RPI - Day 3 Text Selection

Another big day learning about text selection (but not as big as last week's on data). 

It is the littlest of things that got my attention today. Dorothy's tip on taking a photo on my phone and being able to paste it straight into a doc was mind-blowing for me! Who knew...and how does one even know this is doable without being shown? Fabulous!

Following up on students reading for enjoyment seems obvious, but I had never thought of conferencing/tracking/accountability. I have used reading logs in the past, mainly home-based, however, I will be putting some thought into this, and integrating this into my reading programme.

Coverage of text types was another aspect that was discussed that I need to track more purposefully, as I'm not sure in my head counts? I also intend to make sure I do paired and shared reading on a more regular cycle.

What I continue to struggle with is the time it takes me to find suitable resources/texts/activities. I spend so much time searching for just the right text/activity/image. We are meant to work smarter, not harder, but this for me is my sticking point as it takes me SUCH a long time to get everything together as I would like it.

Analysis of my class reading achievement data

With my achievement data mostly entered, a conversation ensued with my mentor teacher about the patterns and analysis of the data. I have the whole range in my Year 7 and 8 class, with reading ages from 5 yrs through to adult readers reading at 15+ years.

While there are a few anomalies within the class, ie reading age of 12-13 years, but Stanine 1 on a PAT, there is also a clear-cut small group of boys reading at between 8 and 10 years. This group has struggled to make progress in reading over their school years. Currently, I am introducing the class to reciprocal reading with mixed-ability groups, which also presents its own challenges. 

When I can see the chance for continuity in the timetable, I will also be working through the programme 'Key into Comprehension', which has been a successful tool in previous years with this level of reading abilities. 

The taskboard that I am about to design will be designed with the Kea reading group in mind, along with the results of their reader profile survey. 

Reader Profile Survey Results

Having given my Year 7 and 8 class the Reader Profile Survey, I was fairly taken aback by the results. Taken back, but not necessarily overly surprised. 

The graph below shows that over half of my class were not reading a book for enjoyment. While they were having time to read in class, and were doing novel studies at that time (the novel was selected by the student from a range of novels), still only 44% claimed to be reading a book for enjoyment. 

After looking at the inquiry written up in a blog by NZ teacher **, this is the one piece of data I am aiming to change initially. Since this survey was completed we have introduced RFE daily and had classroom discussions around that and the data below. We are taking more time in the school library to find 'that' book that will draw them in and make them want to look forward to RFE. 

Astoundingly, just over half of the class didn't think that reading books in their own time could help them in any way. (14/27) Unfortunately, but understandably, this pretty well reflects those in the classroom who surpass expectations for reading and those who struggle. 

In many of the graphs from the Reader Profile Survey, numbers tied in reasonably consistently across the questions. The students who scored lower on the survey questions (1s and 2s) tended to score lower to all questions, while those who generally scored higher (3s and 4s) consistently scored higher, and probably enjoy a lot more success in reading. 

So, as a result of the reading survey I have set myself some goals to achieve. Mainly, to improve the data on the Reader Profile Survey when it is undertaken by my class next, and secondly, to find the drawcard for that group (predominately boys) so they can see reading in a positive, and beneficial way.