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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.

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Presentation on theme: " With a partner, use the materials in the packet to see how many patterns you can create that do not involve color."— Presentation transcript:

1  With a partner, use the materials in the packet to see how many patterns you can create that do not involve color.

2 Kerrie Neu: kneu@graniteschools.org Sharon Gracia: sgracia@graniteschools.org

3  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

4  Task# 1: Write down characteristics of successful centers.  Task #2: Write down some of the challenges you have experienced with centers.

5  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

6 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!

7  Management  Types of Centers  Characteristics of Effective Centers  Design Centers

8 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

9  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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11  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.

12 An example of a center contract with “Must Do’s” and “Can Do’s”

13  Children are assigned to centers.  Flexible grouping  Timing  What to do when finished.

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16  What is the role of the teacher in centers?

17  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!

18  Management ◦ To, With, By ◦ Practice procedures ◦ Free choice, Semi-choice, or Assigned

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20 MIMES

21 DINOSAURS

22 ONE SIZE FITS ALL

23 HAN SOLO

24 MISSING THE TARGET

25 UNENGAGEMENT

26 ENGLISH My shoeo is on my footo.

27  Communicative in purpose  Objective-based (content & language)  Differentiated  Interactive in structure  Can-Do driven  Engaging  Sustainable in target language

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35  Turn to a neighbor and tell them the characteristics of effective Dual Immersion Centers  C.O.D.I.C.E.S.

36  5 min: Write down center activities you have used or heard of.  10 min: Share with your table.

37  Transformer dull, usual centers into fabulous, magnificent centers!  Adventures of Letterman Adventures of Letterman

38  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

39  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.

40  Journal- Given a prompt complete the sentence & draw a picture.  Writing letters to each other or pen-pals in the other classes

41  Content Objective: Utah State Core Curriculum  Language objective: Can- Do Statements or Calle de la Lectura skills

42  Change the following center so it has a content and a language Halloween Picture:

43 Adapt for: Academic levels Interests Learning types

44  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.

45 Kinesthetic Partners Games

46  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.

47 Reading Writing Listening Speaking Words, Sentences, Paragraphs

48  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.

49 Topics that are interesting to children Hands-On

50  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.

51 Do the children have the vocabulary to stay in the target language? Sentence frames Word walls Pocket charts

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53  How would you adapt this sentence activity so it involved partners being able to talk in the target language?

54 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)

55 Story Center ■Story maps ■Sequencing cards ■Props or stick puppets to retell the story

56 Science or Social Studies ■Activities or explorations related to the theme of the text selection. ■FoldablesFoldables ■Observations with labels

57 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

58 ■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.

59 ■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)

60 ■Share one of your centers with another group of peer review. (10 min) ■Then be prepared to share the activity with the entire group.

61 “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


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