9 days of RPI [Reading Practice Intensive] Programme.

An intensive teacher professional development programme highlighting reading practices to support my class reading programme. 

The Manaiakalani Reading Practice Intensive programme has been a transformative experience, equipping me with the content and practice knowledge necessary to influence high-quality reading outcomes for my students. The programme's focus on teacher support has greatly impacted my ability to shape learner dispositions, fostering skills and independence that will contribute to the development of lifelong learners. I have gained valuable insights into the tools and methods for effective reading assessment, programme planning, design, and differentiation, allowing me to cater to the diverse needs of my learners. Furthermore, the strategies learned through the programme have provided me with a strong foundation to implement, sustain, and continuously improve the Manaiakalani reading practice model in our school context. This learning has not only deepened my professional capabilities but has also ensured that my teaching practice aligns with best practices to promote student success.

Tohatoha - Share

 Tohatoha - Share the third component of the Manaiakalani learning Kaupapa. 

Today the learning was about ways to share students' learning outside of their school and with friends and whanau.  Blogging offers a space for students to share their learning experiences and to connect with the wider community, including their whanau. As a Manaiakalani school blogging is a part of our learner's education and how it not only can benefit the student, their whanau, and the wider community. 

Blogging gives the students a voice and an opportunity to express and share their thoughts, ideas, opinions, and experiences. 

Blogging is an excellent way to bridge the gap between school and home. Students can regularly post to their blog about their learning experience with their Whanau. 

Students sharing on their blogs encourages them to build conversations. Through comments and responses, students can engage with other students, their teachers, and Whanau in meaningful dialogue. 

Regular blogging encourages students to think critically about their learning. This routine of reflection and expression can help make learning more meaningful. 

What a great tool for the student to celebrate and share their learning.

Create

 Today's session of RPI really got the 'Create' juices going.  

Starting with Dorothys Korero on the Manaiakalani Kaupapa and Pedagogy - Create.  

I really liked Dorothy's korero, and learning of the Manaiakalani 'Hook' is a driver of using technologies to engage and enable creativity as significant to hooking Akonga into learning and engaging. 

[Connecting with Manaiakalani slides]- Dorothy

Today is all about getting the 'Creative Juices flowing'

What a great way to start with a poem about Te Marama by Kelly Joseph. 

My Create.

Naomi and Kiri shared ways that would help my capability and confidence to use 'Create' to show students learning from the reading texts we use in my reading programme, where they can create about the text or skills learned.  

My task for myself is to try using tighter and looser constraints for short creative responses to text. 

*Create using analogue then digitalise it. 

*Having templates already set up.

*A theme - e.g. environmental issues. 

Creating to show learning through choice and collaboration. Opportunities for choice, for example, quizzes and collaboration pair up with someone.

Choices                                                      Outside the 'Create'                   Inside the 'Create'

     
[Manaiakalani - Naomi and Kiri. Deep dive and Explore. Create to show Learning slides 5&6]

[Manaiakalani - Create a One Shot Film - Naomi and Fiona. Model and Master]

Creating with one-shot film. The task of creating enables learning to become confident with the tools to capture creativity and share it. 

My plan to create a one-shot film will show me sharing about the book I am reading to my class at the moment. 'Gem of the First Water' ( I will have to record this when I have my voice back)  The book Gem of the First Water is a story about a boy's journey through life and the challenges and adventures he comes across as he moves forward. Each challenge prompts him to make choices to get through obstacles. 

 

Watch this space for my 'One shot film' when I get my voice back.  

I really enjoyed the 'Create' Day today. Lots of awesome tools and different ways to 'Create' learning. 

A wall of words- Vocabulary and Decoding.

 A wall of words 

Manaiakalani RPI - Day 6 Vocabulary.

Developing a Love for Words: The power of the word wall. 

A vocab/word wall is a simple yet wonderful effective tool for the classroom to change how we interact with words.

This year I have decided to have digital word walls for the vocabulary the students highlight in their reading texts. Due to the limited wall space in my room, it made sense for the students to have word clouds on our class site. 

Olympic Games words.                          

                                               

Examples of 'Word Clouds'

Takeaway Graphic organisers

 Takeaway for today.

Graphic organisers.

The resources from Robyn Anderson, Year 7-8 Panmure Bridge School, and the Miss Gardner from Ohaewai school Tool Box at today's RPI are resources that would help me to support the student in my Target reading group. They are visual and inviting and would definitely appeal to my learners.

*permission of Ms Gardner, Year 3-4 Ohaeawai School

*permission of Robyn Anderson, Year 7-8 Panmure Bridge School

Nga mihi Robyn Anderson and Miss Gardner.

examples I would use.

Changes.

 Planning a Reading Programme. 

My top takeaways from today's session are - 

Integrate Reading Across the Subjects by including reading activities in different curriculum areas and topics or choose texts from the other curriculum areas, for example

Use 

• texts to teach writing figurative language. Metaphors, Similies and Personification.
• a range of text types, for example fiction, non-fiction, visuals, videos,  science articles, local purakau,  historical fiction, and math-related stories. 

A good tracking and monitoring system to keep everything together. It also gives the students responsibility to meet their learning expectations. 

Having everything in one place will make tracking easier and more manageable.

Regular check-ins with students and Reading Tracker will help identify trends/needs to make adjustments to my programme as needed. 

A great day of learning with the wonderful Manaiakalani RPI team. 

My next steps are, to follow up on any adjustments to my Reading programme to move forward. 

Looking forward to the next workshop. 

Reading Practice Intensive Day 3 - Adding on.....

 Reading Practice Intensive Day 3.

My takeaway from today's session is THE WHOLE DAY SESSION.

I think the most important piece of learning for me today that I could use in my class is the session, Selecting Texts for the Wider Reading Programme. 

My need is to be able to make more opportunities to add to what I am currently doing in my class. 

Adding on to - 

Reading to and Shared Reading, I would like to timetable opportunities for

[Manaiakalani - RPI Day 3 Wider reading programme]

and 

I look forward to the students in my class being able to enjoy another way of reading. 

[Manaiakalani - RPI Day 3 Wider reading programme]

Takeaway

Day 2  RPI - Know your learners as readers. Assessment 101 with Naomi.

I thoroughly enjoyed 'The chalk-and-talk' session with Naomi,  where we were shown how to link the reader profile to the Pillars of Practice to get to know learners as readers. 

Pillars of Practice - Designing reading with an end in mind.

[Manaiakalani - RPI Day 2]

Assessment - A closer look at assessment to inform. 

[Formative and Summative] - Data is collected, then what?

How can the data be used?  

'What matters most is not so much the form of the assessment, but how the information is used to improve teaching and learning. Data can be used both formatively and summatively. Formative assessment use can be thought of as making decisions about “where to next”: what actions will be taken to move from where we are to where we want to be. Summative assessment looks at the data after the actions and asks how successful we were at making the changes we planned for. How much of a difference did we make? Did we achieve the gains we should have?'

[Know your learners as readers. Assessment 101 - Notes from Slide 5]

Both formal and informal assessments are important for making MORE RELIABLE judgments.

[Manaiakalani - Assessment 101 Slide 8]

The purpose of formative assessment is to identify the next steps of learning, track learning and give feedback.

The goal of summative assessment is to evaluate student learning at the end of a unit of work, at the end of a term or year, by comparing it against a standard or benchmark.

[Manaiakalni - Assessment 101 slide 9]

This leads to the goal, 'Assessment Capable Learners'

My takeaway gem - Designing reading with an end in mind.

NOW YOUR LEARNERS AS READERS: 

Assessment 101

Reader Profile Survey - RPI

 

Reader Profile Survey - RPI

 The Reader Profile Survey has given me insight into the students in my class as readers.  

The areas of the data I found most interesting will be what I will focus on sharing and help me organise a class library to suit my students' book/ reading choices and make recommendations for new books in our school library.

1. Do my students like reading at school?

2. Do my students prefer reading in their own time for enjoyment?

3. Are my students currently reading a book for enjoyment?

4. What types of books do my students like to read in their own time?

5. What are my students' favourite times to read?

6. What are some of the most recent books my students have read?

I also chose the following two questions to inform me of what my students see as being important to be a good reader. 

9. What skills do my students think they need to be good readers.

10. What my students want to get better at in reading. 

Watch this space.   

I had a glitch with collecting my data when I used and shared the wrong form with my students. I saw my students working on and completing the form but could not see the data. 

Thank goodness the issue was solved [Thanks Naomi] and I am now working on putting the data from the 10 questions I have chosen into graphs. Look out for my data slide presentation.  

Thank goodness for Manaiakalani Toolkits. I managed to get graphs to show responses to the questions I chose to use from the survey to find out the book types the students in my class like to read and how this can help us to set up a class library to better suit what my students like and want to read. 

I like reading at school.

I like reading books in my own time for enjoyment. 

I am currently reading a book for enjoyment.

Types of books I like to read in my own time. 

My students' favourite time to read.

Students favourite books to read. 

Two questions that helped me to get to know my students as readers are -  

What skills do my students think they need to be good readers.

Although the students listed several skills that could help them with reading, it was interesting to see from the students list, reading more stood out among all the other skills mentioned.  

The second question is - What  do my students want to get better at in reading.

What interested me with this graph is that most students wanted to get better at being focused when reading.  I wonder why being focused is a priority for the students when it comes to reading? 

 This would be a good question to ask in group reading discussions. 

Day One RPI [Reading Practice Intensive].

Today is the first day of the RPI [Reading Practice Intensive] PLD for 2024. The first hui is online. 

Facilitators of RPI for cohort 1 2024. 

Dr Naomi Rosedale                            Kiri Kirkpatrick                            Sharon Spragg

         

The guest speaker - Dorothy Burt shared what acceleration looks like- 

 

Think about the travelators in an airport. The person on the travelator walks along it while moving reaching their destination quicker than those people walking beside.

                                      

The Reading Practice Intensive overview helped be to understand what the expectations are through 4 goals.

What do good readers do?

Good readers use strategies, grow self-efficacy, read for enjoyment, show dispositions (their way of thinking, cognitive engagement and Participation engagement.

Introduction to RPI Cohort 1 2024