Charlotte Verity Professional Learning (School Based)

Observation with Caroline Morritt (RTLit) Caroline observed me taking reading groups using the Little Learners Love Literacy decodable texts.  I used magnetic letters to go over letter sounds and blending CVC words (stage 1-2 books) and modelled onset/rime (sound chunks) (stage 5-6 books). Caroline suggested:  * Teach from the code (target letter sounds) rather than the book  * Slow down with the books - aim for one or two books per week e.g. day 1 pre-teach sounds, Day 2 & 3 spend half time on book and half on letter sounds, Day 4 re-read for phrasing and fluency * Spend 90% of the guided reading time on explicit teaching of the target letter sounds, blends etc * Explicitly teach...don't encourage the children to guess  e.g. a child reads map as mat....say "this letter (point to p) is p. Say that sound at the end ma_" (or map) The Simple View of Reading  Decoding x Language Comprehension (Vocabulary) = Reading (Gough and Tunmer in 1986)  Further inform...

An Resource Teacher: Literacy (literacy expert) has been working with many of our high needs literacy learners, and providing us with training on phonemic awareness and ability. Phonological awareness includes * Single letter-sound relationships * Being able to delete a sound (e.g. cat without c is at) * Being able to add a sound (e.g. sat with an l is slat) * Being able to substitute a sound (e.g. cat to sat) * Being able to blend sounds Reading involves:  * Good language (and story) comprehension * Good word recognition from Sir Jim Rose: The Simple View of Reading - see below Full graphic here -  The Simple View of Reading by Sir Jim Rose This relates to Luke & Freebody's (1999) text decoder and text user roles. This was a model I studied extensively during my teaching in Australia. Luke & Freebody (1999) also site text user (using structure, purpose to make meaning) and analyst (critical review), as important to the foundation text decode...

Focus on c entering the needs of the individual, i.e. ask them what they want and need, how they wish to be referred to etc. Presentation Covered: LGBT+ is the term for gender diversity, and includes lesbian, gay, bisexual, intersexual, asexual, transgender and more Takatāpui is te reo for someone who identifies as LGBT + Heteronormativity: the concept that people fall into distinct genders and gender roles, and that everyone is heterosexual.  Gender Binary: the only to genders that are acknowledged as men and women.  This line of thinking leads to disconnection! Proposed new line of thought: Gender Spectrum: A range of gender identities and between and outside of male and female. How can I recognise and address my unconscious bias and use my position  to support all others? How can I be an ally for our students / staff around gender questions?  Let your actions speak for you - stand up for inclusion, address any targeting or bullying Use inclusi...

Te am/Individual Teaching As Inquiry Goal How can we effectively and purposefully use assessment to describe and improve student progress and achievement in Maths? Focusing Inquiry I will undertake ongoing assessments (‘I Can’ sheets and JAM) of students’ understanding/skills in maths. I will use these to understand student progress, gaps and plan accordingly. Key teaching strategies will include: DMIC Problem Solving (targeting maths learning needs) Explicit teaching (small group) Practise opportunities (games, activities etc) TEAM TAI My Planning and Notes Key Maths Talk Moves:  * Listening  * Giving wait time: allowing a partner to think about what you've said, after you've said it * Restating/ Repeating  * Revoicing: saying what a partner said, in a different way * Questioning * Apply reasoning / Justify * Add on: to what someone else has said or show another way of solving the problem Term 1 Reflecti...

INCLUSION = access to quality education for ALL jo.charman@autism.org.nz  STATIC DYNAMIC Predictable Routines Safety No change Change Dealing with the unplanned/unexpected Diagnosis : may have difficulties in the areas of social interaction; communication; flexible thinking. Behaviours:  * May stay apart fro others or have difficulty playing with others * Wants to play but may not know how (may not take on cues from others) * Tells but may not have a back/foward conversation * May rarely look towards you when you are speaking * May rarely use language * Doesn't understand your body language * Does their own thing * Poor emotional regulation Challenges related to flexible thinking * Interest in a particular topic * Always does things the same way * Has rituals that must be followed & may not respond well to change * Says the same thing over and over  * Displays "odd" movements e.g....

http://www.restorativeschools.org.nz Strategies for Building Connections (and keeping minor incidents minor) Supporting Positive Behaviour at Beckenham Te Kura O Pūroto (see 7 Languages of Respect) * Positive forecasting * Knowing what will help each child calm down/relax * Buddying / partnering students for modelling/supporting behaviours * Games / jokes * Physical contact (if appropriate) e.g. high 5, pat on back * Work at students' level * Play with children (e.g. during Discovery) * Focus on learning by making it engaging and relevant for the child * Gestures : eye contact, smiles, thumbs up, waves * Ask questions...e.g. what happened? Why do you/we need to...? How can I help you to...? * Ask rather than tell e.g. "Can you keep the chair on the floor" instead of "Stop rocking the chair" Six of the Best Connection Strategies * 2 by 10 - 2 minutes per day talking with a target child about their interests etc; for 10 days in a row * Be firm, ...

Without enough sleep, children (& adults) tend to:  * find it harder to relate to others * have a lower self-concept and more limited view of their ability * have poorer executive function (memory, flexible thinking, self-control) * have sudden mood changes or be more  moody * more sensitive to minor events (meltdowns) * more likely to act without thinking Sleep programme * A positive coping programme was outlined by Kathleen & Bree. * This begins with a student inquiry, where children share what they know about sleep and learn about the impact of sleep. * It uses 'Moe' - a 'sleep scientist' character. Connect the children and help them to personalise Moe. * It is based on a self-determination theory: if children undertake their own inquiry and set their own goals, learning will be authentic and a change in behaviour is more likely. It is in 5 parts: 1 week  * The Sleep Inquiry Book: A structured inquiry as a basis for learning about sleep. Durin...