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...

W1  What is helping students engage? What should I keep doing? *Talk partners (Sheena Cameron workshop) *Think time *Asking all children to be ready with an answer, allowing think time/pair share and then calling on children (reducing the hands up; more children are participating) *Asking children to repeat what the last person said = improved listening across both hubs *Idea sharing and planning with hub colleague = agreed trial of flipped timetable; writing motivations and record system for self-directed reading activities W2 My next steps * Using growth mindset statements - i.e. stating behaviour rather than using well done, fantastic, great etc....I am noticing more when I do this, and getting better at stating behaviour *Challenge of noise - talking table signs; noise monitor actively used; bells to signal that I need students' attention *Reading - Feeding back / sharing great work at the end of reading - children to lead this. I am interested to see if this will inc...

My Questions For Observation *How can I use this to help my more advanced writers? *How is teacher  and / or peer feedback provided? Writing Modelling Book Lesson Outline Students were sharing facts about space, in preparation for writing factual reports about space (stimulus / ignition).   The teacher revisited yesterday's modelling, on putting facts in order. Students had a reason for writing  and the specific teaching of genre was woven in according to this purpose. Clear WALT (learning objective) in modelling book. Independent writers were given feedback the day prior, and sent off to continue with their work. Modelling for First Focus Group Teacher Focus Group 1 The teacher ran a focused group with target writers (WALT: use our picture plan to write), creating a modelled/shared piece of writing. Teacher and students discussed  facts related to the picture plan. The teacher used questioning and probing to help students think of further i...

This month, I am collecting work samples of target students' writing. Hyperlink to: Individual Monitoring Documents Four out of six students can now: * Say a sentence and draw a picture plan * Identify (at times, with teacher prompting) the initial sound. Children use the phonics card for this, or known sounds * Three of the students are writing known high frequency words: the, to, Mum * One student is now using spaces consistently, and writing middle and end sounds for most words (VF) What has worked: * Sharing info with home - so parents can do further practise with students * Phonics practise and cards (songs, chants, games with parent help) * Explicit modelling on finding start sound and using 'knowing words' * Giving individual feedback to each child after writing * Slowing down handwriting teaching - teaching each letter over two days, and modelling/explaining how to write each letter for students * Holding a teacher focus group with ...

Reading - reflections and next steps after week 1 in our collaborative journey for Reading: Successes: * Named reading folders and self-managed fruit snack works well - children have a clear system/place for putting their things, and are showing excellent self-management * Most find activities on the reading stations during independent time. I explain each station at the end of our shared book, and repeat the same station activities throughout the week so children gain confidence and independence. * Many grew distracted around 10am. I introduce extra station activities (eg simple alphabet puzzles) at this point. * I want to target reading group time on children's specific needs  -  observing students and having flexible plans is helpful here e.g. segmenting/blending CVC words for one group tomorrow. This requires being flexible with my planning so I can meet student needs as they arise. Challenges: * Are target students getting maximum support for phonics and word knowl...

RTLBs will gather during week 2, 5 and 8 during term 2 2016 Steps to complete an RTLB referral: 1. Get permission from Michelle (AP, SENCO) and Cath (SENCO SUPPORT).  2.  Obtain parent consent form (signed) and ensure parents are aware of learning or behaviour issues. 3. Ensure the following fields are entered: Status: incomplete     Area for support: individual (usually) Reason: ESOL (must have been at school in NZ two terms, without progression) or other If unsure - see SENCO leaders or leave it  NSN: National Student Number (etap - very important) 4. Press save frequently. 5. Load supporting documentation (e.g. running records etc). 6. Behaviour data - be specific  e.g. date, number of physical outbursts (eg hitting), length or tantrum or leaving classroom etc 7. Strategies/Interventions: this covers what you are doing in class / school. It does not cover external interventions. 8. Confirm the consent has been completed by: check ...

As part of my management unit this year, I have established a Wellbeing Action Team and am over-seeing a review into wellbeing using the MOE Wellbeing@School tool. See: ww. wellbeingatschool .org.nz Establishing The Team Schools are made up of various teams and groups. It is critical that each group is represented on our Wellbeing Action Team, so that all groups' needs are considered . Together, we can develop shared strategies to address our common needs, and work to help those strategies happen. Our team includes Year 7-8 student reps, and support staff, parent, leadership and level representatives. Gathering Survey Data The Wellbeing@School tools place a large focus on positive peer relationships. Aspects like bullying, sense of inclusion, and respect are covered. Key findings from Year 5-8 students and staff surveys shows that we need to address the following issues. The strategies so far discussed are detailed. Key areas identified Strat...

I enjoyed reflecting on term 1 teaching and learning with my hub colleague. Together, we discussed challenges and successes, and developed strategies for progressing in term 2.  Reading Unit Evaluation Term 1 reflection on programme (Ind. assessment & reflection is ongoing and evidence can be found in anecdotal notes, running records & reading wedge graphs) : Are the students engaged and progressing? How do you know? *Students have learnt and demonstrate core reading routines (looking after folders, coming to teaching table, undertaking reading activity stations) * Assessment shows many students are improving letter-sound knowledge, high frequency word knowledge and moving up reading levels * Participation in shared book * Celebrating success by sharing what they are practicing at home. What resources are we using/adapting? Big books Take home reading books Reading logs Rowe’s shared games: roll a word Effective Literacy ...

This year, I have been privileged to undertake a paper at the University of Canterbury on Curriculum Leadership. My first assignment has been to explore the Key Competencies, their importance in teaching and learning, and why, how and when we might utilise the Competencies to improve students' outcomes. Key Findings from Research: The Competencies were developed from an OECD project, which outlined the key capacities students will require today and in future The Competencies are ‘ the capabilities people have, and need to develop, to live and learn today and in the future ’ (Ministry of Education, 2014).  They embody the knowledge, skills, values and attitudes necessary to live a “ successful life ” in a “ well-functioning society ” (Chamberlain, 2009 in Ministry of Education 2014;  OECD 2005 in Boyd & Watson 2006, p.13) or to participate actively in their communities. Our students' will live in a future that requires  learning throughout life, and  a...