Charlotte Verity Professional Learning (School Based)

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...

This year, I have a leadership unit to oversee and support our approach around ESOL teaching and learning, and to raise cultural awareness at our school.  I am co-ordinating a team of staff representing each year level, and together, we are working on strategies to improve cultural awareness and empathy amongst staff and the wider community.  At our first team meeting, I shared some of the factors migrant families face, having learnt about this from my study (2019-2020) through Massey University.  These factors may include:  Cultural and family dislocation, and possibly also a sense of loneliness/cultural isolation  Finding employment at a similar level to what they had in their homeland  Many migrants report an initial joy and excitement about their new homeland, but after weeks/months, many report a sense of disappointment or isolation Migrant children may be reluctant to speak their mother tongue, yet research shows that maintaining the first language ac...