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Self-Start. With a partner, use the materials in the packet to see how many patterns you can create that do not involve color. Designing Dual Immersion Centers. Kerrie Neu : kneu@graniteschools.org Sharon Gracia : sgracia@graniteschools.org. What We’re Here to Learn.

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

    2. Designing Dual Immersion Centers Kerrie Neu: kneu@graniteschools.org Sharon Gracia: sgracia@graniteschools.org

    3. What We’re Here to Learn • 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. Experience in Centers • Task# 1: Write down characteristics of successful centers. • Task #2: Write down some of the challenges you have experienced with centers.

    5. Why Use 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. For Children

    6. 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 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. Dual Immersion Centers • Management • Types of Centers • Characteristics of Effective Centers • Design Centers

    8. Management Process: • To: Explain & Model Procedures & Routines • With: Practice, Practice, Practice! • By: Students work. Reinforce through praise & appreciation Management Systems: • Free choice- using student directed chart or wheel • Semi-choice- some required centers with some free choice • Assigned-rotational system-daily or weekly

    9. Free-Choice • 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.

    10. Semi-Choice “Must Do, Can Do” • 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.

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

    12. Assigned or Rotation • Children are assigned to centers. • Flexible grouping • Timing • What to do when finished.

    13. Role of the Teacher • What is the role of the teacher in centers?

    14. Questions to Ask Yourself • 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!

    15. Two-Minute WriteWhat will you do? • Management • To, With, By • Practice procedures • Free choice, Semi-choice, or Assigned

    16. What are the characteristics of effective Dual Immersion centers?

    17. No MIMES

    18. No DINOSAURS

    19. No ONE SIZE FITS ALL

    20. No HAN SOLO

    21. No MISSING THE TARGET

    22. No UNENGAGEMENT

    23. No My shoeo is on my footo. ENGLISH

    24. EFFECTIVE CENTERS ARE… • Communicative in purpose • Objective-based (content & language) • Differentiated • Interactive in structure • Can-Do driven • Engaging • Sustainable in target language

    25. COMMUNICATIVE IN PURPOSE

    26. OBJECTIVE-BASED(both content and language)

    27. DIFFERENTIATED

    28. INTERACTIVE IN STRUCTURE

    29. “CAN-DO” DRIVEN

    30. ENGAGING

    31. SUSTAINABLE IN TARGET LANGUAGE

    32. Turn & Talk • Turn to a neighbor and tell them the characteristics of effective Dual Immersion Centers • C.O.D.I.C.E.S.

    33. Task: • 5 min: Write down center activities you have used or heard of. • 10 min: Share with your table.

    34. Transforming Regular Centers into Dual Immersion Centers • Transformer dull, usual centers into fabulous, magnificent centers! • Adventures of Letterman

    35. COMMUNICATIVE IN PURPOSE • 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

    36. Task Transformation • 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.

    37. Other Communicative Tasks • Journal- Given a prompt complete the sentence & draw a picture. • Writing letters to each other or pen-pals in the other classes

    38. OBJECTIVE-BASED(both content and language) • Content Objective: Utah State Core Curriculum • Language objective: Can-Do Statements or Calle de la Lectura skills

    39. Task Transformation • Change the following center so it has a content and a language Halloween Picture:

    40. DIFFERENTIATED • Adapt for: • Academic levels • Interests • Learning types

    41. Task Transformation • 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.

    42. INTERACTIVE IN STRUCTURE • Kinesthetic • Partners • Games

    43. Task Transformation • 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.

    44. “CAN-DO” DRIVEN • Reading • Writing • Listening • Speaking Words, Sentences, Paragraphs

    45. Task Transformation • 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 “¿Quiénes? Find the picture of the person or character described.

    46. ENGAGING • Topics that are interesting to children • Hands-On

    47. Task Transformation • 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.