Charlotte Verity Professional Learning (School Based)

Full Presentation Goal: for 70% of each year group to be at standard by end of the year.  Teams to review data, and further inquire into students achieving below the standard (e.g. look at what is being achieved/areas of challenge using e-asTTle). Then, decide some actions to target those students and their progress.  What are we currently doing? Ability groups Target Hero unachieved goals - repetition & continuous revision Rapid Routines Pattern recognition Explicit teaching of strategies Practice of strategies taught Action Steps: What are we going to do? (Next Steps) Keep focusing on regular revision & repetition Keep checking in to see if they are picking up the strategies - continual assessment Post-tests after strategies taught Materials - place value blocks and money

Reading: Spencer and Petersen 2020 Powerpoint Hierarchy of story telling Oral Language – Narrative – Exposition – Persuasion Macro Structure (how stories are stuctured) Setting (character, ) > Episode (problem, action, solution/consequence, character reaction, end) > Multiple episodes may ensue   Micro Elements ·        Vocabulary ·        Word level grammar ·        Relationships o    Chronological order (time, sequence)... first, after.. o    Word level grammar (actions and reactions of characters or in the story)... because, therefore... But be aware...this is generally the European structure... its important to also include other cultural story types, while also teaching European story structure. T eaching focus could be noticing and unpacking the similarities and differences. Narrative Planning (* = compulsary to include) ...

Observation & Reflection Notes 4/4/24 - Krystal Hunt Observation & Reflection Notes 5/4/23 - Anna McNeill 

Being a release teacher this year, working across one team (5 class groups, 27-30 children per group) has allowed me to improve my skills in behaviour management and student engagement.  I have found the following are key requirements for a successful and happy day for the ākonga:  Clear expectations, focused on school values and explicitly naming and praising these when shown by students  Following through with expectations and set tasks Communicating actively with colleagues e.g. to share great progress so that a colleague can give further praise, share with parents etc ("doubling the impact"), to share next learning steps or support needs etc, what work was / wasn't done Building rapport with students and providing for student voice e.g. using games, explorify.com, open ended questions etc Giving choices wherever possible - the more students can control how they learn (e.g. using an Ipad, through construction, independent or in pairs, using paper/pen etc), the more eng...

This meeting included a summary of maths teaching tools and strategies we are currently using, and our next steps as a school.  Rapid Routines include...  Full Notes Maths Staff Meeting 

 Dynamic Indicators of Basic Early Literacy Skills Webinar with Emma Nahna Manual for Undertaking Dibbels Outline  Dibels is a tool for assessing and tracking literacy progress of students. It can be used to identify children at risk and used to target which specific areas of literacy learning they are challenged by. Intervention can be planned accordingly.  Key Points - understanding the test 3 tests: NWF (non word fluency), ORF (oral reading fluency), Maze (comprehension & vocabulary) CLS = Correct letter sounds (e.g. lun - child reads "l-u-n" WRC = Words read correctly  WRF = Word reading fluency Composite score on tracking sheet gives an overall rating/level  It's ok to use a tracking card if needed Give 3 seconds to read the word...if not, red for them or move on Progress kits: provide different tests at the same level  Grade 2 = Year 3 NZ, G 3 = Yr 4 Test are age specific...so a child in Year 3 does the Year 3 test, regardless of how advanced or n...