Teaching Heart's Learning Centers Page
Below you will find pictures of centers, various links about centers, and printable centers that you may use in your classroom!
Update July 2013
How I have used centers in my classroom...
I have three leveled reading groups. I run reading groups from 9:30 - 10:50.
On the board I write the students jobs (things they are doing when they are not at reading group). The jobs look like this. Also, I have to note that they work on the jobs in order. After reading group they usually have an independent activity to complete. They must do that before they start back on jobs. That is not on their job list but they know that it takes first priority!
2. Daily Printing (I use Draw Write Now (see below for more information on these books) - we are on book 8 at the moment. I write the paragraph on the board. They copy it in their best writing and then draw an illustration to match.)
3.) Center (I run centers - see below!)
4.) Unfinished Work - They have two folders at their desk. One is a take home and one is unfinished work - usually art projects we started as a class and they need to finish up.
5.) QUIET Choice - If they get all their reading and jobs done they may do quiet choice (about two of my students get to this regularly). During this time they may write in their journal. Draw a picture. Read a book. Work on Reading Quilt. Do a free time sheet. Free time sheets are just various word searches, mazes, crosswords, or coloring pages related to a theme. At the moment in the free time box you will find Columbus, fall, and Halloween activities. I also copy theme math sheets out of teacher resource books and place them in the box.
Order Draw Write Now Books - Click on the book to learn more!!!
Some of My
I usually have 6 centers going on in the room plus I select three students each day to use a computer. The students at the computer select a free online math game from our class math page or they are sent to a computer that I have loaded with software that meets their needs.
Each student has a colored dot on their desk. The dot corresponds with a center on the chart. The dots on the students desk stay the same. The center dots change every day so that a student does a different center each day. When the student gets to center on their jobs list. They get their center folder (I have them place all their center sheets in this folder. Periodically, I remove their finished work and check them. About once every two weeks.) After they finish the center and the center sheet, they place the sheet in their center folder. Next they clean up their center and put their center folder away.
lMy centers include and are changed weekly;
Listening center - In a cubby you will find four choices of books. A book and tape recorder are in bags. (I bought walkmans at Wal-mart for five dollars each. Students have their own listening center) The student takes the bag of their choice and a listening center sheet. They listen to the book and then fill out the sheet below. The sheet asks them the name of the book and author. It asks them to draw their favorite part of the story and one sentence describing the picture. It also asks them to tell if they liked the book. After they finish the sheet, they place the sheet in their center folder. Next they clean up their center and put their center folder away.
I was in a classroom the other day where the teacher was given a grant to purchase IPODS for her listening center. I was amazed at how well the kids were able to use the ipod in the listening center. If you are familiar with an IPOD, the idea is to set-up a playlist for each week. the student listens to the playlist for the week while reading along.
Reading Center -
In each center folder is a book form. The student
is assigned a basket of books to pick from. They
pick a book from the basket. They read the book and
then fill out their record sheet in their center folder.
Making Words Center - The student
goes to this center and removes a bag of prepicked letter
tiles and a Making Words center sheet. They use the
letters to make a four words that they must write on the
sheet. One word must be 2 letters long, two of the
words must be three letters long, the last word need to
be 3 or more letters long. The letter tiles this
week are p u m p k I n a. After they write their
words on the sheet, they then must circle two and use the
chosen two in a sentence.
Also, I have had premade sheets in the past that had the letters on them. The students grabbed the sheets, cut the letters, and then made five different words. They had a challenge of guessing what word could be made with all the letters. Then they pick two of the words they made and use it in a center.
Making Sentences Center - At this
center, the student grabs a bag of index card. On
each index card in a few words. They need to figure
out how to manipulate three cards to make a
sentence. The sentence may be silly. They
must do this twice. On the center sheet they will
write the two sentences and draw an illustration to match
the sentence. Like all the centers, they must
complete the sheet, place it in their folder, clean up
the center, and put their center folder away.
Poem Center - Each week I select a
poem and place it on large paper. The students must
write the poem in their journal and then draw a picture
of what they see in their mind when they read the
poem. Sometimes I may ask them to circle rhyming
words or words that begin with a certain sound.
Pocket Chart - The first few weeks
of school the students went to the chart and counted the
money in each row and wrote it on the given sheet .
Now they go to this center and arrange 4 pictures in
correct order. Then they sketch each picture on the
given center sheet. Finally they write a
transitional sentence for each picture. I change
this center often. I add new activities to match
something we are learning in class.
This has worked great for me. The students do a perfect job during this time. The first two weeks of school I did not teach reading groups. I spent that time teaching the students what to do while I taught groups. They had to learn the routine. At first it is hectic and there are lots of questions. After about a week most of the students have the routine and understand all the centers. Also to keep it quiet during this time, I run a point system all day. Before I start groups I tell the students that I will pick my favorite group and give them 10 points. It is always quiet and the students are very hard at work. This is long - I hope it helped a bit... The book What the Other Kids are Doing While I Teach Small Groups was helpful to me and may be to you. Click the title to learn more!
Tons of ready to use Graphing Centers Can be Found Here!
Colleen how do
you do your point system? i find it really hard to keep
the noise level down when they are doing their centers.
Hey! I use it all day and everyday. Very effective. My students sit in teams. I have 22 students. There are 4 teams. 3 of the teams have 6 at them and 1 has 4 students. Each team has a group number. Before I start reading groups, I tell them I will be looking for my favorite group (quiet and on task). That groups gets ten points and the second place gets five points. After each group I offer positive verbal feedback (Wow, look at group 2 everyone is working hard and their group is very quiet). There is no more than 4 kids at a center and most of the time all students are not at the center at the same time because some work faster than others. I never have trouble with noise level at the centers. After reading groups, I go to the board and transfer the points under their specified group number. Throughout the day I offer points to groups that are ready to learn. For instance during a math lesson, I tell them I that I am looking for the groups that are participating and on task during the lesson. I just make it up as I go - adding points for positive things the groups do. At the end of the day we count the tally marks and the first place group wins for the day. They get a star on their chart. When a student fills their chart they get to go shopping in our class store for one item and then they get a new chart and the process starts again... The next day starts with a clean slate and any team can win. I love it, it works great and the kids seem to like it. Hope this helps.
Colleen, I would love a copy of some of the center sheets and printables you mentioned. How can I get these. Thank you, Sarah/TX/2
I was looking at your website center area. I saw where you used the book Draw Write Now. Is this the same as Think! Draw!Write!? I found this book the other day. I thought it was the book you had talked about on the site. This book requires the students to draw, then they are to write a story. At the beginning of the year, it would be better to model the stories, and then have them rewrite the story and illustrate. Is this what you do? Thanks for your help. Your website is great!!!
Posted by Patti/2nd/MS on 6/04/02
they are different. I have used both and the one I talk
about on my site is Draw Write Now. Here is an example
(you see a colored illustration at the top of the page that goes along with the short passage below. The illustration on this one happened to be MT. Vernon
US began in the East.
I write the passage on the board, we read it, & talk about it. The students then, as one of their jobs, while I am in small group, rewrite the passage and add at least one more sentence about the topic. Then, if they finish all their other jobs and centers they must illustrated with a picture. The book comes with a how to draw page after the paragraph. I copy this off for the kids to use. The kids love this and their drawings turn out so good. Sometimes better than mine. Okay more than sometimes :) Tee-hee!
This is different from Think, Draw, and Write in that it is a handwriting and illustration activity. Plus the paragraphs in Draw Write Now lead into great chats about history type topics. I try to put a picture or short film clip about the topic on my computer to show the class after we read the paragraph.
Now Think, Draw, and Write - I don't use as much but I do like it... It is creative writing where the other isn't. The kids enjoy them and I do model a few examples and we brainstorm ideas of what to write about. I also let the children share their finished product if they wish.
To learn more about these books, click the title!
Another Teachre Comments:
I use Draw Write Now for cursive. I rewrite the message at the bottom in cursive, and do the directed art at the top.
It has really shown me who is not able to follow simple instruction, and the children who focus have not only improved their cursive, their listening and drawing skills have improved.
I used these books to do a Symbols of America study in April and May, one a week. We took the bald eagle from another book for the cover. I posted the students' writing each week, and then saved the papers. Looked good for Open House.
What do you do in your Math
Centers, Language Arts Centers, Reading, etc.
All the centers change ever other
week. My Literacy Centers are pretty much explained on my
center site at; http://www.teachingheart.net/LC.htm
Many centers can be found on the Teaching Heart Instant Packets! Check them out here!!!
K Teacher Explain Her Centers
Get all Teaching Heart Products on CDROM (DVD) or On a Zip Drive!
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& ALL Teaching Heart Packets!
6.) Classroom Graphing Center Packet CDROM
7.) Any Skills Game Boards
Here are some great resources and are ready to go easy centers!!!
Center Signs - Print out these sign for your centers
Schedules From at firstname.lastname@example.org
Monday = red group, first
We incorporate all areas of
the curriculum in the centers....
Free Center Printables
Hang Out with a
Good Math Problem!
Give Me a
Double-Scoop of Contractions!
High Flyin' Math
Graphing Center - 9 free printables!!!
Around the Clock Here is a center game to reinforce clock numeral placement. For each game board, glue a construction paper clock to a colored background. Label each of several chips (in sets of 12 chips) with numerals 1 - 12. In turn have each player roll a 12 sided die, then cover that number on her clock with the correctly labeled chip. If a player rolls a numeral that has already been covered with a chip, she must pass the die to the next player. Continue play until on numerals on each clock are covered.
French Fried Counting Getting an order of fries can add up to counting fun for your students. Start collecting fry containers. Then write a different number on each box. Make fries by cutting yellow sponges into strips. Place the boxes and fries in a center. To do this activity, a child places the appropriate number of fries in each box.
Jars of Learning Gather some jars that could be used for canning. For each jar you gather think of a fruit or veggie to make out of colored paper (apple, grape, corn, banana.) Now cut out the shapes of the veggies and fruit. For each fruit or veggie jar think of an activity to place on the jars. For instance, one jar may be called apple activities. You would cut out apple shapes and label the jar appropriately. You may choose to write math problems on the apples. The student will take the jar and complete all the math problems on another sheet of paper. You might choose to name another jar corny questions and place corn cut-outs with questions written on in the jar. The student will take the jar and answer the questions on a sheet of paper. Make as many jars as you would like (be creative) and place them in a line on a shelf.
Edible Math Students can review a variety of math skills at this tasty learning center. Place a box of colorful breakfast cereal and a supply of three-ounce paper cups at the enter. The student fills one cup with cereal. Then she uses pieces to complete a variety of tasks. Post the following tasks in the center and a worksheet with the following:
Finger Spelling This activity is so much hands on fun! Place a plastic shoebox, a can of shaving cream, and a list of current spelling words at the center. A student sprays a small amount of shaving cream into the shoebox and uses her finger to write the spelling word she sees. Or a friend tells her a spelling word and she spells it without looking. After she is sure the word is correct she spreads the foam around to erase the word, then repeats the procedure until all the words have been spelled correctly. Your thinking "messy" aren't you. Actually, I did this with a life skills class using numbers and all you need to do or have the student do is wipe it up with a paper towel and the shoebox is ready for the nest student. You may want to have four or five shoeboxes in the center. If your students did not like to practice their spelling words before, they should after this!!!!
Sequencing Hang-up Hang a clothesline in your classroom and gather a set of clothespins! Program a set of seasonal shapes with desired vocabulary words or numbers; then laminate the shapes for durability and store them in a clothespin bag. Also make an answer key for self-checking and place it in the bag. A student sequences numbers or alphabetize words by suspending them on the clothesline in the correct order. Students won't have any hang-ups about sequencing practice with this clever activity!
Dictionary Detectives If you are working on dictionary skills or looking for a way to introduce dictionary skills here goes! Post a list of spelling words, vocabulary words, or content words at the center. Place several dictionaries, pencils, and a supply of writing paper at the center, too. have the students look at each word on the list and then write the guide words for the page where the word was found. Then have the student repeat this for additional words. A good idea is to provide an answer key at the center so the students can check their work.
MATH MENU GEOMETRY GRADE 2/3
1.With a partner collect 1 basket of pattern blocks. Take turns sorting blocks into two different groups and ask your partner to guess your sorting rule? (Some rules could be shapes that stack, roll, slide, or shapes with 3 edges, 4 vertices, 6 faces)
2.Finish these patterns: square triangle circle square triangle circle square ______ ______ circle oval oval circle oval oval circle ________ _________ Make up one more pattern using 2-dimensional shapes.
3.Look around our classroom, draw: 2 things that are rectangles, 3 things that are square, 1 thing that is a triangle, and 4 things that are circles. Remember to color the pictures. (Grade 3 can also try to find a hexagon, an oval and an octagon shape.)
a robot using only one shape. Choose a square, circle,
rectangle, diamond, or triangle. Everything in your robot
has to be that shape. Have
5.Use a set of tangrams to create a design. Trace around theoutside of each shape.
2 geometric solids. Write 3 facts about how they are
different and 3 facts about how they are the same. For
example: a ball has 0 corners,
7.Use a geoboard and create a shape with 1 elastic. Copy the shape onto dot paper. Now use 2 elastics to create a shape and copy this design onto dot paper.
8.Use pattern blocks to trace different shapes out of construction paper. Use these shapes, string, straws to design a geometric mobile.
I love to use math menus from Marilyn Burns. I divide mine into appetizers, entrees and desserts. Everyone has to do the appetizers, they can choose one or more from the entrees. The desserts are more challenging, so they are for after the students have tried the appetizers and some of the entrees. I try to build learning from one menu item to the other, such as:
The Pattern Block: a game for 2 children
How to play:
play this game in pairs.
pattern blocks of each color
Posted by jenny/2/oh on 4/24/02
I used a pocket
chart to hold my center information. It was so easy
to flip my cards from morning to afternoon and also to
rotate the groups daily. I made one set of student
groups with their group name and their individual names
on it. I would place that card first. Then I
made four sets of each center card. For instance
the "Reading Nook" was duplicated four
times. I post a matching card at each center.
I usually have four centers that are required. The four
centers are lined up after their name card. I then
rotate the center cards each night before going
home. It just takes a minute to slide them all
over. The kids seem to do better when I don't
change their name cards. I then have "Happy
Face Places" that are marked around the room. The
children can visit a HFP anytime they have completed and
shown me their work, or they have rotated through all
four centers. I have a center file box set up by
their cubbies. They file their center work as they
finish that center. Not all centers will have
something to file. By the end of the year, I have
them write down the title of the book that they read or
looked at even at the "Reading Nook." I
can check daily on how many centers they visited or how
much "time" they spent on each. I also
can ask a child to bring me his/her center work if I
suspect they are heading to a HFP prematurely. This
system has worked very well for me. The kids seem
to understand it after only a day or two of
modeling. I hope this helps! Have
Because I use 4 blocks, I don't have "traditional" reading groups. I have several different activites available for the kids to do during "activity time" (that's what we call it). Each activity has a certain number of tickets (laminated pieces of 2" x 4" construction paper - different color construction paper signifies which activity that child is doing). I only have 3 tickets for Listening Center because I only have 3 walkmen right now - one broke and I haven't replaced it yet. I just make sure there are about 25 tickets available so kids can move around. Here's a day's example: Computer Center - 4 tickets (we have 4 computers); Listening Center - 3 tickets; Art Cart (I have a couple of rolling carts that I fill with crayons, markers, templates, glue, scratch paper, etc... that the kids use to draw - it makes me feel better about not doing as much art as I'd like to) - 4 tickets; Reading Center - 4 tickets; Lego Center - 4 tickets; Puzzles - 4 tickets. I excuse each table to choose their activity (tables rotate who chooses first). Oh, and students who have unfinished work cannot choose a ticket until all their other classwork is finished. So all the kids are engaged in activities - what do I do? I use this time to pull students who need extra help or who were absent and need to work on an assignment. I only do "activity time" for 30 minutes a day and I found this time sooooooo helpful to play "catchup" with kids who've missed class and give those students who need extra support.Hope this help - Kim/1st-2nd/CA
2. Poetry--(Once a week) I
introduced two poems on Mondays before shared reading.
The class discussed what the poem was about, any poetic
elements (rhyming words, etc.), as well as ways to
illustrate the poems. Then during the center time, the
students would read the poems and illustrate them in
their Poetry Journal. The students were also allowed to
read these during
3. Browsing Boxes--(Twice a week) The books in the baskets are books that the students have read during guided reading with me. These are books that are on the students reading level or slightly lower. The students are allowed to browse through these books and read ones that they are interested in. Ideally, all these books have been read with the teacher, but I put books from the same sets in the baskets. For examp! le, if I read an Amelia Bedelia book with a guided reading group, I wouldn't hesitate to put another Amelia Bedelia book in the baskets. I believe this keeps the students from getting bored with the choices.
4. Listening Center--(Once a week) I have one listening center set up with 3 head sets and enough books so that each can have a book to follow along with. This was the hardest to plan, because most of the books that we used, we had to make. However, the students thoroughly enjoyed listening to the stories and following along with them. Next year, I am planning to do something with the books every once in a while, such as write a different ending or something to get them a little more involved.
5. Partner reading--(Twice a week) The students partner read with someone in there center group, which is not in their guided reading group. The students are reading with someone who could be reading on a higher or lower level! . The studnets are allowed to pick any book (which does not have to be a browsing box book) to read, as long as they are reading. This one sometimes takes a little more guidance, but is very helpful for students to "practice" with someone that can listen and help.
6. Spelling center--(Twice a week) This center definately helps when cheering the words becomes mundane. In this center I had magnetic letters, a baking pan, and a magna doodle. Therefore two sets of partners could be working at one time. With the magnetic letters, the pairs of students were practicing spelling the word wall words for the week by "quizzing" each other. With the magna doodle, the students practiced spelling any word wall words. One student would call out some words and check them after the other wrote them, then they switched. On Friday's spelling test we test the 5 word wall words and 5 words from around the room, so this helped with both.
7. Accel! erated reader--(Twice a week) During this time the students were allowed to read and take AR tests. This is an incentive program in our school. The scores for AR seemed to go up, as well as the students interest with this center. I did not require AR test to be taken. The important thing for me was that the students were reading.
8. Wee mail--(Twice a week) At our school, we have the Wee Mail program set up where students write letters to friends and teachers and it goes through the mail system. During this time, the students were allowed to write letters to friends that did not and could not (due to time) get written at other times. This increased the amount of writing in the classroom.
While the students were in
centers, I was working with a guided reading group
(ability grouped) at a round table. We worked on reading
skills that the students in that group needed. It was
time for me to spend working with small groups. !
Although I didn't do it this year, I would like these
small groups to engage in literature circles during this
time next year. I did not start centers until after
Christmas (half way through the school year). I left
shared reading as a time to work on comprehension
She calls a guided reading grooup every 20 minutes, so they come from differnt work groups to be in their ability group for guided reading instruction.
The last 20 minutes is a make up time for whatever center they missed at Guiding Reading time.
In the writing center they do a journal activity, step book, pop-up book, shape book, friendly letter, post card, lists, response to reading, etc.
At the working with words she has an assigned activity every day too: Bingo, Rivet, Pocket charts, and I can't remember them all.....it's in my notes.
Anyway if you have questions you can email me back.
Dialogue Journals/Poem Illustration: Students write to me in their composition books in the form of a friendly letter and I write back. It's a great way torecord growth and is a super assessment tool. I like doing them as a center because I only have 4-5 to write in a night. When they finish with their d.j. they illustrate the poem of the week that will beadded to their poetry notebooks on Friday. I started adding this to center time because they could do it completely independently and it seemed like I wasn't using time wisely when we gave up 15 minutes for the hwole class to stop and illustrate a poem.
Working With Words Center: The kids might do a writing around the room looking for digraphs, play a word wall game (Get the book Making your word wall morer interactive- great ideas that can be adapted for centers. I usually teach them one week whole group during our working with words block and then the next week the kids can do it independently in the center.)Rainbow words, magnetic spellings, etc. are all examples of things we do during this center
Reading Center: Listening Center with tapes is commonly used for this center. My kids need to do some type of response to it when they are finished. This center might also feature some type of extension activity that is going along with whatever story we're reading whole group. Getting out some big books, reading around the room, etc. are all options for this center.
My fourth center each week is usually my only one that I need to think and plan for. I often have some type of activity that correlates with our science and social studies themes but involves reading and writing. For instance, during dinosaurs, the kids completed (wrote and illustrated) a flip book with five facts they learned about dinos. They also enjoy\par when we do research at this center. During the oceans, they had to choose a book about an ocean animal from the tub, read it, and then create a 3-dimensional cubes with facts/illustrations. I also may make this be a math center: writing word problems, creating a menu to use during a math lesson on money, etc.
Finally, if I have a very cool art project that I don't want to take time away from my large group instructional time to do, I'll have the kids do it during center. I tend to limit my centers to reading/writing activities, but I figure one that is just art won't hurt from time to time.
Ceneter Folders: I also have struggled with the management issue of keeping track of things in the past. I went to a great conference by Linda Holliman of BER. She showed us how to make a four pocket folder out of oaktag. Take two large pieces of oaktag (I use 24 x 36). Fold one in half with a hot dog fold (the long way) and\ then fold into a hamburger fold. This will make up the pocket part. With the second paper, Fold it in half as a hamburger fold (short way) and then open it back up. Place it (the paper is going horizontally) inside the fold of the one you folded as a hotdog/hamburg fold. Then fold it and voila! you have a 4 pocket folder. Staple the ends to create the pockets. On the outside, the students put their names. On the inside pocket, they write still working, on the right-hand inside pocket they write finished, and on the back, cubby (or mailbox, home, etc..) They may then illustrate the top parts of each page of their folders. (Oh, the decorating of the folders is actually one of their first center activities!).\pWhen they are at centers, all center work goes in the folder. At the front, they can place center menus,directions, etc.. When they finish something it goes in the finished side. Anything that is still being worked on gois in the still working pocket. At the end of centers they put the folders in one of two crates. If anything is in the finished side, it goes in the crate labeled finished. If they have nothing on that side, it goes in the other crate. This way, I only have to go through folders that have something completed. After I check off the kids work, I either put it in the home/cubby pocket or back int he still working (corrections, not completed, not done up to\par the standards, etc..) The kids go through their folder the next day and put any papers from teh back pocket\ into their cubby and then get to work. It's been a lifesaver!!! I hope this makes sense. If anyone has any questions, please feel free to email. Paula
The easiest and most popular centre (station) in my room this year is Writing Around the Room. We didn't do this one until later in the year but they love it. I cut up the long sheets of foolscap in half and I have 4-5 clipboards all stored in a box. Each child gets a clipboard places a sheet of paper on it and then for the next 15-20 minutes they literally write around the room. Many copy the daily morning message or parts of it. Others make a list of words from labels around the classroom or word wall words or copy friends names off of charts around the room or book titles off the shelf. A few on my students are drawing things at first but usually label them as well or at least try. At the end of the station time (I set a timer bell) each student date stamps their sheet and places it with their name and number on it in the finished box. I don't mark these but I can see what they did in that time period. I file these in their archive and then they go home with everything else once we pull 3 items for our portfolios. You can also do reading around the room with a few pointers and then they partner up and take turns reading around the room to each other.
Start out with very limited choices and spend time teaching the kids exactly what you expect. Start with the least complicated centers and when those are working smoothly add new ones. Don't try to start any sort of small groups for at least a month or 6 weeks. Spend that time monitoring the groups and interacting with the children. When all your centers are up and going independently, then start your small groups. Good luck! Addie/mo on 6/17/02
I agree with Addie, spend LOTS of
time explaining and modeling how things work and give
lots of praise, positive reinforcement... I have had to
try several different methods for center time. Each
teacher is different, so what works for one may not work
for another. I am currently searching for another new
method for next year, but here is what I have tried over
the years:Free choice centers= lots of time spent at the
beginning of the year modeling, etc.., kids get to choose
their centers independently. During this time I would
work in small groups on activities, projects, guided
reading, etc...This method was my favorite until I lost
my assistant due to budget cuts. The kids get to become
independent and make their own choices and become
accountable for their own actions.Rotation centers= This
is the method I had to go to after my assistant was cut.
I found that I had too many students to circulate around
the room independently without a "go to" person
in case of emergency or other mishap. I was spending all
of center time taking care of little things instead of
getting any work done in small groups. I used Microsoft
clip art and some real photos of each center in the room
to make groupings of centers. On a red piece of
construction paper I put 3 pictures; Computers, blocks,
puzzles etc... Then on yellow 3 more centers and so
forth, you get the idea. Then the kids were grouped into
colors and I tried to seperate the troublemakers into
groups with the level headed ones. Each day each group
had 3 centers to rotate through and there were 3
"free" centers that they could visit if they
were finished with all 3 centers. This seemed to work and
take care of alot of problems during center time, but I
just felt like I was cheating the kids out of alot of
Hi. I have a literacy
center time in the morning and a free center
In the literacy centers, I
have 2 students per center. There is a chart with velcro
pictures of the centers I can take off and rotate to the
next group of kids names. This way, I can change out the
In the afternoons during free center time, they are able to choose from any center at random. However, the rule is that no more than 4 kids can be in any center. If they are arguing over a specific center, I either set a timer for them to switch, or if they keep arguing they both are not allowed to play in that center. They learn really quick to work on a compromise :) - Brittany on 6/23/02
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