Annual Membership for Online PLD
Building Excitement, Engagement & Achievement in Writing with Dr Murray Gadd
By purchasing a standard annual membership for this online Professional Learning Development resource, (
schools/teachers will have full access to our Video Lessons website section which will include:
- A set of 13 videoed writing lessons (plus an introductory talk) that were developed and put on to YouTube during the Covid-19 lock-down.
- For each lesson, a downloadable ‘teacher notes’ resource on how the lesson can be used within the classroom programme.
- Three new video writing lessons at the beginning of each term (12 per year) led by Murray Gadd, accompanied by downloadable ‘teacher notes’
- Three videoed “Murray-talks” near the beginning of each term on topics related to the effective teaching of writing (see below for further details)
Coming in 2021: option to upgrade to Standard PLUS membership which will include access to up to two 60-minute on-line sessions with Murray
Read below for further details.
Price Per School / Institution for Standard Annual Membership
All prices are quoted in NZD and payable annually in advance unless cancelled
|– Individual Teacher / Purchaser: $39.99|
|– School usage small (2 ~ 10 teachers): $190|
|– School usage medium (11 – 20 teachers): $260|
|– School usage large (21 – 30 teachers): $340|
|– School usage large+ (31 or more teachers): $399|
Curriculum Overview for Reading
This ebook resource will provide an overview of what should be in an effective school-wide reading programme and what teachers should do to be effective teachers of reading.
It is being developed from the best available professional research (New Zealand and international) and around the following headings:
- Teacher knowledge
- Expectations for achievement
- Scheduling and timetabling
- Text selection
- Teaching approaches and routines
- Instructional strategies
- Goal orientation
- Reading across the curriculum
- Making reading-writing links
- Teaching vocabulary
- Reading responses
- Links to oral language
- Classroom environment
- Teacher as reader
- School-home links
School leaders might use the resource as the basis for their local curriculum in reading. They might also use it for undertaking school-wide reviews of the teaching of reading.
Teachers might use it as a checklist for exploring their personal effectiveness as teachers of reading. They might also use it to help them set inquiry goals for themselves.
Delivering an Effective Writing Programme
This ebook resource will be an overview of what needs to be in an effective writing programme and what teachers need to know and do in order to be effective teachers of writing. It will be based on a belief that teachers can make a difference for all students, regardless of their level of ability.
It will be comprised of:
- School and classroom guidelines for effective practice
- Extended video clips and scenarios of effective practice in action
- Links to resources and research
- Reflective questions for teachers
- Professional readings for leaders and teachers
It will be divided into the following sections:
- Introduction: what the resource is all about and how to use it.
- Teacher Knowledge: what knowledge about writing teachers must hold.
- Expectations for Achievement: holding and communicating high expectations.
- Scheduling: how often should students be writing?
- Purposes and Audiences: coverage of purposes and text-types over time.
- Topic and Task Selection: choosing purposeful and engaging topics and tasks for writing.
- Teaching Approaches and Routines: what teaching approaches and routines should teachers use?
- Instructional Strategies: what instructional strategies should teachers use?
- Goal Orientation: deciding on and using learning goals and success criteria.
- Grouping: ways of differentiating for student learning in writing.
- Assessment: using formative and summative assessment in the writing programme.
- Literacy Across the Curriculum: writing in other curriculum areas.
- Reading-Writing Links: linking writing to reading in the literacy programme.
- Spelling: the role of spelling in the writing programme.
- Extending Able Students: ways of extending able students as writers.
- Struggling Writers: ways of working effectively with struggling writers.
- Boys as Writers: lifting the achievement level of boys as writers.
- Oral Language: the place of oral language in the writing programme.
- Self-Regulation: making students more independent as writers.
- Teacher as Writer: being a writer in the classroom.
- Classroom Environment: what a writing classroom should look and sound like.
- Writing Tools: tools for helping students to write effectively.
- School-Home Links: extending writing beyond the school.
Note that the content is being developed from the best of international and New Zealand research on writing instruction (including the author’s own research) and will be embedded in the best of New Zealand classroom practice as recognised by the author.
How to Use the Resource: School Leaders
It is primarily suggested that school leaders (particularly literacy leaders) will be able to use the resource to lead professional learning and inquiry amongst their teachers.
They can do this at the whole school level (teacher-only days or staff meetings), small group level (team meetings) or individual level (meetings or conversations with individual teachers about their writing practice). They can move teachers through all sections of the resource (as above) or they can select combinations of sections or individual sections according to teachers’ inquiry needs.
School leaders might also be able to use the resource to assist with school reviews and to help ascertain what needs to be in place in their school operationally if the teaching of writing is to be effective across the school.
They might also use it as the basis for their own document on ‘what the effective teaching of writing looks like at _____ (your) School’; that is, when developing a local curriculum.
How to Use the Resource: Teachers
Individual teachers might also want to use the resource to learn about good instructional writing practice and to inquire into the effectiveness of their own writing programmes and practices and decide what changes need to be made to them.
They might want to do this independently (by reflecting on the content and resources included in each section) or as guided by school leaders.
This process may lead to the establishment of inquiry goals for teachers.
Moving Students From One Curriculum Level To Another In Writing
This document is a list of writing strategies and skills that students need to be able to demonstrate proficiently if they are to move from:
- Midway through Level 1 to the top of Level 1.
- The top of Level 1 to the beginning of Level 2.
- The top of Level 2 to the beginning of Level 3.
It has been developed in relation to the Levels 1-3 achievement objectives and indicators for English in The New Zealand Curriculum.
At the end of the document there are some instructional pointers for teachers to think about as they assist their students to progress through curriculum levels and sub-levels.
Picture Books For Reading And Writing
This is a list of picture books (including sophisticated picture books) that I use to motivate and engage Year 1-10 students in reading and writing.
For reading, I use them as ‘read to’ books and sometimes as models of what good writers can do.
For writing, I use them to establish writing ideas and content for and with students.
Spelling: Some Ideas
This document has been designed to give schools some guidance on:
- The place of spelling within the writing programme.
- What students of all year levels ought to be able to demonstrate as proficient spellers.
- The stages of students’ spelling development.
- Some spelling ideas and activities for teachers of junior students and middle-senior students.
A predominant message is that spelling needs to be deliberately and strategically taught within the writing programme as a basic courtesy for the reader.
Reading Skills For Year 1-9 Students
This is a list of the reading skills and strategies that I believe most students at each year level should be able to demonstrate, given good teaching.
It is closely aligned to The New Zealand Curriculum, the Literacy Learning Progressions, the English Language Learning Progressions and e-asTTle Reading.
Beginning The School Literacy Year: Some Notes For Teachers
It is surely every teacher’s desire and goal to seek to enable and create success for their students in the classroom.
The beginning of the new school year can be daunting for students, as well as teachers, with so many new faces, curriculum changes, excitement and a plethora of other distractions.
With regard to literacy goals, it is important to establish a clear understanding from the outset with your students.
You should aim, within the first fortnight of the new school year, to communicate clearly with your students that:
- ‘Our job during the year is to become the best readers and writers we can be’.
- ‘Reading and writing can be fun as well as challenging’.
- ‘I need to work with you to find out what you’re already good at and what you need to work on so that I can help you’.
In this respect, this document’s aim is to assist teachers by providing typical questions they can ask themselves when preparing for the school literacy year.
Writing Skills For Year 1-9 Students
This is a list of the writing skills and strategies that I believe most students at each year level should be able to demonstrate, given good teaching.
It is closely aligned to The New Zealand Curriculum, the Literacy Learning Progressions, the English Language Learning Progressions, e-asTTle Writing and the New Zealand Curriculum Exemplars: Writing.
It has been developed around the following headings:
- Sentence Formation.
- Vocabulary and Language Features.
What Is Quality Writing?
Teachers need to understand what constitutes quality writing if they are to move their students towards it. In this document I:
- Justify why knowledge of quality writing by students is so important.
- Suggest ways of getting students to identify quality writing.
- Offer my own thinking about what I’m looking for in the best of student writing.