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. 

 

Reading Practice Intensive: Day 2:Getting to know your learner.

The intensive upped the intensity today! I have had a great day of learning..but the pressure has been on. I definitely need to go back and continue working on a few of the tasks so I can get them completed.

The key takeaways for me today have been:

1. As part of Kiri speaking to us about pedagogy and Kaupapa, she shared with us Korero Point England, which in my head immediately became Korero Paroa. Such a simple but ingenious idea. During the last session we were directed to a blog where the teacher inquiry was focussed on the enjoyment of reading. I was already thinking about how I was going to approach this in my Year 7 and 8 class, and hearing about Korero Point England has added another tool to the toolbox.

2. The Teacher's Workbook. Thank you for sharing this excellent resource with us, but also for showing us how to best use it. I am actually looking forward to getting it up-to-date, and having everything in one place. Brilliant.

3. Using the NZCER site to analyse PAT tests. While I have been in and out of this side of the PAT results mainly out of interest, I have never formally taken next steps from them. In my head I have, but I have never tracked them. 

A very useful session today. Thanks ladies.

Reading Practice Intensive : Day 1; Reading is core to learning

What a fabulous start to the Reading Practice Intensive. It is absolutely called an Intensive for a reason. 

Today has been really interesting from start to finish. Listening to Dorothy, always a pleasure, talk about how Manaiakalani started out was a walk down memory lane - showing my age :) What I don't think I had realised was that it was literacy that the team first foccussed on.

I also realised today, is that maybe I know more than I give myself credit for. While I have learnt a number of things today, and a few triggers have made me have a decent think,  I have also already seen, used, and had an understanding of many of the concepts covered and resources mentioned. Having said that, I thoroughly enjoyed the reading, and will endeavour to go back and read the rest. I really enjoy seeing examples of other teachers planning/ class sites/ resources. 

In terms of what I can take back to my class, a lot. There were many great resources here that could be used as they are, or tweaked with ease. Often, I find I have the ideas but it takes me a loooonggg time to create from scratch. Having access to resources like I have seen today is a huge bonus.

Part of completing this reading training, is that I will be feeding back to my senior team of teachers. So I think my next job is to go back, sift through, and pass on what I can. Starting with the pedagogy, letting them know we are on the right track.

I am looking forward to the next session, and what is to come. Thanks ladies.

• What did I learn that increased my understanding of the kaupapa and pedagogy of the Manaiakalani Reading Programme ?

• What did I learn that could improve my capability and confidence in teaching reading?

• What did I learn that could be used with my learners? 

• What did I learn that could be shared within my wider community, with either colleagues, or whānau/aiga?

• WhatWHAwHAT A FABULOUSWhat did I learn that increased my understanding of the kaupapa and pedagogy of the Manaiakalani Reading Programme ?

• What did I learn that could improve my capability and confidence in teaching reading?

• What did I learn that could be used with my learners? 

• What did I learn that could be shared within my wider community, with either colleagues, or whānau/aiga?

• What did I learn that increased my understanding of the kaupapa and pedagogy of the Manaiakalani Reading Programme ?

• What did I learn that could improve my capability and confidence in teaching reading?

• What did I learn that could be used with my learners? 

• What did I learn that could be shared within my wider community, with either colleagues, or whānau/aiga?

• What did I learn that increased my understanding of the kaupapa and pedagogy of the Manaiakalani Reading Programme ?

• What did I learn that could improve my capability and confidence in teaching reading?

• What did I learn that could be used with my learners? 

• What did I learn that could be shared within my wider community, with either colleagues, or whānau/aiga?

DFI - Day 9. That's a wrap!

Well...after 9 weeks of DFI, we are done and dusted. Over the term I have learnt many valuable skills and gained plenty of knowledge from those of you in the know. Much of this will be if it hasn't already been, taken directly into the classroom. Undoubtedly I am more competent and more aware of the tools available to me, and my students.

Having been given the time that we have had, based at home, and during class time has been invaluable. I appreciated that the agenda was shared two days before so I was able to get my head around what was coming up. I enjoyed how sessions are organised with regular breaks and the different types of learning (chalk and talks, deep dives, bubble groups, create, share, etc).  I appreciated how the bubble groups remained the same so we got to know each other and felt comfortable asking questions. This all added to a productive and comfortable learning environment.

Having started out on a DFI journey face to face pre-COVID, I was more than anxious wondering how I would get on doing it online with no support around me. However, I learnt very quickly that this process was going to work just fine. A supportive bubble group as well as all the facilitators that I encountered have made this recipe work for DFI online. 

While I didn't complete the external recognition by choice (with the support of the school), I can honestly say this would be the best professional development I have been part of in my nearly 30 years of teaching. So to everyone involved - thank you.

Computational Thinking - DFI Day 8

Today we learned more about the Maniakalani kaupapa of empowered.  The kaupapa of empowerment is about the advancing of Rangatiratangi - Taking back control of their lives (direct quote). Again an interesting chat.

As far as improving my workflow/confidence as a professional, I guess being introduced to coding as I was today, allows me to understand the concepts my students are learning, when they attend weekly sessions at the high school for technology - which includes Digitech. Their major focus in these classes seems to be on coding.

With my learners, I will be experimenting with many of the sites that were introduced to us today for coding. I also had a chance to dig around in Khan Academy, which is a resource I used to use a lot with my extension classes a few years back. I will definitely also be using Gamefroot when it comes to creating their mihi, using Mihi Maker. While I seemed to have some issues with that today, I am hoping I will figure these out, and then share the site with my class. My intention is to revisit this so the game is a success, and share it on here over the long weekend.

Overall, I learnt a lot today, however I will need to go back and try a few coding sites out, so I can feel competent when working with my class.