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) ...

 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...

Red notes are my next steps with my NE class Questions 1.     How can I provide more time for purposeful student talk (less teacher!) 2. How can I give think time: wait 5-10 seconds so children can think! 3. What can I do instead of ‘hands up’? (Nuthall) 4.    Can I u se reflector to reflect on / share children’s writing….can I also use reflector to share interactive whiteboard tools with class Think pair share  Compass partners (four students) Four square notes (for NE, this could be two square notes) Collaborative grouping ideas: cut up pictures – children find matching pieces and buddy with these children;  donut circle; role cards (compare with reciprocal reading roles) Jigsaw groups : could we do this across two classes, e.g. one teacher tells children about lizard food; another teacher tells children about their habitat…pair children to share. My hub colleague is keen! When can I do this? Walk and talk after writing Pair word blas...