Gigi McAllister gives a brief explanation of how her thinking on goal setting has changed, as well as the ways in which she uses student goals to connect with parents. Max Brand shares strategies for helping parents talk with students.
Gail Boushey and Joan Moser (“The Sisters”) discuss how their thinking has evolved when it comes to flexible groups. The video excerpt shows Joan working with a group of kindergartners....
Clare Landrigan leads a "quick and frequent" small group that integrates phonemic-awareness activities with assessment.
Mandy Robek demonstrates the strategies of teach, prompt, and reinforce when conferring with kindergartner Jeri.
In this demonstration lesson from a K-2 classroom, Joan Moser leads students through guided practice in picking a partner.
Max Brand demonstrates and explains how movement activities in classrooms with young learners can be much more than a brain break or "getting the wiggles out.” Movement can forge potent connections between mind, body, and story.
Mandy Robek confers with a student over the reading options in his book box.
Mandy Robek takes her kindergartners through a picture walk using Mrs. Wishy Washy as the text.
Mandy Robek prepares students for adding to the word wall in kindergarten.
Mandy Robek guides her kindergartners through a shared writing activity to note super readers’ tools. Several students contribute to a discussion about sounds, known words and letter formation.
Max Brand describes how he uses images to build reading and writing skills among his kindergartners.
Mandy Robek presents a two-minute reminder minilesson to her kindergartners on the "I-Pick" strategy for selecting books during independent reading time.
What's in a name? For kindergartner Maria, it's the start of learning how letters and sounds work. In this coaching session, Joan Moser of "The Sisters" helps Daniel understand how to use a child's name as a beginning point for teaching letters and sounds.
In this four-minute video, Andie Cunningham confers with Luis during writing workshop. Luis is a six-year-old English language learner whose passion is drawing.
Joan Moser confers with Hailey, a kindergartner who is working on the skill of accuracy through the strategy of cross-checking.
Joan Moser confers with Mariano, a kindergartner who is beginning to understand basic concepts of print.
Anna is a five-year-old student in an Oregon kindergarten classroom who speaks Vietnamese at home. In this conference with Ruth Shagoury, she shares writing about her classmates and a snake, testing out her growing knowledge of the alphabet, sounds, and the purposes of writing.
Andie Cunningham confers with Vita, an English language learner whose first language is Russian. Vita is in the silent period. Notice how Andie coaxes communication from Vita, and manages to convey a sense of delight at her work, an acknowledgment of Vita's importance in the classroom community, and some guidance for future writing.
Eddie is a six-year-old student who speaks Cantonese as his first language. In this conference with Ruth Shagoury, there is little English spoken, and yet there is much communication through gestures and shared history.
In this conference with six-year-old Emily, Ruth Shagoury looks for a way into a conversation by using Emily's drawings, previous writing, and interests. Emily's first language is Hmong, and she is experimenting with Chinese characters in her writing.
Reflective practice and goal-setting are important practices for educators. Jen Schwanke leads the way in encourage a positive mindset and reflective practice anchored in gratitude. When paired with Jaz Ampaw-Farr’s...
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