Aaannnnd it's 8:00 ET! It's time for #earlylang - the chat dedicated to early language teaching and learning. Let us know who you are, where you're from, and what you teach. And- what's a favorite station you've seen / done?
I'm Sara-Elizabeth, teaching Spanish in KY to homeschool learners ages 6-17.
Excited to moderate this evening's #earlylang chat on stations/centers with @doriecp.
#earlylang: Hi, I'm Nathan from NJ. I teach French in a girls' school - levels Junior Pre-K through grade 5 - I am also our global learning coordinator. My favorite center/station is a listening station - with @edpuzzle in particular
Hi! I'm Kaitlin, K-3 Spanish teacher in MA. I have never implemented centers (although we do lots of center-like activities, but with all groups doing the same thing) and would like to learn more! #earlylang
My name is Dorie and I'm comoderating tonight's chat with @SECottrell. I teach Spanish grades 1-5 in Glastonbury, CT. I'm going to admit that I have a love hate relationship with centers. Looking forward to learning from everyone tonight!
Marissa, Spanish K and first from NY, my favorite station is cutting up lyrics or lines to a poem and having them work in pairs to put them in order! #earlylang
¡Hola, #earlylang! I'm Cristina, Spanish teacher PK-5 from Miami. I've been holding back on planning centers... I want to learn more and setting them up-just do it!
We have a great hour of chatting "centered" on how stations can help #earlylang learners explore, succeed, move forward in their language journey. Q1 coming soon!
Centers come in handy when you have limited resources or space for some activities. A good example is if you don't have enough ipads or computers - make it a center!
Hi all! I am Luci and I teach K-3 Spanish in CA. I do not use centers but I used to use centers as a self-contained kinder and first grade teacher. #earlylang
A1 I use centers as final activities in a unit: we've practiced the activities/tasks, now you try. I like to see my students' independence & interdependence on each other. #earlylang
A1: So far, the advantages have been to allow kids to do activities in smaller groups, being engaged in separate tasks, rather than whole group. It gives me an opportunity to circulate & touch base w individuals #earlylang
A1 I use centers as final activities in a unit: we've practiced the activities/tasks, now you try. I like to see my students' independence & interdependence on each other. #earlylang
A1 Differentiation is my favorite reason for using centers. Also, I love that it frees me up to meet with small groups of students (or even 1:1). #earlylang
Centers can help differentiate instruction, to give higher level thinking or extension to students picking it up fast while also giving review opportunities and reinforcement to students who need extra support.
A1 one thing I'm trying w my 1st graders is one language task per day of centers: so like Day 1 of centers is just Reading, Day 2 is just Listening, etc #earlylang
A1: As @nathanlutz pointed out, u can have fewer resources. Instead of having 2 prep materials/have ipads,etc 4 everyone, u just need enough for those who will be doing a particular center at 1 time. I love the idea of not having to make whole class sets of everything! #earlylang
Remember that you can see how the rest of the chat plays out after you leave by reading the summary that will be posted at https://t.co/mRymv7WGQO in a few days. #earlylang
A1: I think centers could really help when we need to conduct assessments! They also give students a chance to apply their understanding. Plus centers could provide our youngest learners with the diversity of task their attention spans require. #earlylang
In my younger grades, yes. They rotate in groups. Because my classes are short, I have 4 centers, and they do 2 in one class and two in the next. My older (4th grade) students choose their centers. #earlylang
This is my biggest concern as well! Along w amount of language input-whole grp at the primary level seems to provide more input than centers, at least as far as I can see. I'm still learning & experimenting! #earlylang
So, you differentiate by creating distinct centers specifically for different levels of students? or do all kids rotate through all centers? #earlylang Sorry, I'm still learning about this!
So true! I've heard students participate in small groups who have never participated in front of the class before. Comfort is important when speaking in a new language. #earlylang
Try to plan stations that are similar in time-on-task...like games that they can re-play if you haven’t rotated yet....or a game without an end? #earlylang
I also get concerned about off-task behavior. For this reason, I spend a lot of time at the beginning of the year practicing HOW to do centers with low-level activities. We practice A LOT before higher order content. I also go overboard with PBIS.
I have heard some teachers use SeeSaw as a way to keep students accountable during center work.
That's my other main concern, that they will not get as much CI when they are doing center rotations. #earlylang
Q2 is so important, especially since #earlylang classes have so many constraints: short classes, long gaps of time in between classes, sharing instructional spaces, etc.
A2: One of my biggest takeaways in terms of logistics is to organize everything in large ziploc bags so that I can set up/ distribute materials quickly-this works well either w a classrm or on a cart #earlylang
In younger grds differentiation happens because students can learn/practice content through multiple modalities (listening, interpreting, speaking). They also have opportunities to lead and/or learn from each other, and it frees me up to extend/enrich and provide intervention.
Currently 2nd grade, because my classes younger than that are only 20 minutes long. Most schools do centers much younger than that in core classes, so the kids know how to do it. #earlylang
I'm very hesitant to do centers with a novice low group with behavior issues. Then again, maybe that's just what they need to become engaged and remain on task! ☺️
Yes! For me, I usually pick centers that are things we’ve done before so little explaining required...(tic tac toe, guess my number, follow the path gameboard, etc) #earlylang
A2 My logistical issues: setup/breakdown between classes, new activities = new directions.
My solutions: no more than 2 manipulatives per table, recycle activities from our class & gen ed class #earlylang
A reminder to include the hashtag #earlylang in your tweets so everyone can see it! You all have so many great pieces of advice and questions to share - I don't want anyone to miss it!
A2 At least I have 60-minute sessions with my middle grades- when I had 25-minute sessions with kindergarten, I can't imagine doing centers. 20 minutes in preschool, no way. #earlylang
Yes, I found that be piggy backing on gen ed routines has really helped! I even went in & observed a Kinder class doing centers so I could get a sense of how they are set up and conducted- was a great experience! #earlylang
A2 I have the luxury of being in my own space at least once a week so I plan my centers accordingly. Otherwise, prep can be simply using materials you’ve already had on your cart! #earlylang
#earlylang: A2: For traveling teachers: make center materials light and portable - put them in file folders that fold up flat! I sometimes have Ss use their own laptops and headphones.
YES - familiarity with activities is a great advantage. So if the center is matamoscas game, they know how to play it because we've done it before. #earlylang
A2 My logistical issues: setup/breakdown between classes, new activities = new directions.
My solutions: no more than 2 manipulatives per table, recycle activities from our class & gen ed class #earlylang
A2 when I was traveling on a cart, I would often work with the classroom teachers so I could set up centers in their classrooms in the morning before school started. This usually meant I had to make extra materials so I had enough for each classroom. #earlylang
I did centers with kinders and first graders with no problem when I was their primary teacher. I don't know how it would look in Spanish. I feel like I would want to wait until 2nd and 3rd grade. #earlylang
#earlylang A2: For time constrined folks - I used to always thing you had to do several rotations in one class period. Not so - you can do one center visit per class meeting - and then rotate next time. So what if it takes over a week to cycle through!
You can split them up over several days...I write down which group they are in and then keep track of the ones they completed. Next class they do the centers they haven’t gotten to yet!
#EarlyLang
What I found w my Kinders this year is that time spent at any one center was very short. They are not at a linguistic level that they can remain independent for long w/o redirection/ addtl input from me #earlylang
A2 I'll echo that easy materials is a key. My top center materials have to be an iPad and post-it notes. Pre-print or quick directions & we're off. #earlylang
A2: I would love advice on centers when I have to push in, as I may need to next year. The classrooms aren’t all group-friendly, and some teachers have the kids store SO much stuff on top of their desks! #earlylang
A2: I deal with shorter classes (35 minutes) by having 4 activities, stretched across 2 class periods. So, I do a mini-lesson/whole group activity, and then 2 centers in one class and two in the next. I have a hyper organized classroom to switch between classes.
I see mine 1x a week for 60 minutes. (I have a younger class but there are only a handful of students so we're sort of always a small group moving from center to center lol) #earlylang
I'd keep an eye out and ask teachers for advice on what corner of the room you can commandeer. Table that's generally clear or clearable? Area of rug you can spread out the special "station blanket" on? #earlylang
Or even things they're used to doing with their classroom teachers. I've had so much success copying popular classroom activities so that I didn't have to explain directions. #earlylang
Twice a week, 30 minutes each time. In terms of the centers activity, the one I did with 1st earlier in the year took about 15 mins each class (we did greeting, review, clean up and debrief in the other time) #earlylang
A2: Have standardized games (ipad, go fish, matching, T/F questions) and then just mix up the content. So they aren’t constantly learning new games/rules. #earlylang
#earlylang Hi I'm Ashley, from Michigan. I teach Spanish young fives through 8th grade, among three schools, for a total of 21 classes per week. I also travel on a cart.
Q2: You have to be organized to set up (and tear down) centers in a flash! Imagine you've set up for a picnic, time's over and it's starting to rain... #earlylang
Hi Ashley! You've joined us just in time for question 3. But feel free to go back and answer the others if you'd like. (Just add A1/A2 to your answers so we know which questions you are answering). #earlylang
Q2: You have to be organized to set up (and tear down) centers in a flash! Imagine you've set up for a picnic, time's over and it's starting to rain... #earlylang
A3 so for my 1st grade listening centers, there'll be an EdPuzzle, a Seesaw activity, a straight video+worksheet, hopefully a QR code+worksheet...and hopefully something else. #earlylang
A3 I mentioned this earlier, but anything that explores an #authres related to our unit/CI story. So this semester, they mapped cities on Colombia and checked the weather report for that day. #earlylang
A3: They might label something and take notes on it; play matching or go-fish games; Quizlet on ipads or computers; listen to movies I make; speak to ea. Other with puppets or old phones; question each other with true/false questions; “read” culturally relevant books ...
My students love switching their iPads to Spanish so they can ask Siri what's the current weather in other cities. It may be one of their fav activities. #earlylang
A3 Do any of you attend professional development about the curriculum being used in each grade so you can connect directly to what’s happening in gen ed in your planning? #earlylang
A3 Also, working on a blog post on Matamoscas (flyswatter), reminded that if they know how to play it, they can play it in a center with a learner being the caller - they love that! #earlylang
#earlylang A3: I like to have a balance of the modes represented at my centers - something interpersonal (info gap activity), something interpretive (an EdPuzzle), and something presentational (make a @Seesaw or @Flipgrid video). I also like to have a "with the teacher" center
In our district we do this often. Much of our curriculum mirrors what the students are learning in either social studies or science. We even have opportunities to write curriculum together! #earlylang
This has been a major struggle. I am able to attend some data teams. I am also the Curriculum Committee Chair for my school and pressure to have updated curriculum mapping that is shared for this purpose. #earlylang
YES the "with the teacher" center is something else I remember from @CLC_Teachers tips - gives us a chance to focus on some formative assessment, specific help etc. #earlylang
#earlylang A3: I like to have a balance of the modes represented at my centers - something interpersonal (info gap activity), something interpretive (an EdPuzzle), and something presentational (make a @Seesaw or @Flipgrid video). I also like to have a "with the teacher" center
Q3: I recently had my 6th graders complete some exploring centers about the Amazon. They listened to sounds of the rainforest trying to guess where the sounds are coming from, they looked at maps to tell me what countries Amazon covered, they also read articles #EarlyLang
In our district we do this often. Much of our curriculum mirrors what the students are learning in either social studies or science. We even have opportunities to write curriculum together! #earlylang
I based my original curriculum off of the themes done in each grade level at my school, & connect regularly w the teachers so I can connect & reinforce content. That being said, I have also found it's important to also key into priorities for my discipline, too #earlylang
My learners have a Story Dice game they do with chapters of a novel, it makes a great center activity post-reading any story- once we have done it enough for them to know it. #earlylang
I'm loving all these ideas for center activities for #earlylang. I'm especially looking forward to @EarlyLang organizing them for me in the summary at https://t.co/kGpTJQNec0.
Q4 is coming up soon!
#earlylang Q3: When I was teaching older grades one of my centers might be unfinished work and/or free choice (as long as it is WL-related). They LOVED this!
#earlylang Q3: When I was teaching older grades one of my centers might be unfinished work and/or free choice (as long as it is WL-related). They LOVED this!
Yes!!! My students love free choice - and it always surprises me what they choose. One of the options is free read any book from my library and they choose books I would have never thought they'd be interested in. #earlylang
Q3: I've also used vocab activities, like dictionary in my stations. I had students draw on windows with dry erase markers... They were very on task here! #earlylang
Great reminder that a summary of tonight's chat will be posted at https://t.co/mRymv7F5se in the next few days. If you're not following @earlylang, you should be so you'll get notice when it's ready! #earlylang
I'm loving all these ideas for center activities for #earlylang. I'm especially looking forward to @EarlyLang organizing them for me in the summary at https://t.co/kGpTJQNec0.
Q4 is coming up soon!
A4 I'm going to bounce off the free choice and mention another tip I'm pretty sure is from @CLC_Teachers - make 1 or 2 more centers than they can complete in the time, and let them choose where to go next / what to complete! #genius#voiceandchoice#earlylang
#EarlyLang friends - we hope you realize that we’ll have a 3 hr session on centers at the NNELL Summer Institute #nnell18! July 13-15, 2018, in Summit, https://t.co/WnZqMrDxxV
Q3: Another fun station is the very popular snack table, where you have "limonada y galletas" and practice using a language function with your friends. #earlylang
#earlylang Q4: I have standard signs for listening, speaking, writing, etc. I post the center rotations on my white board with magnetic tape. I organize materials on shelves by grade level, and when the class comes in move the materials to the appropriate tables.
A2: I think prepping well before hand helps with traveling on a cart and sharing the gen ed spaces. My cart has tubs and storage (minimal) to help hold all the resources. #Earlylang
A4 I also learned (from my AP class of all things) to have a blank "things I needed to know and didn't" page. Because I never think of it all. #earlylang
A4 I'm not generally an organized person, but having centers forces me to consider organization in advance. I also find that keeping my classroom extremely minimalistic helps a LOT #earlylang
A4 A critical answer in #earlyed is materials should be based on the children’s interests - not what the teacher thinks will be interesting. Best success when you get to know the kids and connect with their favorites so they have more to talk about. #earlylang
A4 I also created a flipbook of most commonly used words and phrases for when students are working independently. For years I listened to what English they used when working independently, and that's the language I put in the book. Helps cut down on L1 during centers! #earlylang
A4: I hand out different colored stickers to form the different groups. It helps to show a visual of the rotations and the various tasks on the board. #earlylang
Yes! I'm currently working on developing a center around our class garden, still working on the details, but my kids are super excited already! #earlylang
#earlylang A4: Again, can’t emphasize enough practice. I use a Powerpoint to time centers, it makes a noise at the 2 min warning, and then 1 min to signal clean up. Early in the yr I show pics of what a cleaned up center looks like. PBIS to reward groups that do it.
#earlylang A4: Again, can’t emphasize enough practice. I use a Powerpoint to time centers, it makes a noise at the 2 min warning, and then 1 min to signal clean up. Early in the yr I show pics of what a cleaned up center looks like. PBIS to reward groups that do it.
A5 In the past, I have collected all work & kept track on a spreadsheet; but honestly, the group I was working is six years old. They don't get *that* off task. As I don't have formal assessments or report cards, your work in Spanish is about being a learner. #earlylang
A4: Definitely connecting to student interest keeps them engaged and on task. I also have a handout/poster for commonly used phrases to stay in the TL. I also circulate to help and monitor. But mostly, teaching students how to use each station beforehand #earlylang
A5: in interpersonal centers, I have one partner sign off on the other’s work - did she do it? Was there effort? It’s not graded per se but I want them to think s/o is watching closely!! 👀 #EarlyLang
I had to create a chart where I could move kids names to the next center over the course of a few classes to clearly indicate what was happening & keep track of where everyone had been lol #earlylang
#earlylang A5: I get warm and fuzzy just circulating the room and hearing them working their way through language and content in their own way. I have used a Google form and a table on a clipboard. I do sometimes have them take notes that become a resource for them.
A5 In the example of labeling weather/cities on maps, they can write the names of who was in the group, and then you have the map as evidence. #earlylang
A5 I use visual indicators to quickly show students if they are "meeting", "approaching", or "beginning" expectations (the same language used on our report cards for academic progress. #earlylang
A5b Basically a different color to represent each indicator. There is a poster hung up in my room for them to reference if they forget. It's amazing to see how quickly students will redirect as needed when they see their color. #earlylang
A5 could also give "sí se puede" marks à la @maestranadine as you walk around & see great stuff. Learners fill in a smiley face next to their name. #earlylang
And so much excitement when they check on them! We just planted the new garden today - pictures coming soon! Need to finish our signs. Every class, K-5, has a different role. #earlylang
In reply to
@MundodePepita, @SECottrell, @KarenNemethEdM
A5: my younger students have a habit of rattling if someone isn't following expectations. I also have them do some sort of paper pencil as evidence. I also circulate. #earlylang
RF: I'm reminded to use #authres (gracias @SECottrell) as prompts for reading & listening and to include interpersonal (merci @nathanlutz) communication in centers #earlylang
#earlylang RF: I like the idea of posting performance indicators visably in the classroom. I have given them to students (todavia no, casi, si puedo, puedo hacer mas), but haven’t posted them prominently in the classroom.
