Charlotte Verity Professional Learning (School Based)

Link to Full Presentation  The Writing Rope https://www.readingrockets.org/topics/writing/articles/writing-rope-strands-are-woven-skilled-writing *** Always use/practise orally first / as well *** Small Building Blocks to Start With...  Word level  Sentence level xxxx xxxx Writing....embed it in rich contexts * Writing about what we are learning about supports understanding, retention, encourages deep thinking...and a variety of genres can be learnt Helping Students Advance Sentences : Basic Conjunctions/Co-ordinating Conjunctions The because, but and so task.... Give a sentence stem e.g. Matilda put superglue on her Dad's hat...(make sure that students write the full sentence, with the start, each time) Matilda put superglue on her Dad's hat, but... Matilda put superglue on her Dad's hat, so... Matilda put superglue on her Dad's hat, because... Sentences: Subordinating Conjunctions Even though Matilda calculated the profits correctly, ... When Mr Wormwood realises his ...

  Outline  Kinetic Letters is a Handwriting programme that teaches formation, and also develops children's gross and fine motor skills. The combination of these aspects = automatic, efficient and neat handwriting. There are a series of Strands which make up the online professional development I have undertaken, as well as an excellent Teacher Resource Guide (see below for photos). This is a record of my learning.  The Strands Red Strand: Making Bodies Stronger    It is important to help children build the following strengths:  1. Pelvic girdle, by using animal positions (e.g. lion, lizard, meercat) & sitting crossed legged, hands on knees 2. Shoulder girdle, using floor push ups, plank, hanging on monkey bars, crawling 3. Forearm and wrist strength e.g. by using alternate sides of hand, such as flipping a coin from one sideto other; cutting, vertical writing (e.g. on paper posted on the wall) 4. Hand and finger strength through finger rhymes and squeezi...

TEACHING AS INQUIRY: WRITING  Focusing Inquiry What is important given where my students are at? I have chosen to focus on three students in writing. A full description of their current development can be found here . Teaching Inquiry What strategies (evidence-based) are most likely to help my students learn? * Providing rich motivations * Giving students audiences/platforms for sharing their writing (wall, blog, sharing with other teachers) * Writing criteria (visual) and explicit feedback (verbal) * Individual modelling, prompting, praise and questioning Teaching & Reflection - (Action) T erm 1 The Baseline Situation * Variation in writing stimulus and topics engaged students * Modelling was kept short, but didn't engage all students. How can I increase involvement during modelling? * We did lots of writing about ourselves: favourite playground, a family member * Students loved ...

Progress to date One student may achieve the standard for After One Year at school. The other children are working at a 1B level. However, the group have made huge personal steps: * All students now plan and start their stories independently. * 2 of the students include initial and end sounds in words. 3 children consistently use initial, middle and end sounds * 4 students write and re-read their stories independently. 3 make corrections as they re-read.  * 3 of the children include conjunctions, and consistently write 3 or more sentences.  What remains challenging? Letter formation causes 2 students to work very slowly (and they see writing as physically taxing). Developing letter formation causes two other children to have problems when re-reading their work. The group would benefit from correct high frequency word spelling, and could add more details to their responses.  My next steps as a teacher * Continue to offer writing experience activities in rea...

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...

I worked with a small group of writers, with Murray and Rowena Barker (level leader) observing.  The group includes lower - middle ability NE writers. All students are identifying the first sound of each word, and can say their story with support. They are working on using middle and end sounds in words; using knowing / looking words; re-reading their work; adding details & letter formation. We were revisiting descriptive pieces about our families.  I was interested in Murray's feedback on: * My use of feedback for each child * How I might help the students develop more independence in their writing * How can I support those with high needs (specifically fine motor and phonics skills)  Feedback from Murray Strengths (keep doing this): * One to one conversations and questions to help children add details * Noticing what students are doing well * Giving feedback to each child Next Steps Suggested by Murray:  * Use think alouds and modelling in every ...