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With a partner, use the materials in the packet to see how many patterns you can create that do not involve color. Self-Start
With a partner, use the materials in the packet to see how many patterns you can create that do not involve color.
Self-Start
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
What We’re Here to Learn
Task# 1: Write down characteristics of successful centers.
Task #2: Write down some of the challenges you have experienced with centers.
Experience in Centers
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.
Why Use Centers?For Children
Why Use Centers?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 maintenanceReaders & 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!
Management Types of Centers Characteristics of Effective Centers Design Centers
Dual Immersion Centers
ManagementProcess:
■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
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.
Free-Choice
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.
Semi-Choice “Must Do, Can Do”
An example of a center contract with “Must Do’s” and “Can Do’s”
Children are assigned to centers.
Flexible grouping
Timing What to do
when finished.
Assigned or Rotation
What is the role of the teacher in centers?
Role of the Teacher
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!
Questions to Ask Yourself
Management◦ To, With, By◦ Practice procedures◦ Free choice, Semi-choice, or Assigned
Two-Minute WriteWhat will you do?
What are the characteristics of effective Dual Immersion centers?
No MIMES
No DINOSAURS
No ONE SIZE FITS ALL
No HAN SOLO
No MISSING THE TARGET
No UNENGAGEMENT
No ENGLISH
My shoeo is on my
footo.
Communicative in purpose Objective-based (content & language) Differentiated Interactive in structure Can-Do driven Engaging Sustainable in target language
EFFECTIVE CENTERS ARE…
COMMUNICATIVE IN PURPOSE
OBJECTIVE-BASED(both content and language)
DIFFERENTIATED
INTERACTIVE IN STRUCTURE
“CAN-DO” DRIVEN
ENGAGING
SUSTAINABLE IN TARGET LANGUAGE
Turn to a neighbor and tell them the characteristics of effective Dual Immersion Centers
C.O.D.I.C.E.S.
Turn & Talk
5 min: Write down center activities you have used or heard of.
10 min: Share with your table.
Task:
Transformer dull, usual centers into fabulous, magnificent centers!
Adventures of Letterman
Transforming Regular Centers into Dual Immersion Centers
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
COMMUNICATIVE IN PURPOSE
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.
Task Transformation
Journal- Given a prompt complete the sentence & draw a picture.
Writing letters to each other or pen-pals in the other classes
Other Communicative Tasks
Content Objective: Utah State Core Curriculum
Language objective: Can-Do Statements or Calle de la Lectura skills
OBJECTIVE-BASED(both content and language)
Change the following center so it has a content and a language
Halloween Picture:
Task Transformation
DIFFERENTIATED
Adapt for:•Academic levels•Interests•Learning types
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.
Task Transformation
INTERACTIVE IN STRUCTURE
•Kinesthetic•Partners•Games
Change the center to make it more interactive.
Spelling sort worksheet.
Task Transformation
Go Fish game using word cards. When they make a match, they write the word in the box with the appropriate letter.
“CAN-DO” DRIVEN
•Reading•Writing•Listening•Speaking
Words, Sentences, Paragraphs
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 “¿Quién es? Find the picture of the person or character described.
Task Transformation
ENGAGING
•Topics that are interesting to children•Hands-On
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.
Task Transformation
SUSTAINABLE IN TARGET LANGUAGE
•Do the children have the vocabulary to stay in the target language?•Sentence frames•Word walls•Pocket charts
How would you adapt this sentence activity so it involved partners being able to talk in the target language?
Task Transformation
Other Types of Centers
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)
Other Types of Centers
Story Center■Story maps■Sequencing cards■Props or stick puppets to retell the story
Other Types of Centers
Science or Social Studies■Activities or explorations related to the theme of the text
selection.■Foldables■Observations with labels
Other Types of Centers
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
Group Work
■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.
Group Work
■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)
Sharing Time
■Share one of your centers with another group of peer review. (10 min)
■Then be prepared to share the activity with the entire group.
Change“It’s not so much that we’re afraid of change or so in love with the old ways, but it’s that place in between that we fear....It’s like being between trapezes. It’s Linus when his blanket is in the dryer. There’s nothing to hold on to.”
Marilyn Ferguson
The Aquarian Conspiracy
