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) ...

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...

Purposes for this session:  I mprove understanding of the expectation for the children we teach at all levels of the school. A clear understanding of the process we follow schoolwide when assessing whether our children are meeting the National Standard in writing. Key Points: Consider a range of the child's work. Use the 3 resources to consider students' work...each resource gives different information/guidance. Ensure you moderate with team. Marking Resources: The National Standards Document   The Writing Illustrations E-asTTle writing marking guide - attend to these features/traits when considering student work. d o n’t need to use this to “mark” or “remark” a piece of writing.

The best single predicator of future reading achievement at school entry is phonological awareness. Gillon (2004); Pressley (2002); Elhri et al (2001); Goswami (2001); Blachman (2000) Repetition is required build the neural paths for new knowledge and skills in the brain. What is the single most effective thing you can do to help the low level reader? Hear them read out loud at instructional level every day. Reading requires:          Knowing letter sounds          How to blend sounds together          Requires graphic knowledge & memory (e.g. for high frequency words)          Comprehension          Fluency When faced with a new word, a child can use graphic knowledge (word chunks e.g. ing; graph etc) and phonics (letter sounds).  Spelling requires:          Segmentation      ...