Harry Hood - Literacy Professional Development

A very useful and informative day.  Things I will specifically take away with me...

1. Audience & Purpose are key
   
2. pre-writing | drafting | revising | proof-reading | editing [NOTE: TEACHER EDITS AT FINAL STAGE - focus of student's writing goes from deeper to surface, that is meaning to mechanics]
   
3. Guided reading not designed to drive up reading age (recreational reading does that).  Year 5-6 students, focus is on developing skills in critical thinking and exploring language.  Therefore they need to be reading text they can already read (ie. just below current reading 'age').
   
4. Reading contracts for upper reading groups to 'free up' time to spend with lower readers daily.
   
5. Newsboard, Target box (see personal PD notes)
   

Term 1 overview

It's been an interesting term.  On the one hand it's been an 'easier' term than in my first year.  I think mostly in terms of being comfortable with how things operate in my particular school.  On the other hand, I've felt a bit 'up-in-the-air' with what I'm doing, and where my students are at.

There's a few things I need to consider when reflecting on why this is.

• Our syndicate-wide programme
• My expectations based on last year
• Class planning (as always)

This term starts with many extra activities such as swimming, cricket, jump-rope, PATs week etc.  These are often at set times that disrupt other 'subject' programmes.  Also, I think some of my expectations are based on where I was with my students at the end of last year, rather than remembering the progress that occurs over time (including my own grasp of where student are 'at').

Another aspect of programme planning is how we start with a focus on statistics, meaning my standard 'number' groupings didn't start until weeks 5-6.  This, means that it is really only now (week 10) that I feel I am getting a better feel of where individual students are working at.

Classroom behaviour management is settling in now, as I continue to put a large focus on students managing themselves and their own behaviours.  This seems forever to start seeing the 'fruit' of allowing students some choice but, as we end the term, I think we're getting there - being a team environment where students are thinking about their own learning as well as the community of learners around them.