Professional Development to Go
In this final video in a three-part series, Jennifer Morgan discusses what was learned during a science observation and writing activity in her grades 3 and 4 classroom. She charts and inquires while students share out what they learned.
In this video, two boys share other books beyond the writing of Matt Christopher that might interest their three classmates. The boys report on the books and describe components that are important to them.
While demonstrating this lesson in front of teachers, Clare Landrigan uses the students’ previous work with inferring about author’s message to have them infer with unknown words they encounter in text.
Sean Moore engages his second graders in a read aloud of the book Plants That Eat Animals. Sean varies the ways the students respond to the read aloud. He also chooses to read the text without showing any visual supports when he wants the students to create mental images, focus on vocabulary, or make connections between the text and their experiences.
Katie Doherty explains the options for response as students finish their books in book clubs. She meets with the readers of Sahara Special by Esme Raji Codell and discusses their plan for response.
In this video we see Katie Doherty's middle schoolers conducting book clubs in heterogeneous groups discussing books of their own choosing. Katie shares her successes and challenges with book clubs.
Fifth-grade teacher Karen Terlecky leads a debrief of the previous night’s homework. The students share derivatives they found of the root word cycle. Click here to download the workshop guide....
Katie confers with two middle school students after the inferring minilesson as they practice the strategy by annotating and discussing inferences in their picture books.
Katie DiCesare explains how she has made her whole-class writing share more purposeful during writing workshop. The video includes an example of a share session.
In this video from a new teacher study group for grades 3-5 teachers, Jennifer Allen demonstrates how teachers can use assessment data to develop instructional plans for individual students, and create curriculum maps for an entire class.
In this video from a 5th grade small group, Clare Landrigan talks with students about making predictions and finding evidence in text. The text used is Jean Little's Hey World, Here I Am! Poems and short essays are excellent choices for small-group comprehension work, because the text can be read, reread, and discussed in just a few minutes.
In this second video in a three-part series, Jennifer Morgan leads her grades 3 and 4 students as they work together in small groups on a science and writing task. She focuses on her role as a listener and gives the opportunity for the students to express how they are organizing their observations and data collection.
Jennifer Allen collaborates with a new teacher, Jessica, early in the fall to teach a lesson in Jessica’s 4th grade classroom. Click here to download the workshop guide. COMMON CORE...
Jennifer Morgan leads her third-and fourth-grade students through the process of observing, talking, and writing in their science journals as they perform an experiment. In Part 1, she presents the task to students and connects it with previous learning.
In this video, second graders start off their morning by reading a message out loud. Linda Karamatic has included a challenging word to discuss meaning. Students also share out what they are thinking about and how they are using words from their “Words, Words, Words” board.
Heather Rader confers with Maya about her math riddles. Together they look at her homework assignment. Heather suggests the mentor text Tally O’Malley by Stuart Murphy to show how authors might write about math.
Heather confers with Alyssa and Sammi on how to use the nonfiction mentor texts as supports for their literary nonfiction writing without copying. The girls are introduced to four steps that they rehearse together during the conference
Linda Karamatic leads a small group of second graders who are choosing pieces with the help of their peers to place in their portfolios. After reading and discussing their pieces, Linda shares an entry slip to encourage more careful selection of writing.
Beth Lawson confers with a third grader about her book about Blues singers. The student is keeping track of important ideas on sticky notes and has quite a collection. Beth makes suggestions about ways to organize all the notes.
In this lesson from a 5th grade classroom, Aimee Buckner guides students in a notetaking process to help understand the qualities of nonfiction narrative writing. Students use their notetaking to lead them deeper into questioning as critical readers.
In this lesson from a 5th grade classroom, Aimee Buckner guides students in a notetaking process to help understand the qualities of nonfiction narrative writing.
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