In this conference with a fourth grader, Aimee Buckner tackles text choice, notes, and main ideas all in less than five minutes. You’ll notice teachers observing in the background; the conference is part of a demonstration lesson sequence.

In this conference with a fourth grader, Aimee Buckner tackles text choice, notes, and main ideas all in less than five minutes. You’ll notice teachers observing in the background; the conference is part of a demonstration lesson sequence.
Aimee Buckner has been in the teaching profession for over 20 years. She has taught upper elementary and middle school students. Aimee also has facilitated groups for various writing institutes for teachers and students of grades K-12. She speaks professionally at state and national conferences, as well as within school districts. Aimee’s books Notebook Know-How and Notebook Connections
are both available through Stenhouse.
Heather Rader shares a concrete analogy that students (and teachers) love for understanding how summaries work.
Karen Terlecky shares how student letter writing about books has evolved over the years. The secret? Karen uses student letters from previous years as mentor texts for moving her 5th graders from summaries to more sophisticated responses.
Katherine Sokolowski finds her fifth graders can give detailed retellings during conferences, but struggle to come up with succinct summaries. Writing book blurbs is her creative solution for building summarizing skills.
In this conference with a 5th grader, Aimee Buckner shares two strategies — one to use when putting a book away between readings, and another to help keep track of characters in a complex narrative where the point of view is constantly shifting.
In this two-minute video, Aimee Buckner explains how she deals with time constraints when she is conferring with students.
In this final video of a three-part series showing a teaching progression for “Rule of 3,” Aimee Buckner confers with individual students during writing workshop, checking in to see how they are applying the concept to their writing.