Charlotte Verity Professional Learning (School Based)

KOS is a child abuse prevention programme for schools, which aims to teach children about safety, healthy/unhealthy relationships and how/where to go for help.  They will learn: to work out when their safety is at risk how to keep safe when they meet and mix with other people who and how to ask for help if they, or someone they know, is being abused to go on asking for help until someone does something to stop the abuse that it is important to make and follow personal, family and school safety rules They will know: that abuse is never okay that abuse is never their fault Abuse includes : physical, sexual, emotional/psychological, cyber abuse neglect (medical, clothing, food, education, supervision etc), family harm (when power is used over someone and causes them harm). Stranger Danger ...this is an OUTDATED term...89% of abusers will be known to the child, and 45% will be related to them. Also - 'strangers' includes people who might be 'strangers' (unknown) to the chi...

Caroline modelled a reading session for me, working with a group of Stage 4+ readers. Many of these students are ESOL and require continued practise and support on blending and segmenting. Most children do no immediately read or recall a word read 1-2 pages prior in the text (difficulties with orthographic memory). While they have all progressed, we are wondering if we can speed their progress up.  Caroline suggested:  increasing the number of books which each group reads (currently, there are 3 groups below or well below standard), using Phonics + series and UFLI printables (worksheets also available). Book intro for phonics + books and just tell students Te Reo words. Briefly explain that these are not sounding out words games such as speed word card games ( YouTube link  for games to play with these). It is important that students try and sound it quickly in their heads, then  say out loud. continue with fast word lists and sound swap games teach additive blendi...

  What I Observed  Call  to attention, "wiggle in close"  Explicit relaying of learning objective e.g. "Why are we doing this? " then "to practise our sounds and what letters they represent"  ( link to youtube clip ) Ongoing explicit praise related to goals, e.g. "I noticed that you're doing really well with the rrr" etc Sound swap - all involved - using online tool Fluency cards (teacher shows card, students say the sound) Everything was short sharp and shiny - approx 1-2 mins max on each activity. I am currently spending too long on each warm up  Say the sound with physical cards - verbal sound swap, "What would it be if I change the b in bone to a ph?" (all verbal and not written). Children say new word.  Great visual representation of short and long vowels in a word (slide) - I could use this approach to teach long and short vowels (as per HERO level 1 goals)  Fluency sheets - 1 min to read in pairs  Whiteboard CVC words, ...