Build a Sentence Literacy Center Activity

Student Standard - CC.1.1.2.E

Read with accuracy and fluency to support comprehension: Read on-level text with purpose and

understanding. Read on-level text orally with accuracy, appropriate rate, and expression on

successive readings. Use context to confirm or self-correct word recognition and understanding,

rereading as necessary.

Directions:

● Wait until the teacher says you may begin at your center. After the teacher says you may

start, you may empty the Legos onto the desk. Each Lego has a word or sentence on it

depending on its size.

● Use the Legos to practice sentence fluency. Each small block has individual words on it.

Each long block has a complete sentence on it. Place individual blocks on top of the

bigger blocks, matching their words, to help you get comfortable and build your fluency.

● To practice, say each individual word that is on the small block out loud before you place

it on the long block. When you have completed the long block, say the sentence all

together.

● After you are finished at this center, unstack all of the blocks and place all of the blocks

back in the container. Listen to the teacher for instructions on where to go next.
What if?

● What if a block goes missing?

o Extra blocks will be inside of the box. Fill in the missing word you need and

continue with the rest of the center.

● What if the student isn’t being challenged with the sentences?

o If the student isn’t being challenged he can create his own sentences with the

blocks to create new sentences.

Reflection

Hands on learning is critical for students throughout their learning career to help students learn
and develop. Hands-on learning allows students to directly observe and understand what is
happening. This is a particularly successful way to teach students who learn best by example. It
is often hard to properly understand something you have never directly seen or experienced. This
is why hands-on learning has become more popular in education. These hands on activities
should vary for each individual student within and across the cognitive, linguistic, social,
emotional and physical areas. This is a perfect example on hands-on learning in practice. It also
encourages young pupils to do things for themselves, which will help them with learning
independently later on in life. Important life skills such as these are often neglected in a situation
where students are simply told facts and made to learn them by heart. Hands on learning should
be developmentally appropriate for students to be effective.