How to design & implement centers for days 9 & 10 in
Calle de la Lectura How to meet the needs of language learners in
the classroom
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Task# 1: Write down characteristics of successful centers. Task
#2: Write down some of the challenges you have experienced with
centers.
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Independent, self directed learning Enhances skills &
development in an authentic manner (both content & language)
Creates an optimal learning environment which allows children to
explore, extend, create, respond, construct, practice, and apply
skills in a meaningful and exciting manner. For Children
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For Educators: Provides block of time in which to meet with
individuals or small groups of students (Can-Do & other
assessments) Centers are self renewing & low maintenance
Readers & writers become fluent by reading & writing a
great deal, from things of their own choosing and for their own
purposes- centers allow for this optimal learning environment
(Janet Hickman) Centers are meaningful, empowering, authentic and
they work!
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Management Types of Centers Characteristics of Effective
Centers Design Centers
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Process: Free choice- using student directed chart or wheel
Semi-choice- some required centers with some free choice
Assigned-rotational system-daily or weekly Management Systems: To:
Explain & Model Procedures & Routines With: Practice,
Practice, Practice! By: Students work. Reinforce through praise
& appreciation
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Children choose from a list of activities Teacher establishes
how many students can be at each center. A tracking system is
helpful to know what each student completed.
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Must completed certain centers and then you can choose from
other centers. OR at each center there is a must do activity and
then some can do activities.
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An example of a center contract with Must Dos and Can Dos
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Children are assigned to centers. Flexible grouping Timing What
to do when finished.
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What is the role of the teacher in centers?
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Are my centers at my students independent level? Are they the
kinds of activities that students can do and enjoy? Will the
students have one or several activities to do during center time?
Will I choose, or will the students choose their activities? How
will I hold students accountable? How many students will I have at
each center? Am I going to use a workboard? Will I have a must do
center? Pay Now......or..... Pay later!
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Management To, With, By Practice procedures Free choice,
Semi-choice, or Assigned
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MIMES
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DINOSAURS
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ONE SIZE FITS ALL
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HAN SOLO
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MISSING THE TARGET
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UNENGAGEMENT
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ENGLISH My shoeo is on my footo.
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Communicative in purpose Objective-based (content &
language) Differentiated Interactive in structure Can-Do driven
Engaging Sustainable in target language
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Turn to a neighbor and tell them the characteristics of
effective Dual Immersion Centers C.O.D.I.C.E.S.
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5 min: Write down center activities you have used or heard of.
10 min: Share with your table.
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Transformer dull, usual centers into fabulous, magnificent
centers! Adventures of Letterman Adventures of Letterman
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Does the task require the students to use the language? What
language skills, functions, or forms will the children practice?
Communication: Reading, writing, listening, & speaking
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How can you change this common center so it is communicative in
purpose? Matching game: Pairs take turns choosing cards and turning
them over to see if they have a match. Now look at one of your
centers and adapt it to be more communicative.
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Journal- Given a prompt complete the sentence & draw a
picture. Writing letters to each other or pen-pals in the other
classes
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Content Objective: Utah State Core Curriculum Language
objective: Can- Do Statements or Calle de la Lectura skills
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Change the following center so it has a content and a language
Halloween Picture:
Change the center to differentiate the task for 3 different
levels. Stack, Tell, Spin, Win. Each pair grabs a handful of cubes,
tells the amount, and then spins a more/less spinner to see who
wins.
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Kinesthetic Partners Games
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Change the center to make it more interactive. Spelling sort
worksheet. Go Fish game using word cards. When they make a match,
they write the word in the box with the appropriate letter.
Change the following task so you could use it to help you
identify a Can-Do category. Listening Center Can-Do says listen to
short descriptions of people. Play Quin es? Find the picture of the
person or character described.
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Topics that are interesting to children Hands-On
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Change this center to make it more engaging Making words: Using
the given letters, make as many words as you can. Use letter
squares, magnetic letters, stamps, white boards, etc.
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Do the children have the vocabulary to stay in the target
language? Sentence frames Word walls Pocket charts
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How would you adapt this sentence activity so it involved
partners being able to talk in the target language?
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Browsing Boxes A browsing box is a collection of books which
are a sort of personal library for each individual student. Number
varies: Exa: 8 books in their tubs, which are self-selected with
guidelines: 3 fiction, 3 nonfiction and 2 poetry (which can be
stories based on songs, stories told in rhyme or a collection from
our extensive poetry library) Plastic bags, cardboard magazine
holders, cereal boxes cut off, etc. Can read to stuffed animals,
whisper phones, reading glasses (sunglasses with lenses
removed)
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Story Center Story maps Sequencing cards Props or stick puppets
to retell the story
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Science or Social Studies Activities or explorations related to
the theme of the text selection. FoldablesFoldables Observations
with labels
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Writing Center Stories Poems Letters Magazine article Letter
detective- Find words that begin with this letter and write them
down. Shopping lists To Do lists
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Groups of 3-4 people in the same grade level. Develop 5 centers
you could use in one of the units that follows the C.O.D.I.C.E.S
characteristics. (30 min) Be prepared to share one of your centers
with another group of peer review. (10 min) Then be prepared to
share the activity with the entire group.
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Groups of 3-4 people in the same grade level. Develop 5 centers
you could use in one of the units that follows the C.O.D.I.C.E.S
characteristics. (30 min)
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Share one of your centers with another group of peer review.
(10 min) Then be prepared to share the activity with the entire
group.
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Its not so much that were afraid of change or so in love with
the old ways, but its that place in between that we fear....Its
like being between trapezes. Its Linus when his blanket is in the
dryer. Theres nothing to hold on to. Marilyn Ferguson The Aquarian
Conspiracy
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