Charlotte Verity Professional Learning (School Based)

Progress to date One student may achieve the standard for After One Year at school. The other children are working at a 1B level. However, the group have made huge personal steps: * All students now plan and start their stories independently. * 2 of the students include initial and end sounds in words. 3 children consistently use initial, middle and end sounds * 4 students write and re-read their stories independently. 3 make corrections as they re-read.  * 3 of the children include conjunctions, and consistently write 3 or more sentences.  What remains challenging? Letter formation causes 2 students to work very slowly (and they see writing as physically taxing). Developing letter formation causes two other children to have problems when re-reading their work. The group would benefit from correct high frequency word spelling, and could add more details to their responses.  My next steps as a teacher * Continue to offer writing experience activities in rea...

Feedback and Next Step Planning for Writing Instruction WHAT TEACHERS AT BECKENHAM ARE GENERALLY DOING WELL WHERE AM I AT WITH THIS TEACHING STRATEGY? Analysing students’ writing and identifying teaching points Continue to do, especially for more advanced writers. For these students, we could look at using varied sentence starts; using speech; wow words; adding details; using varied sentence structures. Being clear about what you want students to do (task) and achieve (goal) within the lesson Picture success criteria, suggested by Murray, has been brilliant for this. Give strong and explicit direct instruction through active modelling Continue to be clear on the goal, task and success criteria Taught or reinforcing skills in context (i.e. using students’ work and ideas) Using students work in modelling book is highly engaging and purposeful Using questioning and prompt...

Background: observing colleague with 4 students, who have been at school for two terms. Modelling focused on using sound words (roar, crash etc) and the picture book, Demolition , as stimulus. My colleague was interested in helping the children add detail to stories and use think alouds . Students all used sound words, used finger spaces, were actively re-reading and sounding out words. Some children also added detail. There was a positive climate; colleague praising students' effort throughout; writing was truly  co-constructed  between students and teacher ( kids encouraged to have a go!). There was explicit teaching, repeated throughout modelling e.g. stretching out words 'like chewing gum' and modelling knowing/looking words. Strengths colleague demonstrated / Next steps for me: * Clear reading-writing links made by teacher, often using questions, 'What would our readers want to know?' 'How should we read it?' * Model varied starts for sent...