Author: Kristian Still

BELONG - RESPECT - ACHIEVE - ASPIRE

Vocabularly: The Simple View of Reading (part 3)

During his podcast with Emily Hanford, Greg fleetingly referenced the “The Simple View of Reading” (Gough & Tunmer 1986). There was a audible acknowledgement of common ground and so the conversation continued unabated. What is “The Simple View of Reading?” I didn’t know. So far in my reading, it was clear that reading was anything other than…
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1 Jul ’21 4

Action and inaction – internal candidates

This weekend I was reminded that “action and inaction are in fact both — action.” The reminder arose from the perennial and tricky situation of internal candidates at job interviews. I originally penned this response in support of a trusted colleague and left in draft until I was able to secure professional HR advice (that…
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30 Jun ’21 0

Vocabulary: Looking for giants (part 2)

Looking for giants is part 2 in an edventure investigating one aspect of literacy (speaking, listening, reading and writing) – vocabulary. The exposure to, the acquisition and retention of, and teaching of vocabulary (I am still thinking that teaching is as much instruction as it is teaching). You can read part 1, Only 1:3 children…
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27 Jun ’21 5

Vocabulary: Only 1:3 children read daily (part 1)

It was, then headteacher, Geoff Barton’s presentation back in 2014 “The Habits of Literacy” that first exposed the stark inequalities of poor literacy to me. It was followed up by his book – Don’t Call Literacy!: What every teacher needs to know about speaking, listening, reading and writing. The anchor of that memory: While good…
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27 Jun ’21 4

Rewordify

This week and weekend has been all about vocabulary: acquisition, retention, comprehension, etymology, morphology, phonemic awareness. A conversation on word class and word meaning with teacher and author Dan Smith (@teach_smith) led to the signposting of Rewordify. With Paul Kirschner ringing in my ears… a short post on What it is? Why it works. How…
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26 Jun ’21 6

Elaborative questioning and CRM (Part 5)

In Part 4 of this post, together with Ben Windsor @MrClassics3 we discussed the importance of the corrective feedback stage of using RememberMore’s Classroom (CRM) function in practicality. Read it here. The feedback stage of the RememberMore protocol closes the loop and allows a new one to be opened. As with the routines at the beginning…
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21 Jun ’21 0