Reflections on my RPI learning

 This RPI  programme has been the most informative learning I have done in a while. The facilitators and mentors have been very willing to assist and explain expectations to me (in simple terms!!)

There have been a few highlights along the way:

The 5 Pillars of of Practice are a good visual to keep somewhere handy as they do succinctly link the important aspects of a successful Reading environment where we can continue to try to improve reading outcomes for our children.

Days 4 and 6 - Reading and Vocabulary Models and Tools were an inspiration to see and gifts to receive. Reminding us of the importance of tapping into prior knowledge and emphasising the purpose for reading. I personally enjoyed the vocab templates for before, during and after reading sessions and have subsequently used them often. Vocab Wall has made a ressurection in my classroom - invaluable and readily accessed resource for learners.

Finally, because I am a visual learner myself, I loved the Create and Share days best. For children to have the opportunities to express themselves to an authentic audience that can respond and comment positively. I plan to go back over my saved 'nuggets' and continue to implement them in my classroom as much as possible. Thank you very much to Naomi, Georgi and definitely my mentor, Kiri who went beyond the call of duty at times to help me out.

Follow up reader Profile Survey (Room 6)

 Some interesting discussions were had with the children after we completed this second survey. 

                                  February 2025                                                             August 2025                                                               

 

When I asked what had changed with 3 students now not so sure about liking reading at school, They responded with "We like reading at home now just as much as at school!!" 

The graphs for reading books in my own time for enjoyment also changed to mainly 3 and 4's which is pleasing to see. They are choosing to read because they now can and they enjoy reading as an activity. 

Number 4's pie chart backs up how they choosing to now read for enjoyment. 100% as opposed to 70 % back in February. Great result.

When I shared the Conclusion below from our February Reflection, with my learners, they responded to the changes they recognise (which I have written in purple)

Conclusion:

When asked how we could improve our enjoyment and amount of reading in our own time (slide 2) the children came up with some great ideas:

*Paul said he would like to take his Duffy books home as soon as he got them because he had chosen them and so he thought he would like to have them next to his bed to read when he liked.

Normally the children keep their Duffy books at school so they can read during Silent Reading or Reading Rotations.

Marie: "Yeah, I love being able to take my Duffy books home when I get them because I can read if things are quiet and then I can put them next to my bed in a big pile."

*Fa’alili asked me if I could suggest more books when we go to the library for him to read. He said he is enjoying the BFG which I am reading to the class each afternoon. 

Fa'alili: "Mrs Yumul has been helping find more books about Dinosaurs and not just in our Library time."

*Cassey and then Paul and Zuriel agreed with her that ‘When we go to the school library, we should be ‘realistic’ about the books we can actually read. Maybe just choose one we really want to read.’

Cassey says she has dropped her books to just one because then she chooses one she really wants and can get through it in one week. The two boys are avid readers so it is easy for them to read the two allocated number of book each week.

The above * points are the ones we would like to focus on this year, as we attempt to increase our enjoyment of reading books in our own time. 

I wholeheartedly agreed and Mrs Yumul, our Librarian said she would also assist the children in finding just the right book/s for them to enjoy.

In conclusion the children are becoming more fluent and confident readers, who are developing a deep love of reading.

Day 8 Creating

 I must be a very visual and tactile learner. Today's 'Creativity' focus was fabulous and right up my street!!! I have found over the year's that the children love creating responses to their learning in so many different ways and today I learned of a whole lot more to inspire my children.

I really enjoyed having my belief in combining the sciences/technology with the Arts confirmed so articulately. It encourages 'social innovation' which is so relevant and important to our society right now and going forward. Being creative allows one to think deeply and laterally in new ways.

Once again the visuals of this chart inspire me to make sure I include a variety of ways to encourage learners to be creative. Often, I will include the mode that is my strength and not focus on the others, which could easily be strengths of learners in my class.

Oh my goodness! I can't wait to try some of these out. I have used screencast before but would like to look at 'Storyboard That' and 'Book Creator.' Great tools to encourage creative responses.

Once again a very simple way to envisage designing two equally important and relevant creative responses to texts. The words say it all - 'tighter' being more presecriptive and 'looser' transferring new and deeper creativity involving collaboration and choice to the learner. Offering both of these options would/should meet the needs of most of the class.

I enjoyed the 'Book Trailer' session with Fiona too as I can see the creative learning, collaboration and enjoyment that can be had using this hands on tool. Everyone likes to 'make a movie.' It's a great way of encouraging those children to whom reading is not a strength, to have a go at sharing the merits of a story in a different way.

In being more creative, one is more likely to be engaged in one's learning - this is what I am taking away from today's learning. thank you Naomi, Kiri and Fiona.

Day 7: Thinking

To get the most out of a text, we need to encourage our students to develop higher order thinking skills by practising the skills of 'reading between' and 'beyond the lines.' 

Today's learning offered many interesting and effective new ways of challenging the students to 'dig deeper' into texts, thereby extending their knowledge base and ability to gain more meaning from the world in which we live. We can do this in three ways of planning for learners to think beyond the literal - these are Modelling (critical analysis of text, questioning and 'thinking about thinking'), Response to Text Activities (including higher level 'create') and Extended Discussion. 

This slide spoke to me, as we can focus on deconstructing one part of a text in detail, to encourage deeper connections with the rest of the text. Building a 'character profile' for example, from literal and insinuated details in a text, allows new thinking and pathways in the brain to develop as well as more enjoyment from 'finding out more.'

To critically interpret and challenge learners in their thinking, we have to give them the opportunities to see and experience different perspectives and viewpoints of the same issue. The use of  Provocation and Extended Discussion allows them to 'take a stand' and think of ways to substantiate their viewpoint. This is deep and effective thinking.

Finally, the learners having the opportunity to 'respond to the text' as and author or creator. To be able to rewrite an ending or section of a text from  your new point of view, would be very empowering and valuable for the learner. 

I found today's learning both challenging and exciting. The sheer volume and pace of  the change over from one section to the next is disconcerting, especially when we don't get enough time to complete something we've started. I'm still synthesising much of the day's learning and will, I'm sure still be doing this for a few days to come!!

Day 6 Vocabulary and Decoding

 I have always been interested in the acquisition of new vocabulary and how we, as teachers can enable students to access, practise and feel confident when using new words, in a fun and optimal way. Today was the day as I thoroughly enjoyed learning new skills and techniques and the meaning of 'structured literacy.' 

I like this visual activity that would be simple and easy for students to share and for us to focus on words that are new to them or they're unsure of. Will definitely be trying this out this week with our new reading about Matariki.

 It was great to have Word Walls validated as being of benefit to our students. I have always used them, as children refer back to them on numerous occasions through the year. These are pretty impressive:

Robust Learning Opportunities was a beneficial activity for me as it gave me good, simple and effective ideas to introduce and target new vocab with the children. I will try this activity this week too.

I was interested to learn about Morphology enabling students to 'crack unfamiliar words' focusing on prefixes, suffixes and base words. I really liked these Prefix Pockets that were visible in one of the classrooms and I think they would work well in my classroom. I love getting new ideas to share with the children.

Day 5: Planning a Reading Programme

 Planning a Reading Programme - Day 5

Emphasis and highlight for me today was 'plan, maintain, sustain.' To apply these consistently with collaborative energy and sustained student engagement by offering choice, interaction and empowerment, should see progress and a love of learning for our students.

I was interested in having the opportunity to look through some Reading Apps that can be used as follow up activities or for students to access during independent reading time. I spent some time looking at Readworks and Literacy Planet, two Apps I don't know much about. In Readworks I thought it was great to learn that students can record themselves reading. Literacy Planet appeals to me as having some children complete their first PAT tests in February, I am acutely aware that we don't always ask questions with the multiple choice option. This site offers this:

Having looked at the Apps and revisiting the purpose of Independent Reading Activities in our programme, I was pleased to see these principles reiterating my feelings on critical thinking and integration across the curriculum.

Being able to 'read like a writer and write like a reader' and having writing 'modelled like a reader' resonated for me and the importance of our students being exposed to texts specific to Aotearoa New Zealand. Writing needs to be modelled on good reading examples that explicitly show the purpose, features and structure of the text being targeted. I thoroughly enjoyed the 'sensory imagery to create suspense' task and can see how well something like this would work in my class.

For many years I have wondered and asked the question why knowledge of Phonemic Awareness is not considered an essential part of the reading programme. I think in New Zealand perhaps it is due to the fact that many teachers were not 'taught' phonology when they were at school. Having had some students go through the BSLA programme this year, I can definitely see the benefits of structured literacy (specific time and place.) English is a language made up of so many 'exceptions to the rule' but at least having some understanding of some of the rules must hold students in good stead whilst trying to ''crack the code!"

Day 5 has definitely left me with many things to mull over and 'have a go at' in class. Thank you.

RPI Day 4 Small Group Reading Instruction

 Small group reading has always been a major interest of mine as I feel it's the perfect way to see children interacting with one another and practising all the new skills they are learning/have learned in a safe environment. Today's session was a lot of information shared but some good nuggets to focus on in my practice.

Highlights for me were: 

Being acutely aware of what is going on 'inside the classroom' with regards to small group instruction. Building up the children's experience of what and how 'small group reading' looks and feels like, so they know the routines, what to do and are set up to succeed. I love the DO NOT DISTURB sign as, isn't this every teacher's lament?? 

 

This Cycle introducing the Text and Purpose for Reading is great as I'm a visual learner and it's an easy way to be able to move from one area to the next. 

In introducing a new text I loved the way Elena introduced new vocab using the word cards and adding them to a word wall for the children to refer to at any time. Activating prior knowledge and subsequently sharing the purpose for reading, ensure the children are motivated and interested in what is to come. They love sharing what they already know and because the purpose for the reading is explicitly mentioned they can start looking for clues once the reading gets underway.

 I was blown away by this tool today - what a fabulously simple yet effective way of gauging where a child is at. I love it and really can't wait to try it out.

I was also interested to see oral language making a comeback in the curriculum - it's been the 'poor' cousin in literacy for too long. Also, a greater emphasis on Word Work should see children progress in better understanding how our language works (even though there are exceptions to every rule!!!)

Independent follow up tasks draw all the children's learning and understanding together and they often respond excitedly to completing these. They understand the vocab, what the purpose of the reading was and can consolidate their Success Criteria with confidence. The Create and Share part of our Manaiakalani practice enables them to be creative and express themselves independently from the learning they have experienced.

A great day of consolidating and absorbing new strategies and ways to ensure out tamariki receive the best possible opportunities to become lifelong readers.

Appropriate Text Selection

 I think an important focus for me from today's learning, is the importance of sourcing a wide range of texts from visual, non fiction, fiction, poetry etc to entice our learners into wanting to read more. We need to provide the 'hook' that will create lifelong readers.

I was thrilled to see so many new Reading Apps on one slide. Thank you, Dorothy.

Your comments, Naomi about children being able to recognise themselves in texts, resonates with me. I often ask myself whether the texts available are relevant and could build self esteem and confidence because the content is 'relatable.' I will spend some time researching more from Rudine Sims Bishop as I enjoy her analogy of "Mirrors, Windows and Sliding Doors" encouraging children to look in, see a reflection and be able to move in and out of different world views. It is so important to be culturally aware and responsive when sourcing books for learners.

I really enjoyed the practical breakout task we did using student reading data to find reading material that would appeal to different students. It was great looking on Journal Surf for reading material that would encourage engagement and development of Tier 2 and 3 Vocabulary. To think students need to 'aquire a knowledge of 700 words per year' to be considered 'literate' shows how important these words are in the classroom.

 

It was good to be reminded of the importance of reading to children, reading with children and children reading independently and with a buddy. We take it for granted that we are doing these as a matter of course, but it's good to stop and check that all four modes are getting equal time during the school week.

I am looking forward to finding a text for a group of students to first, learn how to make a screencast of and then the reflection we have afterwards. So much learning to be had here.

Thank you for the informative day, Naomi, Dorothy and Georgie.

Day 2 Formal and Informal Assessments

   Today's session resonated with me as it gets down to the nitty gritty of assessment and how it can inform us of specific next steps and a way forward to implement progress for each child. We target interventions that are required at a specific time in the child's development. We also use a range of formal and informal assessments to make more reliable judgements on children's progress and achievement. 

It was heartening to have the importance and relevance of Reading Mileage reinforced, as I agree it should be embedded at a young age, if developing life long readers is one of our professional goals. This is when the teacher can pin point student's present reading interests from the Reader Profiles to steer the child/children to more books of the same ilk. At the same time this gives children freedom of choice to step up and become responsible for their own reading progress by reading the types of books they love in their own time. Pearl of wisdom: "There is a high relationship between Reading in our own time and our academic achievement."

Becoming familiar with Te Mataiaho, English (0 - 6) was made a little clearer and easier with our session on using assessment to inform our teaching. 

                        Using assessment to inform teaching

The Teacher Workbook is a marvellous resource to have at our fingertips. I really enjoyed this part. A deep analysis of the PAT Tests (and where to locat all the info!!!) can inform the teacher of student strengths and also 'next steps' in learning. It is an empowering tool for teachers to use when preparing Task Boards or subsequent reading activities for learners. Knowing the areas where they require development, understanding and practice, allow for targeted learning tasks to be created. 

The last session for the day involved the essential use and rewriting of Learning Intentions so that students understand what they are learning. It was a good reminder of the imprtance of choosing the correct words - being explicit. This example below shows how the LI's need to be simple yet specific, especially when taken from the curriculum:

 Comprehension | Vocabulary | Phase 2 | Year 5

“infer from context clues and use an increasing knowledge of morphology to independently determine the meaning of words with more than one affix (e.g., ‘exportable’ is made up of ‘ex’ (out of) , ‘port’ (to carry), and ‘able’, turning it into an adjective describing an item that can be carried out of a place).”

WALT

• Determine what words mean using context clues and our knowledge of morphology;

• Use a range of prefixes and suffixes (affixes) to understand the meaning of a word.

 Finally, Success Criteria 'describe how students will go about chieving a learning intention or how that will know they have learnt it.' They make VISIBLE what learners will be able to do to achieve their learning. 

Looking forward to creating a Taskboard for my students to engage with during Reading.

 

Reader Profile Survey

 17/02/25             Class Reading Survey Results

After having completed the survey last week with the ten Yr 4’s I have, the class and I went through most of the graph slides today and had a preliminary discussion. I was very impressed with what they were able to discern from the slides. We then decided to concentrate on these two slides as they told a story the children could relate to and think of things to say.

Cassey remarked that ‘we all enjoy reading when we’re at school’ and when Paul asked her why, she answered, ‘We get books we can read and understand. Sometimes I choose a book but it’s too hard.’ 

Zuriel commented further, saying ‘’We all enjoy reading at school because that’s one of the reasons our parents send us to school;  to learn to read and get better at it.’ 

Myca then said, ‘We like reading at school because we want to get better for College and get a good job one day.’ 

Zia added that ‘it's nice to know that the teacher can help us if we get stuck with a word or understanding.’

The children decided this slide showed that half the cohort liked reading in their own time for enjoyment and half didn’t. Paul said that maybe the really good readers were the ones who like reading on their own, wherever they were. 

Conclusion:

When asked how we could improve our enjoyment and amount of reading in our own time (slide 2) the children came up with some great ideas:

*Paul said he would like to take his Duffy books home as soon as he got them because he had chosen them and so he thought he would like to have them next to his bed to read when he liked.

Normally the children keep their Duffy books at school so they can read during Silent Reading or Reading Rotations.

*Fa’alili asked me if I could suggest more books when we go to the library for him to read. He said he is enjoying the BFG which I am reading to the class each afternoon. 

*Cassey and then Paul and Zuriel agreed with her that ‘When we go to the school library, we should be ‘realistic’ about the books we can actually read. Maybe just choose one we really want to read.’

The above * points are the ones we would like to focus on this year, as we attempt to increase our enjoyment of reading books in our own time. 

I wholeheartedly agreed and Mrs Yumul, our Librarian said she would also assist the children in finding just the right book/s for them to enjoy.

Day 1

 Reflection on the day:

I think today’s topic - ‘Reading is Core’ makes us aware of how pivotal reading is in the classroom. What resonated for me was the impact the teacher’s personal relationship with reading and his/her willingness to share this with the students, can draw reluctant readers in (Teachers as readers).

I enjoyed listening to Richard Johnston talking emphasising how empowering ‘Reading across the curriculum’ can be. The children are mostly unaware that they are reading as the activities they are doing (how to plant seeds) don’t ’feel’ like the reading they might be used to. 

Reading and writing go hand in hand. Good readers have experiences with texts that feed into their writing with more interesting vocabulary.