NNELL Conference: 9/24/11
Glastonbury, CT
Presenters: Augusta Gonzalez, Stefanie Sonstrom
 Familiar
material
 Application
 Differentiation
 Time
 Accountability
 Must
be easy to set up and clean up.
 Must fit into a portable box or bin to be
stored on a cart.
 Should be activities that have already been
done or explained in a previous class.
 Try to make centers that can be reused—for
presentation, review and assessment.
 Reading
corner(books, stories, articles with
simple reports that students fill out to
demonstrate comprehension.)
 Writing Center – pictures/prompts that
students use to inspire a writing sample.
 Grammar Review- area with worksheets or
games to practice grammar or with
computers with internet access.
 Listening Center- for one or two students (
use a splitter with 2 headphones) Students
listen to a storybook or songs.
Comprehension questions or cloze activities
can accompany this activity.
 Viewing/Listening:
http://www.bablingua.com/bl/icebreakers#
http://www.miscositas.com/miscositastv.html
 Speaking
Activities:
http://www.worldatways.com/2009/04/03/voice/
 Reading
Activities:
 Writing
Activities:
http://zacharyjones.com/zambombazo/shakira-y-antonio-de-la-rua-se-dicen-adios/
picture prompts/ story starters, whiteboards
Carol Schlaefli
HMS
2009
Station 1—Pick-an-Answer 7th and 8th: Classes and schedule
Three possible answers. Students put the golf tee in the hole of the
answer they think is correct. They pull up the card. If it comes out, the
answer is correct. (Correct answer has bottom of hole cut out)
Station 2—Worksheet Station
7th grade—Regular verbs
8th grade—Ir, Ir + a + place, Ir + a + infinitive
Laminated worksheets with answer sheets. Students check answers
before moving on to the following station.
Station 3—Matching Cards 7th and 8th: Regular verb meanings
Students have sentences with a missing verb. They have to match the
verb to the sentence. In order to self-check, you can see the back of the
cards at the top of the picture. Students know answer are correct when
the stick on the back matches up.
Station 4—Pictures and Prepositions
7th grade (shown) Classroom picture
8th grade Community picture
Students pick an item card (or a place in the community for 8th grade)
and a preposition card. They are to form a sentence using that item (or
place) and the preposition. Once students take turns sharing sentences,
students had to write 3 sentences of their own based on the picture.
Station 5—Board Game
7th grade Greetings and common expressions and questions
8th grade Clothing/Store
Played like a regular board game. Laminated bright paper has the
answer key and game directions.
Station 6—Manipulatives and Worksheets
7th grade: Subject pronouns (Create the subject pronouns chart and
match the English meanings to the Spanish pronouns)
8th grade: Comparative and Superlative formulas
(put formulas in order)
I didn’t get a picture of this for some reason.  After students
completed the manipulative exercises, they completed a worksheet and
then checked their answers.
Station 7—Matching
7th and 8th: Food
Students had to match the word to the correct sentence. Students selfcheck answers to make sure that the sticker on the back matches up.
Station 8—Board Game
7th and 8th: Irregular verbs (two different games)
Students conjugate verbs (regulars and irregulars). I took this from an
old worksheet I had titled “La rana Lucas” and changed the verbs to fit
my needs. (Bright green sheet had answer key and directions)
Station 9—Keep-a-card/Take-a-card 
7th grade: Classroom items and Definite and Indefinite Articles
8th grade: Question words/Expressions
This is a game I made up. Students have a stack of 50 cards. They pick
two cards at a time and put them face down. They turn them face up
one at a time. If they answer correctly, they keep the card. If they
answer incorrectly, student passes that card (and any other card that is
still face down) to the team player to his/her right.
Station 10—Extreme Scattersquares
7th grade: Ser + adjectives
8th grade: Bedroom/House/Chores
I took the regular scattersquares idea and made it extreme! I bought
two big blank calendars from Learning How and made a puzzle out of it.
Puzzle was 6 x 7. The best part was actually having space to do more
than just vocabulary words.
This was a really cool experience for me
as a teacher. Students were all actively
engaged and reviewing and having fun!
I loved watching them experience all of
the different activities. I can’t wait to
make more stations!
The favorites?
Irregular verbs game, the Keep-acard/Take-a-Card game, Pick-an-answer
and the big scattersquares!
 The
following examples of directions for
internet based centers were created by
Dawn Rondot and shared in an ACTFL blog in
2010.


Music video activity
1.) Watch a reggeaton video.
http://vodpod.com/watch/1247509-calle-13-no-hay-nadie-comotu-en-el-juego
Or


F:\Tu.tv - Videos de Música - Video Calle 13 Café Tacuba - No Hay
Nadie Como Tú (dedicatoria).m4v
2.) Please respond to the following:






Who is the artist (See lyric sheet)?
***Learning journal item***
Is there something about this video you like?
How is the video like videos in your own culture?
Where is the artist from?
What is something interesting you learned about this artist?
Did you recognize any words in the lyrics sheet?

http://www.soundunwound.com/sp/contributor/view/Calle-13?contributorId=192158
Students can enjoy music from another culture.
 Students can compare cultural similarities and differences between cultures.


2.) BBC video (Episode 3)

http://www.bbc.co.uk/languages/spanish/mividaloca/
 Watch episode 3
 After watching the video drama please select more
practice and listen to the grammar section
 Next click back to the practice section and practice el and
la.
 (Episode practice pages are printed and in station
notebook)
 Complete the first three practice sections on the smart
board

Students can select directions and evaluate when to use el
and la. (Review of el and la)
 Now
you will have 3-5 minutes at each of the
stations that we used with our 8th grade
Spanish classes.
 Manos a la obra!!!!!!
 Name
1 center you would like to create in
your classroom tomorrow.
 Would you prefer permanent centers or a
centers day?
 How many centers do you need to
accommodate all of your students?
 List 3 centers that you can create easily.