Charlotte Verity Professional Learning (School Based)

January 2016 Key Take-Aways ( and what I will do  this  term ) * One size does not fit all * Learning goals underpin but shouldn't drive learning ( i.e. leave the learning intention until after writing...START with the stimulus!) * Enthusiasm for learning & for writing * Fill up the room with  GREAT  writing, and fill their ears with the sounds of great writing. These include exemplars of expected/quality writing at students' level * Effective teachers  read, write  and  know: How words are formed;  the processes and strategies writers use;  structure  and  features  of major genres *  Hold high expectations for students * Min  20 minutes per day   independent writing   -  this could include speed writing, e.g., 1 min to plan; 5 mins to write where pencil isn't allowed to leave paper *  3 types of words:   Looking  (find on word card, dicti...

February 2016 Murray's Planning for N.E. - Year 2 1. Devise / decide a topic with the children - have a STIMULUS OR MOTIVATION prepared e.g. picture book then ask students 'what else could we write about this' ;  open ended sentence e.g. 'My dog did something terrible!...';  language experience; 'the funniest thing that ever happened to me...' 2. TELL the story (with passion!) - EXCITE KIDS! 3.  Show student planner. Prompt for language  With NE students, do lots of oral language, e.g. 'ni-ni-nibbled'  Discuss and write up some of the CONTENT words - e.g. nibbled, shoe etc modelling 'have a go' writing/spelling 4. Develop a success criteria with the students, using picture codes e.g.   = say my story before I start 5. Writing time! Send independent writers off to start. Keep focus group with you, and construct shared writing with explicit focus, based on students' needs (i.e. for my focus students at...

3.9.2015 Focus questions How are target writers prompted? What activities/tasks meet their needs? What data is collected and how oftens Observations What I noticed: How can I bring this into my practice? Very positive having a small group and allowing for more teacher-student time Clear WALT discussed with students and written on board. Students could check on the WALT throughout session Having a writing challenge at beginning was positive and engaged children Lots of praise given one to one from teacher Spelling cards – students felt more able with this Use more tuakana teina in learning Review and write up WALT each writing session Ask children to count up and improve no. of words written each day   Use more praise, and encourage students to share and celebrate work  Get spelling cards

20 November 2015 Teaching as Inquiry: Writing This year, I have been working on the following goals for 8 'at risk' Grade 3 & 4 writers. All are currently working toward the curriculum standard for their year. Our goals: Say and write 6+ sentences in one session Correctly form all lower case letters Spell Essential Lists 1, 2 and, if ready, List 3 Improve engagement in writing Results for Term 4 THESE RESULTS ARE FOR 6 CHILDREN. One child refused to complete assessments (behaviour). Another child has significant literacy difficulties, who has been referred to an Resource Teacher Literacy (RTLit) for further support. Children show: * Increased or maintained correct number of essential spelling words * All students forming 25 to 26 alphabet letters correctly * All stude nts have improved the length of their work, and now write 5-12 sentences * For the child under RT Lit support, he has shown improved engagement, story length, and now includ...