Charlotte Verity Professional Learning (School Based)

 Link to Powerpoint    Based on:  How to Teach Writing, Spelling and Grammar  By Helen Walls and Christine Braid With Students: ·        Read a poem out loud (e.g. The Highwayman, The Jabberwocky?, ANZAC poetry). Summarise the most who / do about that poem...ten words or less ·        Sentence or fragment game – say a sentence or fragment based on the poem or story, children put their fingers up or down after it is said (ORALLY) ·        Clause or phrase – identify and create o    Clause contains a subject and a verb (“a who and a do”) o    A phrase does not contain a subject o    A simple sentence has a subject, verb and it makes sense (teach “three parts – subbject, verb and it makes sense) ·        Extending sentences: play around orally with compound sentences by adding co-ordinating conjunction...

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) ...

 Dynamic Indicators of Basic Early Literacy Skills Webinar with Emma Nahna Manual for Undertaking Dibbels Outline  Dibels is a tool for assessing and tracking literacy progress of students. It can be used to identify children at risk and used to target which specific areas of literacy learning they are challenged by. Intervention can be planned accordingly.  Key Points - understanding the test 3 tests: NWF (non word fluency), ORF (oral reading fluency), Maze (comprehension & vocabulary) CLS = Correct letter sounds (e.g. lun - child reads "l-u-n" WRC = Words read correctly  WRF = Word reading fluency Composite score on tracking sheet gives an overall rating/level  It's ok to use a tracking card if needed Give 3 seconds to read the word...if not, red for them or move on Progress kits: provide different tests at the same level  Grade 2 = Year 3 NZ, G 3 = Yr 4 Test are age specific...so a child in Year 3 does the Year 3 test, regardless of how advanced or n...

Log in here: https://e-asttle.education.govt.nz/SCWeb/  Choosing the best fit test * Choose appropriate test for the child * The 'mainly level 2' test includes level 2 questions, level 3 includes mainly level 3 and some level 4 and some level 2. Give the children time to do practise tests, a week prior to the real test. This helps identify any who have difficulty with devices, sign in, reading questions etc and upskill them as needed.  The practise test could also be run with the whole group as a modelled/shared version. Understanding the quadrants: image link Viewing the Test Results Click on 'view reports' from the left hand side of the e-asTTle screen, set filter to 1/1/23 to xx/2023 and then view tests. Choose the level 2 test i.e. 23COL Lv2 PSILFRead. View in ' student speak '.

  What I Observed  Call  to attention, "wiggle in close"  Explicit relaying of learning objective e.g. "Why are we doing this? " then "to practise our sounds and what letters they represent"  ( link to youtube clip ) Ongoing explicit praise related to goals, e.g. "I noticed that you're doing really well with the rrr" etc Sound swap - all involved - using online tool Fluency cards (teacher shows card, students say the sound) Everything was short sharp and shiny - approx 1-2 mins max on each activity. I am currently spending too long on each warm up  Say the sound with physical cards - verbal sound swap, "What would it be if I change the b in bone to a ph?" (all verbal and not written). Children say new word.  Great visual representation of short and long vowels in a word (slide) - I could use this approach to teach long and short vowels (as per HERO level 1 goals)  Fluency sheets - 1 min to read in pairs  Whiteboard CVC words, ...

 Te Mana Raupō Staff Only Professional Development Day Strands of Language Jane Newberry's Presentation  The areas of language and common difficulties for students with speech / language challenges. They are often Developmental Language Disorders or DLD (non-transient). Words * Limited understanding of categories and word meanings Sentences * Difficulties with morpheme and grammar, i.e. ordering words, may miss parts of words, may miss words in sentences Sounds * Mix up sounds e.g. t for k etc * Difficulty relating letters to sounds Social skills * Difficulties communicating in varied situations * Difficulties reading social cues / faces  Memory / Learning  * Difficulty remembering sounds * Difficulty following patterns or directions * Difficulty in written or oral language, or both Discourse * Lots of restarts/revise speaking * Difficulty expressing self, infering and sequencing and / or figurative language (e.g. metaphor)  * May tune out frequently  * Li...

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...

  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...

Full presentation by Caroline Morrit Background Reading and writing are reciprocal processes.  Reading and the spelling part of writing rely on phonological awareness.  Spelling involves encoding sounds and reading involves decoding sounds.  A cohesive approach best supports students' overall literacy development...or students are best supported to learn if spelling is taught explicitly.   Key Terms Phonology (spoken) - The organisation of speech sounds into words. Orthology (written) - The written spelling system of language. Morphology - The structure of words and parts of words - affixes and bases. Phonological awareness - An awareness of the sound structure of spoken words.  It includes words in sentences, syllables, rhyme, alliteration and phonemic awareness. Phonemic Awareness - The ability to isolate, identify, blend, segment and manipulate individual phonemes in words. Phoneme - A phoneme is the smallest unit of speech in a word.  The word...

Structured Literacy_     Liz Kane Professional Learning, 4 Nov 2020 Updated after Caroline Morritt's presentation on The Science of Reading 29/1/21. Reading Intervention Planner - use to plan interventions based on students' needs . Tips/things to research:  Reading League David Kilpatrick Webinars,  Louisa Moats,    Dr Deheane & the reading brain,    Five from five website,  Multi-lit website ·       https://littlelearnersloveliteracy.com.au/chitter-chatter-chant-speed-sounds-videos/ ·       Whole school approach: mentoring, buddies to discuss, trial and implement...possibly across school Possible Resources ·       LLLL Free Downloads o    Heart words o    Milo’s craft letters   The Science of Reading (Laura Stewart) .... related theories 1. The simple view of reading: D x L = RC (Gough & Tunmer, 1986) D=d...