Work on the

Rate & Ref lect C.H.A.M.P .
Conversation: This is a quiet station. Help: Post a question on the Parking Lot if I am teaching others. Activity: Use a learning scale to rate your learning toward our goal. Did you meet your learning goals? Did you meet the goals the teacher set? Reflect on your own learning or on an activity we’ve done in class. What is easy? What is difficult? What do you still need to work on? Movement: Sharpen pencils as needed. Participation: If you are working appropriately you are writing, silently, in your journal in order to reflect on your own learning this week. You may start with a +/∆ list, a PMI (plus, minus, interesting) or  other chart to get you thinking.  

For each choice write a paragraph explaining your thinking.

 Plus-Minus- Interesting Easy/Challenging T-Chart  +/∆ list  Learning scale rating (before/after)  K-W-L (Know, Want to Know, Learned)  3-2-1 • 3 facts/items learned • 2 surprises/ah -has • 1 question

Read to Someone C.H.A.M.P .
Conversation: This is a quiet station (indoor voice). Help: Post a question on the Parking Lot if I am teaching others. Activity: Choose a poem, short story, article or picture book to read to a partner. Movement: Find a book (if you do not have one with you) and sit with your partner and read to each other. You may choose to sit in the Socratic Circle area. Participation: If you are working appropriately you are reading in quiet voices to your partner. Your eyes are focused on the page or your partner.

 Choose a text to read.  Read out loud to your partner.  Work on reading f luency.  Does your partner read with expression?  Did you read at the right pace for the piece?  Ref lect on the reading in your journal

Read to Self C.H.A.M.P .
Conversation: This is a mostly silent station. You might recommend a book to a partner or share a scene from your book, but you should settle into silent reading within a couple of minutes.. Help: Post a question on the Parking Lot if I am teaching others. Activity: Read. Choose a “good-fit” book or read a magazine or newspaper. You may also read a “browsing book” for the session. Record your reading in your journal or reading log (title, page left off on). Movement: Find a book (if you do not have one with you) and sit and read. Participation: If you are working appropriately you are quiet, focused on reading. You might be so into your book that you do not hear someone call your name (that’s focused!).

 Choose a book to read.  Read silently.  Record your reading on your reading log.  Respond to your reading in your journal.  Write a 1 minute book review on Goodreads.com or as a blog post on Bear English.

Writing C.H.A.M.P .
Conversation: This is a mostly silent station. Some people use talk to avoid actually writing, so be careful. You may talk quietly to brainstorm topics or share your writing once it is finished. Help: Post a question on the Parking Lot if I am teaching others. Activity: Write. You may be brainstorming, planning, drafting or revising a piece of writing. Our goal is two finished (revised) pieces of writing a month. Movement: Sharpen pencils as needed, otherwise try to stay put. Participation: If you are working appropriately you are mostly quiet, focused on writing. If your draft is written you may read it quietly to a partner or the teacher for feedback that will help you revise.

 Choose reading/writing quote and write about your own processes in your journal.  Choose a writing activity from a writing ideas book.  Pull a journal topic from the journal jar and write.  Write a blog post on Bear English.  Use the Story Cubes to brainstorm ideas for a short story; then write it.  Work with a partner to revise using the peer revision task cards.  Writing Conference

Work on Words C.H.A.M.P .
Conversation: You may talk in this station if you are working on words with friends. If you have a question about pronouncing a word or reading a word you may quietly ask a partner.. Help: Post a question on the Parking Lot if I am teaching others. Activity: Work with vocabulary. Choose words to learn and record them in the vocabulary section of your journal. You should have 10 words for each journal check . Practice with each word you collect. Basic practice includes at least 3 of the following: definition, synonym, antonym, sentence where found, example/non-example and picture (option). Movement: Sharpen pencils as needed, otherwise try to stay put. Participation: If you are working appropriately you are mostly quiet, focused on finding words, looking up definitions or sorting vocabulary.

 Frayer model foldables  Vocabulary Fortunes (Use strips of paper; word and definition on one side, fortune on the other)  Word jar  Word sort  Wordstorm from Word Parts  Content Vocabulary Scramble

Play Games C.H.A.M.P .
Conversation: You may talk in this station but do not get so loud that you disturb readers or writers. Help: Post a question on the Parking Lot if I am teaching others. Activity: Play games that develop critical thinking, reading or writing skills. Movement: Sharpen pencils as needed, otherwise try to stay put. Participation: If you are working appropriately you are sitting at one table with other players. You are taking turns as appropriate and speaking in considerate voices. You might keep score.

 Play chess.  Play Scrabble or Words with Friends.  Play FreeRice.com and note a few words to learn in your journal.  Play Boggle with another student.  Play an online word game—find them at the class website (laspillane.org/games)

Computer C.H.A.M.P .
Conversation: You may talk in this station—quietly to a partner if you need help or advice. Help: Post a question on the Parking Lot if I am teaching others. Activity: Work on the computer to develop reading and or writing skills. Movement: Once you’ve logged into a computer, no movement is necessary. Participation: If you are working appropriately you are sitting at one computer working on an academic task from the list of choices. You are not shopping for shoes, browsing celebrity gossip or watching unrelated YouTube videos.

 Write and publish a blog post.  Create an avatar to use on Bear English  Investigate the class website: http:/ /laspillane..org.  Work in Google docs or manage tasks on Google Calendar  Respond to a discussion poet in our class group on Bear English http:/ /bearenglish.ning.com  Set up your Goodreads account; connect to other readers, write a book review or make a reading plan.  Make a video or tell a digital story.  Create a comic (at toondo)

 Write a letter to the principal or another teacher about something positive you’ve noticed at school or about something you wish to change.  Write a lawmaker.  Write a thank you letter.  Write a letter of appreciation to another student, parent or adult in your life.  Write a letter to an author. Look up the publisher’s address to address the envelope.

Letter Writing C.H.A.M.P .
Conversation: You may talk quietly to brainstorm topics or share your letters once they are written, but this is a mostly silent center. Help: Post a question on the Parking Lot if I am teaching others. Activity: Write a letter. Address the envelope (but do not seal it). Turn your letter in at the end of center time or the next day. Movement: Sharpen pencils as needed, otherwise try to stay put. Participation: If you are working appropriately you are mostly quiet, focused on writing. If your letter is written you may read it quietly to a partner in order to make corrections before mailing/delivering it. You might also choose to type your letter, then print it out.

Center C.H.A.M.P s .
Conversation: How do you talk to each
other in this center or is it a quiet center?

Help: How do get help or the teacher’s
attention?

Activity: What is the task of this center?
What is the end product?

Movement: Are you allowed to move about
during this center?

Participation: How do you participate
appropriately? What does it look/sound like?

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