Here is where you’ll find all the latest videos from our contributors. These videos are all captured in classrooms with crews using multiple cameras during regularly scheduled reading and writing workshops.
Christy Rush-Levine helps her students create an “opinion proof chart” in their notebooks. This exercise helps them build their skills in backing up opinions with evidence.
Students can claim who they are as readers and writers by designing and presenting minilessons to their peers. In this week’s video, fifth grader Reagan from Franki Sibberson’s classroom presents a lesson on annotating reading with sticky notes.
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.
Katherine Sokolowski confers with Ian about The Giver, broadening his understanding of the text to consider other dystopian literature.
Christy Rush-Levine presents a minilesson to her eighth-grade students about revising their literary analysis essays, using an analogy about putting furniture together.
Franki Sibberson shares how she integrates student choice and collaboration into reading response during daily read alouds.
Gigi McAllister helps fourth grader Griffin re-engage with his writing by pointing out some of the unique qualities of voice and style his piece possesses.
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.
Fifth-grade writers in Franki Sibberson’s classroom encourage each other and suggest revisions to their opinion writing drafts in partner teams.
Do struggles with handwriting matter? They do when a student can’t even decipher his own words. Katherine Sokolowski confers with fifth grader Sauvi to help him find solutions to the problem.
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.
Gigi McAllister leads a group of boys who are just starting the novel in verse The Crossover in her fourth-grade classroom.
Christy Ruth-Levine leads a small group of eighth graders as they explore how to include textual evidence in their literary analysis essays.
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.
Christy Rush-Levine confers with Olivia about the principle of cause and effect in the novel she is reading.
Franki Sibberson helps Lucas plan his minilesson for his fifth-grade classmates on how to connect words and facts from two different sources.
Lucas leads a minilesson in Franki Sibberson’s fifth-grade class on connecting facts from different sources.
Christy Rush-Levine confers with Omar, who is reading The Rock and the River. The book is a fictional account of a tumultuous time in civil rights history, considering protests through a child’s eyes.
Estelle shares a poem she has written about lost friendship with her teacher, Katherine Sokolowski. She captures the fickle nature of fifth-grade relationships among girls. Katherine connects the cadence of the writing to the style of The Crossover, and helps Estelle find possibilities for more writing.
Gigi McAllister helps fourth-grade reading partners evaluate their success and areas to work on in their partnership.
Christy Ruth-Levine confers with Edith, who is tracking character changes in the novel Room.
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.
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.
Gigi McAllister helps her fourth graders develop the characters in their writing with a minilesson. She uses three mentor texts, one of which is her own writing.
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.
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