I teach in 50/50 two-way dual language classroom, so we have two groups of students and we each always start with the same group but switch groups after lunch.
My partner and I currently follow a two-day schedule that we created in order to make sure we were getting in all the subjects in both languages as well as our learning centers, but in a way where we weren't repeating material to either group of kids. This is the schedule we follow:
The area that is highlighted - Learning Centers - are the times where we have our small group centers happening and where we get in our guided reading centers. Both my partner and I have a Center Rotation Chart where we have cards with our student names/groups and the 4 centers to they are getting to in one day. So here is an example of how the rotations would work for my homeroom ("los perritos") and my partner's homeroom group ("los leones"):
MY homeroom ("los perritos"):
Monday: Morning centers in Spanish with me
Tuesday: Afternoon centers in English with my partner
Thursday: Morning centers in Spanish with me
Friday: Afternoon centers in English with my partner
My PARTNER'S homeroom ("los leones"):
Monday: Morning centers in English with me=y partner
Tuesday: Afternoon centers in Spanish with me
Thursday: Morning centers in English with my partner
Friday: Afternoon centers in Spanish with me
In one week, it takes our students 4 days to complete all 7 Spanish centers (guided reading counts twice) and all 7 English centers (guided reading counts twice).
This is my Center Rotation Chart. As you can see, the children would find their name on the colored card and read across for their 4 centers for one day. Each center is about 20 minutes long. As you can also see, the MAESTRA center is doubled because that center has to be in every rotation, so students Monday-Thursday have a guided reading group (2 in Spanish with me and 2 in English with my partner).
Since I teach 2 groups of 18 students, I have two sets of grouping cards. After the day is finished, I switch the cards (move up or down) and then I bring the other set of cards to the front. Basically, I'm organizing all my 36 kids centers on one chart, I just have the group that has centers with me that day on the front and I make sure when the day ends I switch the cards in the correct way so that the other group is up front and cards are ready for the next day.
So depending on the week, my centers may change but they always include:
1. Maestra (guided reading)
2. Trabajo con palabras (word work)
3. Escritura (writing)
4. Computadoras (computers)
And then they may also include:
- Mesa Estrella (Star Table)-- a thematic-related art project/craft that we usually use later to write about
- Fluidez (fluency)--fluency games and activities the kids are familiar with
- Matematicas (math)--a review math center with concepts we have worked on previously to reinforce
- Tabletas (iPads)--learning games (alfabeto o silabas games)
Learning centers are such a staple of our instructional time because not only are students are working on activities that reinforce fundamental skills we have been working on, but students also get the opportunity to work in small groups and negotiate meaning with each other. I also make sure that there are answer keys or ways for students to check their answer (when I deem necessary and appropriate) so that each center is differentiated and at the student's level. Another example is in Word Work, is after students complete the activity, my higher-level groups might then go on to use the words from the sorting activity to build their own original sentences, while my non-native groups might just be writing the words on the dry erase board. I make sure to explain the varying things they can do when they are done with the activity so they feel they can choose and succeed independently at the activity.
How do you run your centers? Leave a comment or question!
