Tara Barnett and Kate Mills use prompts and aids to help their youngest learners tell stories and find a writing voice.
Bitsy Parks comforts a crying child after lunch, and realizes how essential it is to continually slow down the fast pace of learning in her classroom.
Suzy Kaback marvels at a very young learner who is a “secret reader,” and this leads her to reassess the value of constantly celebrating new skills in school communities.
Bitsy Parks makes the home-school connection with first grader Grace early in the year as she writes about her birthday party.
Bitsy Parks confers with Aubrey early in the year, using books from whole-class lessons as a scaffold for understanding key text elements like title, author, and illustrations.
Tara Barnett and Kate Mills are discouraged by the random and idiosyncratic responses to reading they are seeing among first graders. They implement a series of lessons to help students move to evidence-based reading responses.
Bitsy Parks works with her first graders early in the year to teach them the basics of how words are constructed, by clapping through syllable counts.
Katrina Edwards begins her conference with first grader Allen by celebrating all he is doing well in his writing. She highlights his language and details in writing, before moving on to new strategies to try.
Katrina Edwards confers with a first-grade writer and helps him unpack a narrative to use as seed writing.
Katrina Edwards helps her first graders early in the year transition to more thoughtful reading partnerships through a minilesson at the start of the morning workshop.
Katrina Edwards teaches her first graders the word much using kinesthetics.
Bitsy Parks works with a first grader stuck on writing about Pokemon characters. She uses other writing from Clover to nudge her to try something new.
Katrina Edwards begins her conference with first grader Ava by having her share what she learned from a picture walk through a simple text, and then she helps her use pictures to decode text while reading.
“I read 35 pages!” An elated student deflates Bitsy Parks in her first-grade classroom. By mid-fall she is alarmed at the responses of students to their reading in the whole-group share — they are all about quantity, with no thinking or reflection. She uses modeling and careful questioning to foster more thoughtful reader response.
Katrina Edwards confers with a first grader, looking beyond the level of the book early in the year to ensure the child is engaging with the story. She helps the child notice changes in the simple text and illustrations.
“How do you know what level they have selected?” a visitor asks Bitsy Parks as she observes during a first-grade independent reading period. “I don’t,” Bitsy responds, and explains why it is a beautiful thing.
Bitsy Parks uses reading share time early in the year to describe and summarize the work in two conferences to help students learn how conferring, independent reading time, and strategy practice work. One of the books used in a conference is from a recent read aloud.
Bitsy Parks selects read alouds for the first weeks of school for many different purposes, from building community to helping her first graders navigate the classroom library.
Bitsy Parks is stressed from trying to "cover" all the lessons in the first required reading unit of the year with her first graders. She takes a deep breath, and decides to integrate more of her own lessons into her instruction.
Bitsy Parks helps first graders early in the year engage with the library by introducing a series with companion stuffed animals to a small group.
Katrina Edwards demonstrates a read and think check-in from her first-grade classroom.
Bitsy Parks reflects upon her own not-so-successful experiences as a parent in getting her four children to read during the summer months. She uses these parenting lessons to help students take the initiative for summer reading by writing down commitments and goals in her first-grade classroom.
In this week's video, Katrina Edwards confers with first grader Ellie. She helps Ellie read more fluently and with expression by transferring her feelings to those of characters.
Bitsy Parks has a simple seven-step process for a hard day’s work of weeding out her first-grade classroom library.
Katherine Sokolowski had a dream — her whole community reading and celebrating the same book. She explains how she helped coordinate, organize, and purchase hundreds of books for a community-wide reading of Wonder.
Bitsy Parks realizes charts will help her first graders craft sentences. She shares how her sentence writing charts have changed over time.
Katrina Edwards uses read alouds as mentor texts for writing minilessons in her first-grade classroom. In this example she focuses on character feelings.
Bitsy Parks explains how the ending weeks of read alouds in her first-grade classroom are designed to celebrate learning and shared experiences from the entire year.
Katrina Edwards confers with first grader Wyatt about his goal of increasing the volume of his reading, helping him self-assess what's going well and what lies ahead.
Stella Villalba explains why rereading is especially useful for young English language learners, and shares some simple strategies for integrating more rereading strategies into reading and writing workshops
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