Charlotte Verity Professional Learning (School Based)

Reading: Spencer and Petersen 2020 Powerpoint Hierarchy of story telling Oral Language – Narrative – Exposition – Persuasion Macro Structure (how stories are stuctured) Setting (character, ) > Episode (problem, action, solution/consequence, character reaction, end) > Multiple episodes may ensue   Micro Elements ·        Vocabulary ·        Word level grammar ·        Relationships o    Chronological order (time, sequence)... first, after.. o    Word level grammar (actions and reactions of characters or in the story)... because, therefore... But be aware...this is generally the European structure... its important to also include other cultural story types, while also teaching European story structure. T eaching focus could be noticing and unpacking the similarities and differences. Narrative Planning (* = compulsary to include) ...

Link to Presentation, created by Lisa Collier Heart Words & Orthographic Mapping * Students should be taught to map these orthographically, each of the phonemes or word parts can be linked to part of the English code.  * Students learn the codes of spelling through exposure and explicit teaching. * Teaching students the code allows for students to learn most efficient and effective brain patterns for reading. * Don't teach students to visualise or memorise these words. Teach them to decode. It is useful to alert them to the shape their mouths are making when they say each sound part.  * Students with dyslexia need more exposure, repetition and careful, planned teaching of the sound parts. * Orthographic mapping involves the student using the oral language processing part of their brain to map (connect) the sounds of words they already know (the phonemes) to the letters in a word (the spellings). They then permanently store the connected sounds and letters of words (along w...

Readings:  Margrain, V., Murphy, C., and Dean, J. (2015)  Giftedness in the Early Years: Informing Learning & Teaching. NZ: NZCER Press Cathcart, Rosemary (2020) They're Not Bringing My Brain Out : Understanding and Working with Gifted Learners. Abingdon, UK: Routledge. 4th Edition. Note: The author of this book is the founder of NZ's National Gifted Education Centre and One Day School. Key Learnings:  * Gifted students need opportunities to work with "like minds" who can think, talk, co-create, play, pretend, read or work at a similar level to themselves. They may often prefer working with adults than children  because of this need.  * Giftedness may encompass a striking ability in these 3 areas: above average ability (e.g. in maths, thinking, language use) + highly focused task commitment + creativity (Renzulli & Reis, 1986 in Margrain, Murphy & Dean (2015, p.6) * Giftedness can be understood as possessing both extreme intensity / focus on specific...