Weekly Reflection: Thinking Beyond the Literal

This week’s learning focused heavily on how to stretch our students past basic, surface-level reading and get them thinking beyond the literal. At the core of this is the 4Cs—Critical Thinking, Communication, Creativity, and Collaboration.

One of my biggest takeaways was how powerful multimedia can be for keeping learners active and engaged. However, it isn't just about showing any clip; it’s about making sure our local environment and culture are reflected in the images, videos, and media we choose. I also realized the importance of structure here—pairing media with a clear "After watching, do this task" instruction turns passive viewing into active learning.

We spent time looking at higher-order thinking frameworks like De Bono’s Hats, SOLO Taxonomy, and especially Bloom’s Taxonomy, which we unpacked in detail. The "Hawk’s Eye" activity was a real lightbulb moment for me. It showed me how to zoom in on learning, helping me guide students toward a much deeper, more focused understanding rather than just skimming the surface.

I also really enjoyed exploring how to teach figurative language—moving students into interpreting similes, metaphors, euphemisms, and idioms. The lesson series on the Cave Story was a great example of how to activate prior knowledge. Watching how students created mental pictures, drew them, and then compared their literal drawings to real photos highlighted just how essential figurative language is for engaging their imagination. Plus, build-in time for peer discussions showed how essential small-group talk is for building student independence before main tasks.

My Reflection & Action Plan (Moving Forward)

Exploring how to intentionally plan for critical thinking using metalanguage across multiple texts was invaluable. Dissecting texts, identifying specific language features, and crafting provocative prompts showed me that teaching metalanguage isn't just about labeling devices—it gives students the vocabulary to challenge how texts manipulate, persuade, and position the reader.

Over the next three weeks, our focus will center on figurative language (explicitly building in similes, metaphors, euphemisms, and idioms). To put these insights into practice, I will:

• Pair Contrasting Texts & Vignettes: Use contrasting text pairs alongside provocative prompts and text vignettes to to encourage students to actively question, compare, and access deeper meanings.

• Link Responses to Argument Writing: Integrate these prompts into text-based responses where learners form, defend, and write their own reasoned opinions and judgments.

• Launch the Digital "Google Highlight" Activity (Week 4): Replace manual tasks with a digital highlighting activity as an engaging, hands-on way for students to analyze text features.

• Localize & Structure Media: Continue using local images and video clips to anchor reading tasks, ensuring every piece of media is tied to a clear, actionable follow-up task.

Very interesting session. Thank you!!

                    Vocabulary (& Decoding): Day 6

It was great to start off the session by sharing how we implemented our learning from the last three weeks. These sessions offer a wonderful opportunity to both share my own experiences and learn from the insights of others.

My biggest takeaway was seeing how these strategies can be adapted across different curriculums, and how they empower learners to take leadership in their own learning journeys.

Ultimately, strong vocabulary and decoding skills are essential for allowing learners to communicate effectively. Mastering these tools helps them express their ideas, deepen their thinking, and develop critical understanding. To support this in my classroom, I plan to explore different vocabulary applications such as Wordwall, Vocabulary.com, and Quizlet.

To build deep understanding, I will structure my lessons around immediate, near, and far transfer of these vocabulary words:

Slides to support my journey:

• Immediate Transfer: I will start by having students use target words like nutrient or absorb (linking Term 3 Topic/Inquiry- Healthy Body and nutrition) in structured sentence frames right after interacting with the word wall.

• Independent Activity (Near Transfer): I will challenge them to apply these same words to a new context, such as writing a healthy menu description for an athlete.

• Far Transfer: Weeks down the road, I will ask them to use the vocabulary metaphorically—explaining how a car or a plant needs "fuel" to function—and use strategies like "word association" and "Which would you?".

• We had turn to do 2 vocabulary activityFinish planning and implement TWO vocabulary activities: 1) one robust, interactive approach you designed in Session 6;

To deepen their understanding further, I can integrate morphology by breaking down these science words into their roots, prefixes, and suffixes. For example, exploring how the prefix mal- changes nutrition to malnutrition helps students unlock deeper structural meaning. This multi-layered approach ensures my learners truly own the vocabulary and can confidently adapt it to any future writing piece.

Currently, I am using selected pages from our readers to have students identify different voc to reinforce what we've learned. 

Moving forward, I am planning a focus on morphology. I intend to back this up with multi-sensory engagement and expand our classroom word wall to help learners visually break down and understand word parts. 

Thanks Team!!🙏🙏🙏

 

    Planning a Reading Programme: Day 5, Term 2

We started the session with reflections. I found that my tamariki are enjoying recording themselves while reading. They are becoming more confident in accessing their weekly tasks independently. They are able to check off the success criteria and articulate their learning clearly.

The LTR recordings have allowed me to identify the exact mistakes children make while reading, which helps me provide targeted support and ensures equity for all learners.

             Equity

Planning, maintainning and sustainning of a reading programme

The session also focused on the planning, maintaining, and sustaining of a reading programme. Learning through the class site allows learners to access their learning easily and independently, as everything is organised clearly for them. My task board includes “Must Do”, “Can Do”, and independent activities, which help learners manage their time and learning responsibilities effectively.

Digital Reading Apps

We also explored a range of digital reading apps such as ReadTheory, Epic, LiteracyPlanet, and Sunshine Online. I am already using most of these apps. I learned how to assign reading books to support children’s reading with follow-up activities, which is a great time saver. I have added theme-based books for my class on Epic and ReadWorks.

From next week, I plan to use the follow-up tasks from Sunshine Online, including writing activities, quizzes, and opportunities for children to record their reading. These tools will help strengthen learner engagement and provide more purposeful reading experiences.😃

There were also examples of timetables shared during the sessions. At the end of the session, I had the opportunity to review my own timetable and make adjustments by adding videos and other digital resources to better support learners’ engagement and understanding. Time was also provided to update my task board with follow-up activities and a mahi tracker.

The integration of reading and writing was explained well, and it encouraged me to place a stronger focus on frontloading learners with vocabulary, and before reading tasks. This will help build understanding, confidence, and success for all my learners.

Thank you for the great session today!👍👍👍👍

Reflection on small group teaching 

Currently, our school is using a theme-based approach where children are exposed to key vocabulary across learning areas. Prior to reading, I use videos, stories, and vocabulary activities to frontload learning for the class. Students are also encouraged to research using key words and phrases. As the theme is integrated across most curriculum areas, it helps strengthen understanding and creates a lasting impact on learning.

To support structured literacy, I can use explicit and sequential teaching of reading skills alongside these themes. This includes pre-teaching vocabulary, modelling comprehension strategies, teaching phonics and word patterns, and giving students guided practice during shared and small group reading. Using modelling books, word cards, and repeated exposure to key vocabulary helps students make connections between reading, writing, and oral language. Structured literacy also encourages deliberate teaching where skills are broken into manageable steps and revisited regularly, helping learners build confidence and deeper understanding.

8th May 2026 – Term 2
Day 4: Small Group Reading (Comprehension)

Today's session began with a recap of the previous lesson on text coverage. I have banks of books for my different groups now. I am adding using different genres and using themed bases.

The focus today was on how we are moving forward with small group reading and encouraging students to generate their own questions while engaging with a text. In the new English curriculum, Te Mātaiaho, there is an emphasis on explicit teaching, sequential approaches, deliberate planning, shared and buddy reading, and the importance of strategic actions when processing complex texts. Preloading vocabulary and concepts is also essential.

I am using modelling books to record learning intentions, success criteria, students’ responses, unknown vocabulary, and group discussions. This serves as a valuable tool for learners to refer back to. There was a great disussion on this today and how to use e-modelling book. 

It was a great session introducing texts and their purposes using a structured cycle.

It is important to build students’ background knowledge by using pictures, images, videos, and oral discussion, as well as identifying key vocabulary from the text. Making vocabulary visible through word cards and encouraging predictions using illustrations helps make reading more engaging and memorable. Very interesting!

Running Records

It is helpful to know that we can use any texts to analyse what learners can and cannot read by identifying reading patterns. Take away is the fluency scale as this gives the progression as well asking the learners to assess their reading. 

I found the Rob and Wiseman and Ragtags methods useful as well for demonstrating fluency to learners.

My reflection on running records is that I need to focus more on encouraging self-correction in my learners.

There was an in-depth discussion about fluency learning what we observe as teachers when a learner reads aloud. Using a fluency scale is a great tool to inform and track student progress.

I will introduce  rewatchable videos allows learners to self-reflect. It helps them build awareness of their own learning as they rate their own reading and that of their peers.

For learning discussions, I want learners to justify, explain, and articulate their understanding of the text to strengthen their oral language skills. I will also use self-assessment slides with my class that was shared in the session today.

Response to Text – Follow-Up Activities

There are many ways to assess comprehension. I will continue using the samples provided in the session and include videos in the task board before reading sessions to support understanding. The importance of asking questions were specific and sequenced that I will start using in my class.

In order for me to understand my learners progress

The session was interesting. Thanks Team!

Reflective Summary: Text coverage

Curriculum Design & Engagement

I have successfully developed a comprehensive teacher workbook featuring  text sets suitable for whole-class and guided reading sessions. By integrating a diverse range of resources like including School Journals, novels, fiction, non-fiction, and Journal Surf. I have ensured that learners interact with a wide variety of platforms and genres.

This  were some lkey benefits:

• Increased Engagement: Access to varied media has sparked a genuine enjoyment of reading.

• Collaborative Learning: Students have more frequent opportunities to share and discuss their insights.

• Cross-Level Connection: The introduction of middle school buddy reading has significantly boosted students' oral language skills and overall reading confidence.

Navigating Challenges

While the initiative has been successful, the  organizing of complete text sets presented some hurdles. Sorting through mixed resources was time-consuming; however, this challenge ultimately became an opportunity. The heterogenous sets allowed for:

• Greater Flexibility: We were able to adapt learning pathways on the fly to meet specific student needs.

• Spontaneous Discovery: Students were exposed to a broader range of supplementary books they might not have otherwise encountered.

Learner Outcomes

The increased text coverage and variety have led to measurable growth in student literacy. We are observing marked improvements across four critical areas:

1. Fluency & Pace: A noticeable increase in reading speed and flow.

2. Decoding: Improved ability to navigate and figure out unknown vocabulary.

3. Comprehension: A deeper understanding of literal text meaning.

4. Critical Thinking: Enhanced inferencing skills and the ability to read between the lines.

After the growth coaching meeting, we had aggreed on theme topic for 2 weeks ANZAC where children had turn to explore through inquiry research and transfer there findings into information writing and art work.

The themed topic has provided lots ot opportunities to produce rich/topic related words and understanding the topic better. 

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

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

Today we have seen how to develop a love for reading through digital tools. Digital tools are not only for finding, but how we are putting a bundle of weeks’ lessons together.

Sharing our findings from the last session was interesting- as most schools have 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 need 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 the initial stage but my class is getting the 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 throughout the year. How will I support my learners to become better at comprehension and use different strategies 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 than seeing only the stanine.

Used the data from the 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 assessment will continue.

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