all the words
(sight word book)

Time
8:45-9:00

9:00-9:30

Activity
Description/Procedures
Independent Writing 1. Children add to journals
2. Children write on any topic
3. Ask them to review what the
teacher has responded to
previous entries
4. Roam from child to child to see
how they are spelling using
letter-sound associations
previously taught

Comments
Record students who
are having difficulty in
notebook to schedule
independent meetings
later
Allows students time
to practice to become
efficient writers and
establish a habit of
writing everyday
ELLS: Allows for writing without By allowing the
instruction or time limits. Work at student to chose what
own pace
they are writing about
gives them freedom
and keeps interest
Writing: Learning to 1. Writing a group story using
Teacher modeling
Write
words with initial /d/ sound
how to form letters,
2. Boys and girls we are going to words and sentences
Shared Writing
write a story today.
Gives the students
Routine
Remember, a story has
an example to follow
characters and a problem and by
there is a beginning, middle,
Not explicit teaching
and end.
but student directed
3. Select a topic for writing by
Allows all student to
having the children make
provide input
suggestions and write them on
the board
4. After the topic has been
selected, ask the students to
give you ideas and begin
writing the story on the
overhead
ELLS: All students can
participate in adding to the story
despite ability to read or write

Time
9:30-10:00

10:00-10:15

Activity
Description/Procedures
Writing:
1. Students write their own piece
Developmentally
of work where they select their
Appropriate Writing
own topic.
2. The story may be pictures with
captions at the bottom
3. Students will practice and
apply what words they have
learned
4. Instruct students to try and
incorporate as many words
from the word wall as possible
Workstation 1
Drama Workstation

10:15-10:30

Workstation 2

10:30-10:45

Workstation 3

10:45-11

Workstation 4

11:00-11:10

Clean Up

Comments
Students are able to
practice and apply
grammar skills they
have perviously
learned

See workstation
section
ABC/ Word Study Workstation See workstation
section
Computer Workstation
See workstation
section
Big Book Workstation

1.

See workstation
section

Classroom 1, Group 2: First Grade

ORANGE GROUP
SOL:
1.2 The student will expand understanding and use of word meanings.
a) Increase listening and speaking vocabularies.
1.7 The student will use semantic clues and syntax to expand vocabulary when
reading.
a) Use words, phrases, and sentences.
b) Use titles and pictures.
c) Use information in the story to read words.
1.8 The student will expand vocabulary.
a) Discuss meanings of words in context.
b) Develop vocabulary by listening to and reading a variety of texts.
c) Ask for the meaning of unknown words and make connections to familiar words.
d) Use text clues such as words or pictures to discern meanings of unknown words.
1.9 The student will read and demonstrate comprehension of a variety of fictional texts.
a) Preview the selection.
b) Set a purpose for reading.
c) Relate previous experiences to what is read.
d) Make and confirm predictions.
i) Read and reread familiar stories, poems, and passages with fluency, accuracy,
ii)
and meaningful expression.
1.10 The student will read and demonstrate comprehension of a variety of nonfiction
texts.
a) Preview the selection.
b) Use prior and background knowledge as context for new learning.
c) Set a purpose for reading.
d) Identify text features such as pictures, headings, charts, and captions.
e) Make and confirm predictions.
The student will write to communicate ideas for a variety of purposes.
d) Use complete sentences in final copies.
e) Begin each sentence with a capital letter and use ending punctuation in final
copies.
g) Share writing with others.

10

Time

Activity

Description/Procedures

8:00-8:10

Independent
Reading

1. During this time students are

practicing reading
2. Conference with a few of the
students to check progress
Notes:Keep written notes on
students
Students choose book based on
reading level
ELLs: Allows ELL readers to
chose books at their own level of
comprehension

Comments

Students read alone

without support to
work on fluency and
comprehension
The key is to have
children read on their
level
This time is to
establish an
enjoyment of reading
and the habit of
independent reading
8:10-8:15
Independent 1. Students will read selected
Children read books
Reading
books with high frequency
used in previous
words to build their fluency
lessons to enhance
Fluency Building
fluency in reading.
ELLS: Allows for reading without Different from self
instruction or time limits. Work at selected books
own pace
because student will
know all the words
(sight word book)

11

Time
8:15-8:30

Activity

Description/Procedures

Comments

Reading: Skills PRE-READING- Idea Cards

This will help
and Strategies 1.Hand out notecards
students understand
2.Display the cover of the book that informational text
Activate Prior 3.Read the title and the name of can be presented in
Knowledge: Text the Author, My Money by Edgar the form of a picture
Walk
Dawm
book. Gather ideas of
4. Turn through the pages and
how much the
using pictures or short phrases students already
from the book have students
know about the topic
predict what will happen
5.Include some key vocabulary
the students will encounter within
the text
6.Have the students write down
things all of the things they can
think of when discussing money
in 3 minutes
7.Have each student read out
what they have written on the
card and write the ideas on the
board
8.Have the students look for
incorrect information as new
ideas are being presented
Multilevel note: All students will
have a fair chance to share ideas
Comment: This will help students
understand that informational text
can be presented in the form of a
picture book. Gather ideas of
how much the students already
know about the topic
1. Continue reading
During Reading- Guided
2. Have students
Reading
continue to make
1. Read aloud the first two pages
predictions and
of the book.
tweak previous
2. Have students make
predictions
predictions of what they think Comment: Using
will happen based on prior
strategy Preview and
knowledge of the United States Predict will help
at this time
readers conduct this
3. Define key terms such as
by themselves in the
currency
future.

12

Time
8:15-8:30

Activity

Description/Procedures

Comments

Reading: Skills AFTER READING

This will allow the
and Strategies Return to Idea Cards
student to add
1. Return to the ideas the
information to the
students wrote on the cards at knowledge they
Activate Prior
Knowledge: Text the beginning of the lesson
already possessed
2. Have students expand on the This will help student
Walk
ideas based on the knowledge learn by basing new
the acquired from the book
knowledge upon prior
3. Remove any incorrect ideas
knowledge
and add important new ones to
the list
Comment: This will allow the
student to add information to the
knowledge they already
possessed.
Discussion
1. Have the students share any
ideas, words, or questions they
discovered while reading in
groups
2. Have the other students help
answer the questions and
provide input of your own
Comment: Have students return
to the text to help support and
find the answer
Multilevel note: All students can
participate despite method of
reading.

13

Time

Activity

8:30-8:45

Reading:
Application of
Skills and
Strategies

8:45-9:00

Independent
Writing

Description/Procedures

Comments

Cooperative Reading
Students are able to
1. Present the big book Daisys apply skills they have
Droopy Dollar
previously learned in
2. Display the cover of the book Reading: Skills and
3. Read the title and the name of Strategies in texts
the Author
matching their
4. Turn through the pages and
reading levels
using pictures or short phrases By reading aloud, the
from the book have students teacher eliminates
predict what will happen
any students who
5. Ask them to write down terms may be unable to
they do not know or
decode the text
understand for discussion later This also helps
6. Popcorn read with the students increase
who are able to read, have
comprehension of the
those who cannot repeat the story
sentence after you
Allows students to
7. Have students continue to
read aloud and with
practice what they learned in the help of the
the text walk
teacher
8. Write down any predictions
9. Return to predictions after the
story is completed, as in the
example text walk
Multilevel Note: all students get a
chance to read with or without
help of a teacher
1. Children add to journals
2. Children write on any topic
3. Ask them to review what the
teacher has responded to
previous entries
4. Roam from child to child to see
how they are spelling using
letter-sound associations
previously taught

Record students who

are having difficulty in
notebook to schedule
independent meetings
later
Allows students time
to practice to become
efficient writers and
establish a habit of
writing everyday
ELLS: Allows for writing without By allowing the
instruction or time limits. Work at student to chose what
own pace
they are writing about
gives them freedom
and keeps interest

14

Time

Activity

Description/Procedures

Comments

9:00-9:30 Writing: Learning 1. Using the whiteboard, begin Teacher modeling

to Write
to develop the topic you
how to form letters,
selected
words and sentences
Direct Modeling: 2. Pick a topic to write about that Gives the students
Composing
is of high interest. I chose to an example to follow
Complete
write about dogs
by
Sentences
3. Discuss with the students,
Allows beginning
Now what do we want to say writers to see the
about dogs? Let them share process of writing
their ideas and write them on
the board.
4. Pick one idea that is not a
complete sentence such as
big and furry
5. Explain that a sentence is
about someone or
something. Ask, What is it
that is brown and furry? Our
sentence has to tell
us. Hopefully, someone will
say a dog.
6. Write the complete sentence
on the board: A dog is brown
and furry. Underline the two
main parts of the sentence
and show that the sentence is
about a dog and is brown
and furry tells about that dog.
7. Another student may have
said, a small dog. Ask,
What about a small
dog? The sentence has to tell
us something about this small
dog. The end result might
be: The small dog ran
around.
8. Go through the other student
ideas and work together to
make sentences out of them.

15

Time

Activity

Description/Procedures

Comments

9:00-9:30 Writing: Learning 9. Then give each student a piece Teacher modeling
to Write
of paper and have them
how to form letters,
practice writing complete
words and sentences
Direct Modeling: sentences about their topic.
Gives the students
Composing
10.
Some students will be able an example to follow
Complete
to sound out words to write
by
Sentences
their own sentence, and some Allows beginning
students will not be able to do writers to see the
that. With those students, you process of writing
need to work one-on-one:
11.
Ask what their sentence is
about.
12.
Start with the first word,
sound it out slowly for the
student, and go sound by
sound while having the student
write the sound they hear.
13.
Do this with each word
until the sentence is finished.
14.
Soon, when the students
feel more competent in writing
a sentence, discuss with them
the following:
15.
Sentences always start
with a capital letter.
16.
Sentences always end
with a period or something
else. Nearly all their sentences
will be telling sentences at this
point.
9:30-10:00
Writing:
1. Students write their own piece Students are able to
Developmentally of work where they select their practice and apply
Appropriate
own topic.
grammar skills they
Writing
2. The story may be pictures with have perviously
captions at the bottom for
learned
struggling students
3. Students will practice and
apply what words they have
learned
4. Instruct students to try and
incorporate as many words
from the word wall as possible

16

Time

Activity

Description/Procedures

10:00-10:15

Workstation 1

Computer Workstation

10:15-10:30

Workstation 2

Drama Workstation

10:30-10:45

Workstation 3

Big Book Workstation

10:45-11

Workstation 4

ABC/ Word Study Workstation

11:00-11:10

Clean Up

1.

Comments
See workstation
section
See workstation
section
See workstation
section
See workstation
section

17

Classroom 1, Group 3: Second Grade

BLUE GROUP
SOL:
2.1 The student will demonstrate an understanding of oral language structure.
a) Create oral stories to share with others.
2.2 The student will expand understanding and use of word meanings.
c) Clarify and explain words and ideas orally.

2.4 The student will orally identify, produce, and manipulate various units of speech
sounds within words.
a) Count phonemes (sounds) within one-syllable words.
b) Blend sounds to make one-syllable words.
c) Segment one-syllable words into individual speech sounds (phonemes).
e) Blend and segment multisyllabic words at the syllable level.

2.12 The student will write stories, letters, and simple explanations.
a) Generate ideas before writing.
b) Organize writing to include a beginning, middle, and end for narrative and expository
writing.
c) Expand writing to include descriptive detail.

18

Time

Activity

Description/Procedures

8:00-8:15

Independent
Writing

1. Children add to journals

2. Children write on any topic
3. Ask them to review what the
teacher has responded to
previous entries
4. Roam from child to child to see
how they are spelling using lettersound associations previously
taught

8:15-8:25

Independent
Reading

8:25-8:30

Independent
Reading

Comments

Record students who

are having difficulty in
notebook to schedule
independent meetings
later
Allows students time to
practice to become
efficient writers and
establish a habit of
writing everyday
ELLS: Allows for writing without
By allowing the student
instruction or time limits. Work at
to chose what they are
own pace
writing about gives
them freedom and
keeps interest
1. During this time students are
Students read alone
practicing reading
without support to work
2. Conference with a few of the
on fluency and
students to check progress
comprehension
Notes:Keep written notes on
The key is to have
students
children read on their
Students choose book based on
level
reading level
This time is to
ELLs: Allows ELL readers to chose establish an enjoyment
books at their own level of
of reading and the habit
comprehension
of independent reading

1. Students will read selected books Children read books

with high frequency words to build used in previous
their fluency
lessons to enhance
Fluency Building
fluency in reading.
ELLS: Allows for reading without
Different from self
instruction or time limits. Work at
selected books
own pace
because student will
know all the words
(sight word book)

19

Time

Activity

Description/Procedures

Comments

8:30-8:45 Reading: Skills and Segmenting

This will allow the
Strategies
Teach
student to add
1. Select words of two syllables from information to the
Teaching
a book that has been read aloud knowledge they already
Segmenting and 2. Say each word, slowly stretching possessed
Blending
it out
This will help student
3. Repeat with several other words learn by basing new
Book:
Practice
knowledge upon prior
Twist With a
1. Play the match game. Give each knowledge
Burger, Jitter With child a stack of colored tiles or
This allows a hands on
a Bug by Linda
colored squares of paper
experience for the
Lowery
2. Use 5-7 two syllable words. Say student (clapping)
each word slowly. Direct the
children to place a tile on their
desks for each syllable they hear
in the word. In the beginning,
stretch the words by saying them
slowly. As the children become
adept at using this skill, say the
words normally.
MUSIC, MAMBO, SUPPER,
WIGGLE, BURGER

20

Time

Activity

Description/Procedures

Comments

8:45-9:00 Reading: Skills and

Explicit teaching for
Strategies
Teach Blending
children so they will be
1. Select several two-syllable words able to use this in the
from a book that has been read future
aloud
Book:
2. Say the words in their parts.
Twist With a
Model how you can blend these
Burger, Jitter With syllables together to make the
a Bug by Linda
word. Repeat the modeling using
Lowery
several more examples.
Gradually ask the children to take
over the responsibility to blend the
words.
MUSIC, MAMBO, SUPPER,
WIGGLE, BURGER
Segmenting and
Blending Routines Practice Blending
1. Play the game Three Cheers!
2. Identify five to seven words that
you will say in parts. Say each
word by giving the two syllables.
Ask the children to say the words
three times as a cheer
MUSIC, MAMBO, SUPPER,
WIGGLE, BURGER

21

Time

Activity

8:45-9:00

Reading:
Application of
Skills and
Strategies

Description/Procedures

Comments

Practice Syllables
This gives the student
1. Play the clapping game. Use only a chance to practice
words that have three phonemes. what they have
As you say words have children perviously learned
clap for each sound heard. At
The students have a
first, stretch the words out; as
chance to practice on
children develop their ability to do their own with the multiSegmenting and
this, say the words at a more
syllabic words
Blending Routines normal speed.
The games will keep
2. Repeat this process over several the students interested
days or weeks. Drop the
and they will enjoy
meaning when it is no longer
learning
needed, and provide short daily
practices until students develop
the ability to hear sounds.
Practice Blending
Book:
1. Play the game Three Cheers!
Twist With a
2. Identify five to seven words that
Burger, Jitter With you will say in parts. Say each
a Bug by Linda
word by giving the two syllables.
Lowery
Ask the children to say the words
three times as a cheer
MUSIC, MAMBO, SUPPER,
WIGGLE, BURGER
Practice Segmenting
1. Play the match game. Give each
child a stack of colored tiles or
colored squares of paper
2. Use 5-7 two syllable words. Say
each word slowly. Direct the
children to place a tile on their
desks for each syllable they hear
in the word. In the beginning,
stretch the words by saying them
slowly. As the children become
adept at using this skill, say the MUSIC, MAMBO,
words normally.
SUPPER, WIGGLE,
BURGER

22

Time
9:00-9:30

Activity

Description/Procedures

Comments

Writing: Learning 1. As students learn the process of Teacher modeling how

to Write
writing, the should begin to
to form letters, words
select their own topics
and sentences
Selecting The 2. Ask the students to list anything By following these
Topic
they might like to write about on steps, this will help the
a piece of paper. Think of some students select their
topics you could write a story
first topic for writing.
about.
Students should keep
3. Ask students What have you
the list of topics in a
read that you might like to write writing folder and
about? Or What topics were you should be encouraged
thinking of? as you move
to add to them and refer
around the room.
back to them often
4. Ask some students to share their If students are
topics and add positive feed
struggling to develop
back such as I would love to
ideas, have them work
read a story on that topic!
with a partner to
5. After a few students have shared encourage shared
have students review their lists brainstorming
to decide whether they want to
add anymore topics
6. Have students review their lists
and select a topic for their first
piece of writing. Make sure you
ask yourself, Which topic is most
interesting to me? Which topic
do I know the most about?
Which topic do I think others
might like reading the most?

23

Time
9:30-10:00

Activity

Description/Procedures

Writing:
1. Students write their own piece of
Developmentally
work where they select their own
Appropriate Writing topic.
2. Have students generate ideas
before writing.
3. Have students organize writing to
include a beginning, middle, and
end for narrative and expository
writing.
4. Students will practice and apply
what words they have learned
5. Instruct students to try and
incorporate as many words from
the word wall as possible (words
with multiple syllables)
Notes: Roam around the room to
help ELLs with words they may be
struggling with
ELLs: provide word map to ELL
students to make notes on
developing story with beginning,
middle, end

Comments
Students are able to
practice and apply
grammar skills they
have perviously learned

10:00-10:15

Workstation 1

ABC/ Word Study Workstation

See workstation
section

10:15-10:30

Workstation 2

Big Book Workstation

See workstation
section

10:30-10:45

Workstation 3

Drama Workstation

See workstation
section

10:45-11

Workstation 4

Computer Workstation

11:00-11:10

Clean Up

See workstation
section

24

Workstations
Drama Workstation
This stations purpose is to give students a chance to interact with the story in a
way they may not have had the opportunity to do before. This station as Diller
describes, is a wonderful place to improve reading comprehension and fluency, as well
to encourage creative expression (66). They will build the ability to use a book to
remember the order of events, important parts, characters, and setting. By allowing
students to act out they story, they build comprehension of what they have been
reading. The materials for this workstation will include:
- I CAN list stating all the tasks the students will be required to complete at the station.
-Dry erase markers and white board for students to create an advertisement for their
play.
-Various props for the students to use while acting out this short play. This will add
entertainment for the students.
-Pictures and strips of paper for the students to summarize the story. The pictures will
have to be telling of the story and the strips will have to be sentence summaries the
students can place in chronological order.
-Magnets to place the buckets and sentence strips on the white board.
-Buckets to place all the materials in.
-Note cards for names of characters in the play.
-Retelling cards with questions.
-Short, easy to read script for the students to act out.
The teacher will need to model several routines for the children to get the most
out of their workstation. As the year progresses, the teacher may need to reiterate what
has been demonstrated in earlier workstation models. Teachers should demonstrate
exactly what they would want their students to perform in the station. Teachers should
first introduce the station and its components. For this station, the teacher would
explain each part of the set up at the white board. Although each of the containers has

25

descriptions, the teacher will need to verbally explain the parts. For demonstration
purposes, the I can list has already been composed, but in a classroom the children
will develop their own list of expectations for this station. The teacher must introduce
where the scripts are located. How the students will draw their character from the
Character Card basket, the different retelling cards for fiction and nonfiction scripts,
the summary cards, and the basket of props the students can use.
The teacher would first need to demonstrate how to retell a story. This particular
workstation has retelling cards the students draw from. Each card has a question
about the book/play they have just read. The student will need to read the card to their
buddy and have their buddy answer the question. They will go back and forth until all
the questions have been answered. This will help the students pick out important
information within the text and help with their summarizing skills.
Props and puppets can also be very useful for this station. This makes the
station fun for the children and can be used as an aid for retelling the stories. It is
important to show and model the ways in which you expect the children to use these
props appropriately in the classroom. Limiting the number of props used is also helpful.
By doing this the children will be able to better use all the materials and stay more
focused. For this station cut out characters and props from the play with be accessible
to them in the bucket labeled props.
Next it is important for the teacher to model how to read a play. This can be
done through shared reading with the class as a whole. For this station children will
need to be familiarized with certain parts of the play such as characters, plot, and
setting. Students will also need to know how to write a play. After introducing this
station familiar story could be used to work on together as a class. It is important to be
specific in how the plays should be written in order to best utilize this station. For
example, writing the character names in a box at the top. After modeling how to write
several plays together, the students could then use this station to create their own
stories and plays.
The drama work station can be used to retell books or plays. This will help will
the students fluency and comprehension. For this drama workstation, children will act
out a play selected by the teacher. They will begin by drawing characters from a

26

bucket. They will then create an advertisement poster on the white board before the
students act out the play. After the students have completed their advertisement, they
will act out the selected play. Once the reading of the play has been completed, the
students will draw out retelling cards and answer the question they have drawn in a
discussion with their partner. After retelling, the student will create a summary of the
story on the board.
No child learns at the exact same level and many children may need extra help.
Because of this, it is important that the teacher differentiates the work station for all
learners. For this station, the level of the learners will determine what they will be doing
at the station that particular session.
The Kindergarten level students will place in order pictures of what happened in
the story. Kindergarten level students may not have the vocabulary or writing skills yet
to write a full summary. By using descriptive pictures to retell the story they will be able
to grasp a deeper meaning and understanding of the play.
The 1st grade level students will place pictures and words in order. On this level
students will have enough background knowledge to form a summary. The first grade
level students will be using pictures as more of an aid to guide them when writing their
written summaries. Finally the higher level students will write their own summary.
Children at this level are capable of forming their own written summaries by using their
own vocabulary and writing skills. When working with all three levels of this station be
sure that the rules and guidelines are modeled clearly.
In order to assure that the children are getting the most they can out of this work
station it is important to keep them accountable. By using the I Can list mentioned
earlier, students will have a guideline for what your expectations are for them. While
observing the students you could also use the form Appendix E (attached). This form
will help you track progress of individual progress and also asses the students
individually. Students should be given other opportunities to show what they have
accomplished. This could be done by retelling a play they created to the class as a
whole. Another form of assessing them could be through the students own records.
Have them occasionally journal their plays or even record their stories so they can
return to them.

27

Organization
This station will be set up with packets of scripts, retelling cards, summary strips and
pictures, all on the board. All of the groups will use the same script. Students will be
instructed to use the pictures added to the script to act out if they are unable to read the
words. There will be a timer at the station to help keep the students on task when
creating an advertisement and retelling the play.

Activities
For this drama workstation children will act out a play selected by the teacher. They will
begin by drawing characters from a bucket. The will then create an advertisement
poster on the white board before the students act out the play. After the students have
completed their advertisement, they will act out the selected play. Once the reading of
the play has been completed, the students will draw out retelling cards and answer the
question they have drawn in a discussion with their partner. After retelling, the student
will create a summary of the story on the board. The Kindergarten level students will
place in order pictures of what happened in the story. The 1st grade level students, will
place pictures and words in order, while the higher level students will write their own
summary.

Materials
The materials for this workstation will include:
An I CAN list stating all the tasks the students will be required to complete at the
station.
Dry erase markers and white board for students to create an advertisement for
their play.
Various props for the students to use while acting out this short play. This will add
entertainment for the students.
Pictures and strips of paper for the students to summarize the story. The pictures
will have to be telling of the story and the strips will have to be sentence
summaries the students can place in chronological order.

28

Magnets to place the buckets and sentence strips on the white board.
Buckets to place all the materials in.
Note cards for names of characters in the play.
Retelling cards with questions.
Short, easy to read script for the students to act out.

Floor Plan

Note* All of this will be on the white board held up with magnets

29

Big Book Workstation

The Big Book workstation is a place where students practice reading familiar
texts previously taught during shared reading. The reading is fluent because these are
books students can read easily. Activities present in the Big Book workstation are:

Pointing to words at emergent reading levels

Reading in phrases at early to transitional reading levels

Using reading strategies modeled during shared reading

Reading a non-fiction Big Book and finding important information

Talking about favorite parts of a Big Book

Reading a fiction Big Book with character voices

Writing a review for a Big Book

Writing personal connections or questions on sticky notes as a student reads

a Big Book.

Act out a Big Book with a partner

Finding words you know in a Big Book

Matching words in a Big Book

Substituting words using sticky notes in a Big Book

The Big Book Workstation is one of the easiest to set up. All that is needed is a
collection of Big Books, an easel, a pointer, a chart with children's names, and ABC
chart, sticky notes, and props for dramatizing stories.
The most important thing about this workstation is placing books that your
students can read successfully at the station. Tell the class that you have been reading
Big Books together since the beginning of the school year, and now youre going to let
them read the books on their own. Tell them their job is to practice reading and
rereading Big Books here and to do the things you showed them during shared reading.
The teacher needs to model:

How to turn the pages

How to use a pointer to follow along with the words

How to use highlighter tape

How to use sticky notes

30

How to chose a Big Book and read it together

How to put a Big Book on the easel before reading it

How to return Big Books to the Big Book container

How to use props for retelling

How to write at the station

Students will act based off an I Can List

I can read a big book with my partner
I can find words I know and put highlighter tape on them
I can read words with highlighter tape on them
I can point to the words as I read
I can write my connections on a sticky note

Each group of students will have a different task at the Big Book workstation.
The station will have color coordinated task cards so each group will be able to succeed
at one of the tasks. Purple group or Group 1 will read a book the class has written to
ensure efficiency and fluency. Their goal will to find a word you know: the. Using
highlighter tape or sticky notes, they will find this word in the reading. The Orange
Group or Group 2 will read a big book that the teacher has read to the class. They will
be assigned the task of finding words that rhyme, such as cat and hat. Again, they will
make these words with sticky notes or tape. Last, the Blue Group or Group 3, will read
a book of their choice from the basket. Their task will be to find words that end in a
vowel, such as one. The will, like the others, mark with sticky notes.

31

Computer Workstation
Even of you only have one computer this station can still be beneficial. Children
should not be sitting at the computer playing games over and over, but should be using
a program that is worthwhile.
At this station students will be playing a spelling game from the website :
http://pbskids.org/superwhy/#game/princessprestobingo. This is working on their
ability to match the letter with the sound it makes. There are three different levels for
each of the groups. The students will play this game to help build their sound to letter
recognition.
If there are not enough computers, have the students take turns answering each
question that is asked.

32

ABC/Word Study Workstation

This workstation will be based on Bears, Words Their Way. These groups will
be based on their reading levels, the Purple Group (K), Orange Group (1st), and Blue
Group (2nd).
Steps
8. The teacher will have a set of words written on cards that she will lay out for
everyone in the group to see.
9. She begins by saying, Lets read over these words to be sure everyone knows how
to read them and what they mean.
10. The teacher shows each card, has the student read it, and discusses the definition
11. Continue by saying, We are going to begin today by thinking about the sounds of
these words. I am going to put _________ here as one of our key words and
________ over here for the other. Listen to the sounds each of these words make.
12. The teacher picks up and reads one of the cards. (says the word) Does this word
sound more like __________ or ___________ (the beginning words)?
13. After sorting all of the words the students read down each column to check that all of
the words have the same sounds.
14. The teacher asks, How are all of these words in the first column alike? What about
on this side?
15. Can we place these words into different categories?
16. If so, follow directions 4-7
17. Look for oddballs or words that do not fit into any columns
18. Before the students return to their seats to practice on their own, students receive a
handout with the words to cut out on their own. Remind the students to draw colored
lines down the back of the cards to mark their own set and underline the key words
before cutting them apart.

33

Word Lists- a Families

Group 1
-at

-ad

at

had

cat

bad

bat

dad

fat

mad

hat

pad

mat

sad

pat

rad

rat

glad

sat

lad

that
flat

Group 2
-ad

-and

Had

hand

Bad

band

Dad

land

Mad

sand

Pad

brand

Sad

grand

Rad

stand

Glad

strand

Lad

34

Group 3
-an

-ank

Man

bank

Than

sank

Ran

tank

Can

yank

Fan

blank

Pan

plank

Tan

crank

Van

drank

Plan

prank

Clan

spank

Scan

thank