27 March for Day 3:Text Selection

 27 March for Day 3:Text Selection

The day  included selecting appropriate texts, texts for groups, text sets and the wider reading programme (read aloud, shared, guided, and independent reading). I have children liking comics, and chapter book and currently, we are intergrating for independent reading.

The power of digital world. Seen the difference of print and digital tools- what are the tools available.

Text selection

In order to promote enjoyment and active reading, it is important for the learners to be involved in selecting the books. These books will need to reflect themselves, a text that will open the outside world- "Books are window"

Gropuing the learners

I am using homogenous groups based on PAT, observation, age and running record. There are times where I mixed groups. I need to do this more to boost learning and bring diverse knowledge and perhaps more learning.

Selecting texts for groups

Important to mix fiction, non- ficition, books revealing author's purpose

Extending Vocabulary

Need to target tier 2 words, While reading use both vocabular and key words and this is possible with selecting and providing good text coverage. Using symbols, texts, icon, language also allows more coverage. Providing multimodal text. How I will track text coverage in my class. In this seasons, we were given the opportuinty to search some books using journal surf. Also by I need to fill in 3 weeks of txt for my target group.

Beautiful connection and journey of knowing my learners to  Teacher choosing the main text to themes, complementary text, scaffolding and challenging text and inculding learner selected text.

Summarizing

It is important to give prompt when you are reader to listener to think about as you reading.

We have seen a case study where a teacher used summarizing skills. Ask how does good reading sounds like? Also how the teacher stiking out the repeated information given in order to take thinkin beyond the book.

Very interesting session.

Many thanks and Kind regards

         Know your Learners as Readers - Day 2 Fri 6th March

Today we have seen how to develop a love for reading through digital tool. Digital tool is not only for finding, but how we are putting a bundle of week lesson together.

Sharing our finding from last session was interesting- as most schools has a similar results as mine. Common ones were children having only school to support their reading are the text books and Duffy books that our children are given from school. Children needs lots of exposure to reading of different genres.

I have contacted our local library. We will visit the Otahuhu Library fortnightly as well we will visit our School library weekly. Hopefully this will increase our borrowing power and reading mileage.

The Ground Rules are at inital stage but my class is getting hang of it. Next step for me is putting a wall display.

I have learnt the importance of knowing my learners, and tracking their progress thoughtout the year. How will I support my learners to become better at comprehension and use different stategies when reading.
We used PAT Panui Reading to see where to find the gaps of the learners. At this I enjoyed navigating it and found the tools effective. There might be few changes in my Reading Groups based on the skills needed. Digging deeper into NZCER and using scale scores is actually telling me about progress happening rather then seeing only the stanine.
Used the data from Reading test to identify the children needing more support. For example the inferencing group that I will use in my class.

The different types of assessment - formative and summative to guide me to my planning and assesment will continue.

In today's session, we reviewed the learning intention and success criteria and how co constructing with learners will emphasis their understanding.

Thank you Dorthy, Kiri, Amie and Georgie 🙏

Suvery Reflection

What Kind of Reader are you-Survey Reflection 

 Hi, my class reading survey shows that 11 out of 17 students think reading makes them feel smarter or more relaxed, and 13 students enjoy reading at school. Interestingly, the only regular reading opportunity they currently have is at school (rather than at home). Their favourite books are from the Duffy books we have at school and the books they are allowed to take home — those are the only books most of them own. The popular books are graphics, comics science and scary books. 

 What Room 8 Reading programme looks like 

We visit the school library once a week, where the children choose and issue their favourite books. As a class, we are doing Sustained Silent Reading (SSR) every day for 10 minutes. We also do guided reading, shared reading, reading with the teacher, and partner reading to support their skills. I encourage the children to read at home every day for at least 15 minutes. We have a home learning log book where children record their books and title and write some comments about the books they read. Encouraging them, the reader with the most books will get the Reader award. We have School news where we all read together in the morning. We also read a newsletter. I have added my class to the Study ladder and we have kiwikids news. 

 My goals 

My goal is to Increase Engagement and Reading for Pleasure by exposing them to different genres like fiction, non fiction and newspaper and I can check when they record this in their log. Improve reading skills by increasing the SSR from 10 mins to 15 mins- Love of reading Improve reading behaviour where children will explain what is happening in the book by giving 2 reasons- comprehension skills My Reading results from last year also shows we have to work hard to reach to the expectation of Year 6

RPI Day 1 Reflection

RPI Day 1 Reflection

Developing reading skills across the curriculum is essential in shaping lifelong learners. Strong readers read with expression and fluency, understand and retell texts, identify key features and author intentions, and think critically about what they read. They use strategies independently, apply their learning in wider contexts, participate actively, and most importantly, enjoy reading. To promote this culture in my classroom, I will prioritise Sustained Silent Reading (SSR), build reading mileage, and encourage reading with whānau. Creating consistent routines and valuing reading time will help strengthen positive habits and engagement. This course has strengthened my understanding that effective reading programmes require explicit, systematic instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension. I have gained confidence in using assessment data to identify gaps and adjust my teaching to meet learners’ needs. Consistent practice, structured lessons, and engaging, culturally relevant texts are key to improving outcomes. Knowing my learners — their interests, strengths, and needs — is vital. When reading connects to their experiences, motivation and confidence grow. Using the reader survey will help me better understand what my students choose to read and why, especially after a busy week like Year 6 camp. Moving forward, I am focused on establishing clear ground rules and maintaining strong routines to ensure reading time remains purposeful and effective.