In this article I explore how certain pedagogic practices construct students' ability as visible. The concept of ability is viewed as constructed, put into place by specific educational practices, rather than a fixed trait of the students. Conducted in two primary classrooms, this study employs observational methods complemented by audio-video recording. Through the analysis of the recordings and transcripts, I identify and thematize several pedagogical practices, used to organize learning activities. The analysis is framed by Basil Bernstein's concepts of visible pedagogy and framing, complemented by Rosenholtz and Simpson's (1984) view of ability as a socially constructed phenomenon. The findings are organized around two main themes that align with Bernstein's concepts of visible pedagogy: (1) Practices that make visible the means for ability development, and (2) Practices that make visible the rhythm of ability. The study aims to contribute to our understanding of how ability, a central concept in education, can be viewed as socially constructed by pedagogical practices, understood as an alternative to the developmentalist view that sees the same concept as fix, normally dispersed and linearly developed.