# data[].attributes.headline
What aspects of the resources did you find helpful in planning your learning center? 

# data[].attributes.subject
What aspects of the resources did you find helpful in planning your learning center? 

# data[].attributes.body
I found the section on Learning Centers in the book Teaching Gifted Kids in Today’s Classroom to be helpful. It provides a thorough list on what a good learning center should contain. For example, learning centers should have clearly stated directions and objectives. The learning center should also be inviting to students and contain activities geared towards the different learning styles. Guidelines for behavior should be a part of the center as well as directions on where to store work (Winebrenner, 2018).

The article Learning Center: Goals, Observation, and Assessment also provides a lot of valuable information regarding learning centers. Learning centers should be activities that support skills. When students work in learning centers, they learn cooperation, teamwork, respect and empathy. They also give students choice and the opportunity to problem solve and create (“Learning Center,” n.d.).

I enjoyed reading all about outdoor learning centers. I love how they give the students an opportunity to experience science curriculum in context. I wish more schools took on the challenge of creating these outdoor learning opportunities.

# data[].attributes.body
Grade Level/Content Area:

2nd Grade

Science - Earth’s Systems: Processes that Shape the Earth

Reading - Identify the main topic of a multi paragraph text as well as the focus of specific paragraphs within the text.

Time:

The listening center will be available all year but the book and skills will change with each unit.

This listening center activity will be available in the second unit of the school year (End of Sept/Oct) where we will be focusing on nonfiction text, and identifying main idea and supporting details in reading.

Who:

The whole class will have the opportunity to visit the listening center at some point during the unit.

There will be a maximum of 4 students at the center at one time.

Grading:

This is an ungraded choice activity, which will be a part of the students' choice center board.

Differentiation: Learning styles and 2E and ELL accommodations

The center allows students to listen to the story and follow along or read the book independently.

The center is not required. It is one choice out of nine centers on the students' reading centers choice board. Students may go to this center if the book is of interest to them. (Most students enjoy the listening center)

Students have a choice of location for where they want to complete the task (carpet or desk).

The directions are clear and step by step.

Students are expected to write in complete sentences and restate and answer the questions. There are sentences frames for students to use as needed.

Students have a choice on what sections they choose to write about.

Extension activity using technology is available for students.

Access:

Students will have the opportunity to visit this center after they complete required independent work or computer time. It will be one center on their choice board, which will last for the length of the unit.

Students will visit the center until it is complete. They will listen to the story and complete the follow-up activity.

Space:

The listening center is located in the front of the room on the floor. There is a CD player and a basket with the books. There are papers with the follow-up activity. Students will listen to the story on the ground. They can complete the follow-up activities on the floor or take the book to their desk to complete.

# data[].attributes.body
Title of Learning Center - Listening Center

The listening center activity is not graded. However it will be used to help the teacher identify students' understanding of how to locate main idea of a text and supporting details.

# data[].attributes.headline
Objectives, Directions, and Extension Activity

# data[].attributes.subject
Objectives, Directions, and Extension Activity

# data[].attributes.attachment_link.authors[].name
Christie Rodriguez [Thompson, Sandra Lee ES]

# data[].attributes.attachment_link.authors[].name
Christie Rodriguez [Thompson, Sandra Lee ES]

# data[].attributes.attachment_link.authors[].name
Christie Rodriguez [Thompson, Sandra Lee ES]