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Centers
By Debbie

Hi Rachel,
Been there, done that too!!! Seems like I was always trying to be entertaining, rather than having the kids come up with meaningful and authentic projects themselves. I've changed my thinking a bit, so instead
of doing 'centers' why not try 'I Cares' and 'Choices' (Plan Do Review) or a workboard??? See Guided Reading by Fountas and Pinnell for the workboard design; you can use the same literacy activities in an I Care/Choices way if you want to give your students a 'Plan-Do-Review' type day. Children receive a planning sheet in the morning, and fill out their activities, like a 'to do'

list (I have many different forms if you'd like to see some).
I have a scheduling board with the reading/writing groups and individuals I plan to see each day and this is also recorded on their plan.
For 'I Cares' my students were expected to do personal reading from their leveled book boxes; plan/revise/edit a draft in their draft book; some form of word work (spelling/vocabulary development); handwriting a few times a week; and one or two literature responses each week (I modeled possibilities).
Some of the choices consisted of poetry reading and illustrating, buddy reading, book browsing, read the room, chants and songs, big books, listening, book reviews, or any other reading / writing ideas.
Nothing was specific to a book or topic, unless it was proposed by the children, and lots of activities were...plays, skits, puppet shows, book reviews, etc. This switch in control gave the children primary responsibility for their learning, and lots more creative ideas than one teacher could ever dream up. It encompassed many of Gardner's intelligences, as the children showed interest and talents in various ways. Best of luck, and I hope this helps. Debbie ;-D