Charlotte Verity Professional Learning (School Based)

I was interested to learn from Rowena's expertise in reading instruction for shared reading (whole class) and a guided session with a level 18 reading group. The group’s current focuses: read-on and re-read; prediction; chunking/blending unfamiliar words. I asked Rowena to give feedback on how I could improve my use of prompting, modelling and questioning in the guided session. Notes from Rowena: * I linked to students' prior knowledge by scanning pictures and discussing the story with the group before reading. * We discussed the text features, and made predictions through-out reading. * Factual and inferential questions were asked. * Reading on and re-reading was modelled as a strategy for unfamiliar words. Full notes: https://drive.google.com/drive/folders/0BxdNc5F9bYO1ek1CeG1DR19BUXc Suggestions (my next steps): * Use a modelling board / book with cloze exercises to help children choose the best word, e.g. Dad picked up a brush/broom/bucket. Dr...

We began by discussing and deciding definitions for key terms, including: Dialogue: share ideas Discuss: debate ideas Pause: wait, without talking Inquirer: questioner, explorer Advocacy: support or represent ideas (persuasive) Paraphrase: briefly recap and most important for me, listening set aside s: the things to stop doing when listening/talking! * Judgement * To do lists * Autobiographical stories * Solution finding * Unrelated information We practised having 'challenging conversations' with colleagues, using the process below (e.g. challenging conversations may be sharing an issue with a parent; discussing differences with a colleague): 1. Prepare and plan  your words 2. Converse Name the issues  Focus on evidence Clarify importance: impact and consequence Identify your contribution 3. Invite and listen to others' response and perspective 4. Open the conversation for mutual negotiation and resolution: decide action 5. Follow ...