In the spring of 2007, the kindergarten and first grade teachers at Hollywood Central Elementary School came together to participate in a literacy center book study.  The idea for the book study came about during our data analysis meetings.  Many of the teachers shared the concern that their literacy centers were not having a strong impact on student learning.  Every class had a group of diverse learners and teachers were finding it hard to meet the needs of all students. After the data analysis meetings, our classroom observations focused on effective literacy centers already in place and what made them successful. In our search we found that almost all classrooms had some centers that worked well and some centers where the students were not actively engaged.  In centers where students had difficulty, they were not sure what to do or they could not do the activities independently. In one kindergarten classroom where the students were highly engaged and working independently, we asked the teacher if she had used a particular resource to set up her centers.  She very enthusiastically shared with us Debbie Diller’s book, Literacy Work Stations Making Centers Work.

After previewing the book, we realized Debbie Diller’s book addressed many of our common concerns: what you need to model, what students do in centers, how to set the centers up, what materials you need, what you do when problems occur, how you differentiate centers, and how you make students accountable for their work. We decided it would be perfect for a book study.

One of the most frequent comments that we hear from teachers is about how gradually introducing centers, modeling, and practicing not only the activities in the center, but also how to use the materials and the equipment properly, has made a huge difference in how well the centers are working this year. In our observations we have seen that student engagement has increased and we have seen fewer teacher interruptions during small group instruction.

A “hot” topic during the book study was developing a center rotation chart.  Some teachers already had developed a chart that worked well for their classrooms, some teachers were revising their charts on a daily basis, and some had just given up and were directing their students to centers. When we visit classrooms now, a variety of center rotation charts are still in place. What we now know is that the key to a successful rotation is that each teacher must create a center rotation chart that works for his or her particular classroom.

The book study was an excellent opportunity for teachers to work on our common goal of providing students with effective literacy centers that have a positive impact on student learning. By meeting regularly as a group, a built in system of support and networking was created.  Teachers who are naturally “risk takers” led the group and provided assurance and support to their peers.

Administrative participation gave teachers an opportunity to express any concerns they had about reaching our goal.

They shared successes and challenges encountered as they worked toward their common goal.  Throughout this year, teachers have shared many positive comments on the book study process.  The outcome for each teacher was as differentiated as the centers they developed. Some drew inspiration from the text, others from group discussion, and for some it came from seeing the finished product in another teacher’s classroom.