The+2+Sisters+Resources

toc http://www.the2sisters.com/PDFs/the_structure.pdf

http://www.the2sisters.com/PDFs/The%20Daily%205%20Tasks.pdf

http://www.thedailycafe.com/New%2010%20Steps%20to%20Teaching%20Independence.pdf

http://www.thedailycafe.com/i_pick.pdf

http://www.thedailycafe.com/CAFE_Menu_New.pdf

//The 2 Sisters//. Web. 10 Feb. 2011. . Invite adults in the community to preview and review books being considered for students to read.

=The Daily Five and Daily Cafe Ideas Combine Good Teaching With Scaffolding Successful Independent Reading Behaviors!=

Let's All Add Great Ideas We've Created That Work To:

 * Motivate kids to read books that are a good fit for them to build skills by reading independently.
 * Inspire kids to talk about what they read by conferencing with them regularly.
 * Help build student's listening skills through partner reading.
 * Encourage and enable kids to write about what they think while reading.
 * Help students assess and monitor their own reading strategies, skills, and interests.
 * Manage student behavior to keep the focus on the academic goals.

Keep it Legal:

 * Please only add material that you created and/or have legal rights to publish.

=The More They Read, The Better They Read!=

Tip of The Week: March 4, 2011 If you are having trouble reading this message,

__ click here for a web-based version of this Tip of the Week __  =Full Moon First Graders = By Lori Sabo

It was one of those days that make me doubt myself as a teacher. Despite the kind reminders, stern reminders, raised voice reminders, and turn the lights off reminders, my kids didn't seem able to listen to instruction or each other without interrupting. The constant blurting of the chatty ones frustrated the respectful ones, and I was frustrated by the loss of instructional time.

I called Joan on my way home and when she asked, "How was the day?" it all came pouring out. We brainstormed solutions and possible strategies. When Joan suggested giving the kids three tokens each and collecting one each time a student blurted or interrupted, I thought she might be onto something.

The next day started with a class meeting. We talked about how the previous day felt, how they knew and understood what the expectations were but simply choose not to follow them, and how if we wanted our community to feel good again we'd have to make some changes.

I gave each student a __ Ziploc bag with their name on it __ and three like-colored translucent discs inside (any kind of button, token, counter would work).

We agreed that if someone blurted or interrupted I would simply hold out my hand while continuing to teach (or while another student continued to share) and they would relinquish one of their tokens.

Students turned their bags in at the end of the day. Bags with all three tokens intact were traded for a Navigator Way ticket (our school's positive behavior recognition). If they had lost them all, they received an Oops Slip (our communication form for behavior issues).

It worked like magic. One reason I think it worked so well is that the tangible physical tokens made the lesson very concrete. Students became aware, some for the first time, that they were the dreaded blurters.

Another reason it worked so well was the incentive to keep all three, as well as the incentive not to lose all three. Even if a student lost one or two, they were determined not to lose the last one (in fact, no one lost all three).

It was also very easy to manage. I __ hung a bag __ on the white board for the collected tokens, which were placed back into their original bags at the end of the day (quick and easy because of the color differentiation).

The second day went even better. One of my super chatty boys, who lost a token in the first 30 seconds on day one, proudly retained all three on day two. The awareness and self-control of everyone has improved and we will continue the intervention until our newly acquired habits of actively listening are firmly established.

What needs refining in your room? Do you wish your students were kinder, more respectful or more responsible? I can see how this strategy would work with various grade levels for a variety of needs.

Is everything going great for you? You might want to tuck this technique in the back of your mind. The next full moon is just around the corner.


 * In this week's tip** you will find two timely articles on **Parent Conferences** as well as a great new **Math game** for students working with products and website for supporting math facts. Wanting a **design pick-me up**? Don't miss the wonderful new design article focused on wall space.


 * Coming next week** our **newest changes and additions** to The CAFE Menu and the first Parent Pipeline for the Emergent Cafe!

FAQ

Q: I am getting ready for parent conferences. Can you tell me how to use the CAFE Menu in the conference?

A: From our Archives, whether doing Student Led Conferences or traditional Parent Teacher Conferences, the CAFE Menu is always an integral part of our literacy conversations with families:

__ http://www.TheDailyCafe.com/public/374.cfm __

Math Playground (WEBSITE)

This website was developed by a teacher to provide students with a fun and engaging way to practice math facts. Check out the Thinking Blocks option to see if these visual models might help your students solve addition, subtraction, multiplication, division and ratio problems.

__ http://www.mathplayground.com/ __

BrainPOP ESL (WEBSITE)

This site called BrainPOP, devoted to ELL education, is another valuable resource to help teach English to speakers of other languages. BrainPOP assumes no prior knowledge of English. Classroom and school-wide fees are required. The free trial will give you a good introduction.

__ http://www.brainpopesl.com/ __

Positive Parent Conferences (ARTICLE)

From The Daily CAFE archives, Trish Prentice shares the process she goes through prior to conferences to ensure they'll be as successful as possible:

__ http://www.TheDailyCafe.com/public/707.cfm __

2011 Workshops Many workshops are sold out. Check out the locations where we have spaces left just for you:

__ http://www.thedailycafe.com/public/1133.cfm __