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A modern take on the listening station...I Pads (with a QR code app installed) are used to scan a code that takes the listener directly to a link to a story that the teacher has chosen. A book to accompany the story is also included in the listening bin.
Adaptations:
Students could watch a video of the teacher reading the book so the child could hear a familiar voice and see what page they should be on.
Extensions:
The children could choose their favourite books and those could be the QR codes to choose from.
https://www.bloglovin.com/blogs/first-grade-fanatics-2679645/kindergarten-listening-centers-4707573252

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Moving away from cumbersome CD players, students access bins with that are colour coded with a  book and and I Pod Shuffle. The teacher has pre-loaded the digital book on to the I Pod.
Adaptations:
An adapter could be used so two sets of headphones could be plugged in to one I Pod so that it could be a a partner read.
Extensions:
More than one story could be o the I Pod or students could be recorded reading the book and it could be uploaded instead.
http://www.mandimoore.com/5-must-haves-for-my-classroo/

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Teachers will record the verbal instructions for a directed colouring activity. The center will include the I Pad with the directions recorded, the listening mat colouring sheet and colouring supplies. Kids will listen and colour the mat according to the verbal directions.
Adaptations:
Along with the verbal instructions, there could be a paper copy with the steps labelled 1,2, 3... with picture clues of item and colour.
Extensions:
Kids could create their own drawings and set of colouring instructions for kids to follow.
https://www.pinterest.ca/pin/ATxBqmaqZUYLHo1BLzi1KIoLrTjN3-rfpjOuYH3lzO1ZganVaTNDJY33uWZ8MMl4J15NYCuOODdo4Yuphk5Hfyo/

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Students could work in this center in partners. One student would read the directions for each step of the drawing and say them out loud to his/her partner. The other partner would listening to the instructions and draw the picture based on the verbal directions.
Adaptations:
The drawing could be quite simple to reduce that amount of directions and the amount of reading and speaking.
Extensions:
Kids could create their own drawing and set of directions that could be used in the center.
https://www.amazon.com/gp/product/1550370324?ie=UTF8&tag=storylovers-20&linkCode=as2&camp=1789&creative=9325&creativeASIN=1550370324

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Have students respond to books they are reading. Different ways we could do this might be: having students choose their own readings and write about them; have students write about texts read to them (they, then, don't have to decode themselves). Allow students to write about what they hear and illustrate their thinking.
Adaptations:
Read alouds, sentence starters, drawings only, different response sheets (colour coded?) depending on level of independence.
Extensions:
Students of a higher ability can choose their own texts and write independently, choosing their own criteria. Students can choose to work without prompts or sentence starters.
http://ilove2teach.blogspot.ca/2011/08/literacy-centers-free-printable.html

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Writing can be explored without responses and can be left open to many formats: scripts, poems, non-fiction, comics, etc. Having a child choose their own format will result in them working at their own level.
Support & Adaptations:
Having word banks, sentence starters, flashcards, transition words and other prompts to help support all learners.
http://learningattheprimarypond.com/blog/how-to-differentiate-literacy-centers-kindergarten-first-grade-second-grade/

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With the use of a variety of sentence cards, students are encouraged to build sentences. They can build short or long sentences and will be empowered to construct language and writing themselves! You can use word cards or any other format like blocks or different shapes. Students are encouraged to copy their new sentences or share through oral reading or display.
Adaptations / Extensions:
Cards are made with a wide variety of words. Some can be familiar or unfamiliar, depending on the confidence or skill level of the child.
http://ilove2teach.blogspot.ca/2011/08/literacy-centers-free-printable.html

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Mad libs or fill in the blank stories are an entertaining, engaging and motivating way for students to practice parts of speech identification and recognition. They can be done independently or with a buddy. Students fill in a sheet that asks for nouns, names, adjectives, verbs etc. and then they place the  corresponding word in the blank.
Adaptations:
Teachers can create their own mad libs that focus on a topic of study. There are fill in the blank/mad lib stories that focus only on one part of speech (adjectives, for example), for more direct focus.
Extensions:
Students can create their own mad libs for a partner to fill out. You can also take common songs or books and make them into mad libs for a good laugh!

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A variety of writing prompts are a great way to get students thinking about what to write. Providing students with a variety of writing prompt options often gives them the 'kick start' they need to get their creative juices flowing!
Some ideas include:

- an envelope of funny picture

- would you rather questions

- build a story pictures/words

- stretch a sentence activity
- mystery story starter jar
http://hojosteachingadventures.com/funny-picture-writing-prompts/

http://www.classroomfreebies.com/2011/10/halloween-would-you-rather-questions.html?spref=pi&m=1
https://i.pinimg.com/564x/e2/f5/75/e2f57534099755f99923658720468aaf.jpg
https://i.pinimg.com/564x/4e/82/b4/4e82b4b21cd206d8cb44b4b4cd29f684.jpg

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Having a writing centre station gives students options and choice on how they can work on their writing. Choices can include poetry writing, recipes, lists, cards, songs, letters etc. Students feel empowered when they are able to choose what they work on and how they demonstrate their writing.
Adaptations:
Provide a word bank, sentence starters, fill in the blanks,  graphic organizers, etc.
Extensions:
Instead of having a variety of writing styles, you could focus on a variety of poetry styles, different types of letters (casual/friendly/formal),  or types of writing (persuasive vs. creative etc.).

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This is a centre where students will practice their communication skills and have special conversations with the teacher and each other.  Displayed at the centre are a variety of books, props, provocations, and/or picture cards that may stimulate discussion.
Adaptations:
This centre can be student led or teacher led. For a low group, the teacher could run a program like Talking Tables that is geared toward older students.
Extensions:
This station can be set up as a research station  where groups of 2-4 students research a specific topic or inquiry of their choice. This could also be set up as a provocation.
http://www.oise.utoronto.ca/balancedliteracydiet/Recipe/00160/

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Students at a table group take turns rolling a die and then answering a question based on the number they rolled.  Each student uses a book they are reading to answer the questions.  This is great practice at re-telling a story they have chosen to read, as well as checking for comprehension. This activity can also be used in the Speaking category...
http://applefortheteach.blogspot.ca/2014/03/roll-and-retell-building-summarizing.html

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Story and comprehension cards which allow the student to read then answer a variety of questions based on skill level. The ability to highlight important text with colours is engaging to all learners, as well as colour the answers. A different approach to comprehension activities!
https://www.teacherspayteachers.com/Store/Meet-Miss-Parker

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Teaching children how to converse amongst themselves takes some time. Establishing some "rules for conversation" are an easy way to guide early learners on proper social etiquette, improved oral language skills and social development. After teaching the "rules", group students in small groups and have them try to follow the rules in casual conversation.
http://thecorecoaches.com/2015/08/small-group-discussion-strategies/