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.