Organizing Centers in our DL Classrooms

So today I wanted to share how we set up our learning centers in our Kindergarten Dual Language classrooms! Sometimes people feel that there is not enough time to get in centers, but this is where students get to work in small groups tackling different skills we have been working on during previous weeks as well as add new skills we are learning. This is also where students get their guided reading time with the teacher - which is extremely important!

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!

Raising a Bilingual Child

It might seem overwhelming thinking about how to raise a child bilingually. You may be in a household where one spouse knows a different native language than you, or you may be in a household where you both speak the same native language but live in a country where another language is the majority. Can I teach my child a language if I have a full-time job? What if my child doesn’t want to learn? How can I balance this? What if their native language suffers? What if they fall behind? These are all natural concerns for parents and rightfully so! You want the best for your child no matter what. So, I’m writing this post to give you some tips on how to approach raising a bilingual child! I base a lot of my recommendations from my own experience as a dual language teacher, a child who was raised bilingually and from two excellent books titled “7 Steps to Raising a Bilingual Child” by Naomi Steiner and "The Bilingual Edge" by Kendall King and Alison Mackey.

Here are MY 6 main tips for raising a bilingual child:

1.       Define your goals as a bilingual parent/household

2.       Create a Bilingual Action Plan (from the book “7 Steps to Raising a Bilingual Child” by Naomi Steiner)

3.       Integrate the second language within the technology already being used in their household (such as iPad apps, YouTube videos, online books). For example, these are some great YouTube channels in Spanish to utilize in your home:

a.       El Reino Infantil

b.       Lunacreciente

c.       Kidsmmersion

4.       Read, Read, Read

a.       A strong foundation in a child’s native language is a great predictor of their success in their second language acquisition.

5.       Write, Write, Write (in a meaningful context)

a.       Give children the opportunity to use the Spanish vocabulary they are learning in a meaningful context (grocery lists, labels around the house, words around the community, etc).

6.       Use the target language in context (make it fun!)

a.       Whenever possible, create opportunities for students to use the target language in a meaningful way and most importantly – make it fun! Language learning should be engaging, exciting and interactive!

The most important tip I have for language learning is to make it “comprehensible” which means, to make sure you are doing everything you can for your child to understand. This is mostly done through using as many visuals (images, videos, songs, poems) as possible! Remember that language learning is a long journey and any small stride is a success! Another important aspect of language learning is for it to be “interactive” – give your child opportunities to interact with other children who are being raised bilingually (playdates, outings, etc) and provide them activities where they will be interacting in a meaningful way with the target language. Therefore, it is crucial for you to give your children opportunities to produce the language orally and to interact with other children who are bilingual or being raised bilingually.

Here are some recommended books that are great reads for parents wanting to or already are raising their children bilingually:

1.       The Bilingual Edge by Kendall King and Alison Mackey

2.       7 Steps to Raising a Bilingual Child by Naomi Steiner

3.       Raising a Bilingual Child by Barbara Zurer Pearson and Living Language

4.       Maximize Your Child’s Bilingual Ability: Ideas and Inspiration foreven greater success and joy raising bilingual kids by Adam Beck