Background

As a new elementary school teacher of English, I was struck by the various ability levels in all my classes, and the lack of materials that would allow students at different ability levels to work at their own pace and at their own level, while still work ing "together" within a class setting. Within one month of beginning my teaching career, I was visiting Ein Harim and talking enthusiastically with the talented coordinator and teachers there who had created what I consider to be a prototype English Cent er. And within a month, I had incorporated workcards into my sixth grade class routine, and shared their use with my co-teacher.

Because of my good experiences with the use of Workcards and my research and interest in Independent Learning Centers, I started using them in my new high school program, as well as an elementary school where I am an advisor.

What is an Independent English Learning Center

An Independent English Learning Center simply means that students work during designated hours of the school week/ English lessons on Workcards, Reading and other activities according to graduated levels. They are assigned their "Entry Level" by the teac her, usually complete their work in notebooks that stay in the Center, and choose their own work according to their interests and learning styles.

I. WORKCARDS

Subjects: Workcards are created by the teachers on a variety of established subjects: I have used the following categories in the past because they touch on the general, recurrent subjects in the English curriculum (*subjects could be considered the minimum subjects since vocabulary is used so often and is considered part of minimal requirements:

• English at School--including colors, everyday objects, classroom objects & misc. information
• Time & Numbers
• Animals & Nature
• Family & Jobs
• Food
• Free Time--including sports, leisure and hobbies
• Body & Clothes
• Travel--including vacations and foreign places
• Famous People
• Israel & Judaism
• Special Subjects--inlcuding Ministry of Education annual subjects

PINK--Pre-reading: simple words and vocabulary, simple concepts--beginning average 4th grader level and weaker upper grade students BLUE--Beginning reading: simple stories with basic vocabulary, approximately strong 4th grader & beginning 5th grader and weaker students GREEN--Average strong 5th grader and beginning 6th grader and weaker students YELLOW--Average and strong 6th grade students RED--very strong foreign language students and English speaking students, with content at 7th grade PLUS level

How Do Workcards WORK?: A system is decided upon by the school. Generally, students are assessed for the right level. When they do several cards correctly, the teacher may move them up.

My students select a card at the right color/level and "LOG IN' with a special log that is stapled into their notebooks. Work is completed inside the notebook. Teachers check the work from time to time.

Some schools have "Answer" cards available for students to check their own work. Some workcards, especially at the lower levels, have "WORKPAGES" which are noted on the card. The Workpages should be available at the work station or in a large binder, so that the students can access them on their own. After completing the workpage, the student staples the work in their notebooks.

Each Workcard is color-coded (either by the color of the bristol it is mounted on or otherwise) and has a subject or icon, and a number. Students log in their level, subject and number. When icons are used, the student can copy the subject from a poster displayed in the work room.

What Are the Benefits of Workcards?: There are obviously numerous benefits of workcards--on a theoretical level, it allows teachers to manage large heterogeneous classes without fragmentation. It appeals to the multiple learning styles of our stu dents--one student can choose puzzles and word games, while another can choose stories; some kids like grammar, while others prefer working with colors and shapes.

In addition, workcards address the following needs in English curriculum:

1. A valuable method for reentering vocabulary learned in class--no matter how much we practice and drill, we are unable to offer the student sufficient opportunities to use vocabulary on colors, numbers, people, jobs, etc. Students will meet thi s vocabulary over and over in work cards, offering them numerous opportunities to meet old words again, move from passive recognition to active use, etc. And sometimes they pick up new vocabulary in context.

2. Students learn independent working skills. One of the problems that we find with English learning is that students are often very dependent on the teacher. Once workcard routines are taught, students work are on their own, as long as they are working at or below their ability level. This makes students responsible for their own learning, teaches them resourcefulness and builds their confidence. And the teacher is able to help weaker students or assist students as necessary. In addition, wh en student are taught dictionary skills, their workcard work becomes even more independent. 3. Students can emphasize specific skills or strategies. Guided by the teacher, students can work on certain problem areas or strategies without taking time away from regular classes.

Where to you get Workcard Material from? The easiest way to make workcards is to purchase two copies of books, pamphlets and other materials that are adaptable for use as workcards. Original material is also more attractive to students sin ce it is colorful and lively. Workcard material can also be xeroxed--the Pedadgogical Center has a collection of graduated workcards, and many are applicable to elementary schools. There are also other schools with workcards. Some commercial sets are s old, as well. And finally, teachers can make workcards.

Workcards are protected by laminating them--several lamination facilities (Pedagogical Center, commericial businesses) can laminate at varying rates; or plastic pockets can be used. It is a good idea to mount workcard material on a colored bristol --the color matches the level.

Location of Workcards: Although it is possible for the teacher to bring workcards from room to room, it is not practical. The use of workcards is much easier when they are located in an English Room and the students go to the room to work.

II.-OTHER WORK CENTERS

A. Reading Corner

A good addition to an English Center is a reading corner and library. Books can be graded according to their difficulty. Adding tape recorders, junction boxes and cassettes can serve several purposes: A group of students can listen to and read one stor y together and group tasks can be assigned; weaker readers or reading-disabled students can listen to a cassette at the same time that they read; students can simply LISTEN to a story without reading; or students can be periodically assigned to the readi ng corner for browsing or reading, or it can be used as an end-of-period activity. In addition, each student can be asked to make several regular selections every year, and log in their reading activities on a card or journal; or select books during thei r learning center time, and read their selections during silen reading time in class during regular sessions.

B.Speaking and Games Centers

Depending on the size of the English Center, and availability of sound barriers, pairs or groups of students can be assigned to a speaking center or a game center. A speaking center can include graded tasks with practice information and drills for a pair of students to engage in conversation. If facilities permit, work can be recorded and given to the teacher.

Students can rotate in groups through a game center, also according to graded activities. Games can include simple teacher or student made games, or those purchased commericially. Games should have clear sets of instructions.

C. Writing Center

A writing center can be developed for students to perform individual tasks, once again according to their preferences. There are a wide range of activites: 1. practicing print and script handwriting; 2. working with typewriters, printing sets or stenc ils or cutting letters and words from newspapers; 3. a wide range of guided creative writing tasks from practicing and drilling writing memos and short letters, sentence and paragraph formation and stories. The possibilities are endless.

D. Listening Center

Whether in combination with workcards or other centers, or standing alone, a tape recorder (with or without a junction box) prepared cassettes and task cards allows students to work in listening centers to develop listening skills and activities.

E. Computer Center

Even an old computer with disc-delivered word processing programs can be fun--and the possibilities of a modern computer with e-mail, internet and new programs are endless. And there's lots of advice available through SNUNIT on how to develop tasks.

F. Self-Access Research

Don't know what to do with old dictionaries, reference books and encyclopedias? Set up a self-access center for students to research projects and topics. Good training is required for students to undertake this on their own, or group work can be organiz ed for doing group projects. Don't forget to include some easy grammar reference books.

G. Creative Centers

If the foregoing doesn't give the "creative" side enough expression--use your imagination--have old magazines, material, magic markers, glue, and paper--provide some ideas on task cards for making collages, story boards, posters, stickers, story books, ph oto and word albums.....The list is endless.

How to get started?

You can start on a limited level--making workcards that reinforce or relate to subjects you are studying in your curriculum. Or workcards that you will invest in and keep for use with your own students. Or any of the other centers.

Or, you can try to get your school to begin a program--this may be the right time! English Centers are becoming very popular--parents are demanding more and better for their kids, and heterogeneous classes are becoming increasingly difficult to manage th rough classic frontal instruction.

I recommend sitting with other English teachers in your school and develop a proposal--outline the reasons for the center, the purpose of activities and a clear proposal for what you want to do and what you will need to start. And then meet with your pri ncipal--there are funds available for projects like this. You can start small, and set up realistic time schedules. It is a relatively simple concept. All you need is a room that can accommodate a whole class comfortably, including the workcards, books and other equipment. And starting the Center with Workcards requires an initial investment of time by the school and the teachers--but this investment is worth it in the long run since cards can be used and re-used ad infinitum!

Initially, organizing and preparing the work for an English Center may seem an enormous and impossible task--but the benefits are unlimited and permanent--whatever time and energy and funds you invest will yield work that can be used over and over every year. And the kids will love it!

SUMMARY