Charlotte Verity Professional Learning (School Based)

Progress so far One student is on track to achieve standard.  Three of the five students are now saying, writing and re-reading as they write. Four of the five include initial, middle and end sounds in their words. All children will aide ideas with teacher prompting/questioning. Three of the five children include spaces in their work, and two include full-stops. My next steps as a teacher * Continue to offer writing experience activities in reading and writing to build formation - tracing, bead threading, write around the room, labelling, list writing * Sent home tracing booklets * Trial small group teaching for the students most at risk - using Early Words resources - AA, TP, IG, KRL, RMC, LR * Modelled sessions on using spelling aides in the room, and on capital letters * Continue to have students say their story and then re-read to self and to me * Have clear purposed based writing e.g. to make a book, a letter etc * Try sharing progress (written vocabular...

As part of my current University study around Curriculum Leadership, I have conducted an action research project on my mentoring strategies. The research involved a literature review of writing strategies for NE children, and two conversations with a colleague. The colleague and I collaborate on planning and teaching our classes. I was particularly interested in finding out her thoughts on what helps our students: * Engage in writing * Develop independence in writing Our conversations and the literature review helped me to realise that our N.E. students most need: * Writing experience activities to build fine motor strength and letter formation * Purposeful tasks, to give them both the motivation to write, and to help them realise the varied uses of writing in their lives. Examples that we discussed and have set up included letter writing, labelling, writing / copying environmental print, scaffolded sentences and mini-books * Engaging tasks, relating to their interests * Qu...