RPI Day 6 Reflection

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

I learned that vocabulary is a key part of learning and is closely connected to the Manaiakalani kaupapa of empowerment. The more robust a student's vocabulary is, the more confident and successful they can be in listening, speaking, reading, and writing. I also learned that vocabulary development plays an important role in supporting students who may be disadvantaged in oral language and literacy development. Children grow their vocabulary through rich conversations with adults, listening to stories, and reading widely. In addition, digital tools can be powerful for building vocabulary through audiobooks, in-text support, immediate feedback, repeated exposure to words, and increased engagement. This learning reinforced the importance of using digital tools such as Wordwall, Vocabulary.com, and Quizlet to empower students to create their own quizzes, flashcards, and word lists, helping them take greater ownership of their learning.

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

I learned that effective vocabulary instruction is essential for reading success and cannot be left to chance. It requires a deliberate and balanced approach that includes building word consciousness, explicit and interactive teaching of vocabulary, providing multiple opportunities to encounter and use new words, teaching strategies for cracking unfamiliar words, and developing morphological knowledge. Through the robust vocabulary activity with a buddy, I experienced how discussion, collaboration, and repeated exposure to words deepen understanding. This learning has increased my confidence in planning purposeful vocabulary instruction that helps learners access increasingly complex and curriculum-specific texts.

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

I learned the importance of creating a vocabulary-rich classroom where words are explored, discussed, and celebrated regularly. The buddy activity demonstrated how structured discussions, supported by clear ground rules, encourage learners to share ideas, listen respectfully, and build on each other's thinking. I can use strategies such as word maps, word consciousness activities, "word of the day" challenges, and "word sneak" games to encourage students to notice, use, and experiment with new vocabulary. Having a consistent system for displaying and revisiting words will help ensure learners encounter vocabulary multiple times and in different contexts, strengthening both oral language and reading comprehension.

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

I learned that vocabulary learning is most effective when it is intentional, engaging, and reinforced across different settings. This understanding could be shared with colleagues to promote consistent approaches to vocabulary instruction across classrooms, including the use of explicit teaching, multiple exposures, and word consciousness activities. I could also share with whānau and aiga the importance of talking about new words at home, reading together, and encouraging children to use interesting vocabulary in everyday conversations. By working together to build rich language experiences, we can help learners develop the robust vocabulary needed for success in reading and learning across the curriculum.

Reflection on Timetable Adjustments and Independent Learning

 After our session, I adjusted my task board by adding ReadWorks and LiteracyPlanet to the weekly choice board. I created student logins for these platforms and started assigning specific tasks through Epic, ReadWorks, Sunshine Online, and LiteracyPlanet. This ensures students are reading texts linked to our inquiry and writing topics and completing quizzes and follow-up tasks afterwards. Previously, I did not realise that assignments could be given through these apps, so this has been a valuable learning for me. Since ReadWorks and LiteracyPlanet are new to the students, they have been highly engaged and excited to use them.

Students are enjoying the weekly choice board and are very engaged with the digital reading activities, even during SSR time. I have also adjusted my weekly timetable by adding handwriting and spelling, as these were already being taught but were not clearly shown in my timetable.

I am focusing more on high expectation independent activities by making tasks purposeful, connected to classroom learning, and encouraging accountability. The changes I have made have helped students stay focused, work independently, and take greater ownership of their learning. I have also included reading comprehension and follow-up tasks that encourage deeper thinking and meaningful engagement.

RPI Day 5 Reflection

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

Reading through different class sites helped increase my understanding of the kaupapa and pedagogy of the Manaiakalani Reading Programme. I learnt that equity is at the centre of everything we do and that teaching should be visible and accessible for all learners. The priority goals of the class sites are engagement, personalised learning, accelerated achievement, and empowerment. I also noticed the importance of having a clear and organised class site that is easy for learners and whānau to access without passwords or usernames. Using tools like Muzify also seemed interesting for supporting group learning while ensuring all learners have equal access.

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

Planning a reading programme helped me think more carefully about how I structure my reading programme. I learnt the importance of having a mix of print and digital texts and making planning realistic by focusing on the important features. I also realised that reading learning happens across the whole curriculum, not just during reading time. The discussion around teacher and learner timetabling also showed me how important consistency is.

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

I learnt that guided reading follow-up tasks and independent activities should have a clear purpose such as building comprehension, vocabulary, discussion, engagement, and learner empowerment. We also explored skill builders like inferring and looked at useful resources to support this. One thing I found really useful was learning that with Epic, Sunshine Online, and ReadWorks, I can give assignments to my students, which is something I would like to start using more in my classroom. I have also created an account on ReadWorks and invited my students, so I will start using it from next week. I also liked the idea of teaching students to read like writers and write like readers.

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

Strategies for reading difficult words is something I think would be useful to share with colleagues and whānau/aiga so learners can also be supported at home. We also talked about structured reading, digital reading apps, and ways timetabling can help empower learners, which are all ideas worth sharing with others.

Reflection on Reading Group Practice Adjustment

Teaching students to engage in the strategic actions needed to process increasingly complex texts has encouraged me to make some adjustments to my group reading practice. I have started using a quieter reading approach where students read independently while I listen in, observe, and make notes using the fluency rubric and modelling book. This has helped me notice individual strengths and next steps more clearly.

I have also begun using Screencast alongside the fluency rubric. Students are able to hear and see themselves reading, which helps them reflect on their fluency and identify areas they need to improve. This has supported greater student ownership of learning, as they are becoming more aware of what successful reading looks and sounds like.

RPI Day 4 Reflection

 

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

I learned more about the framework for small group reading instruction and how important explicit teaching, modelling, scaffolding, and discussion are in reading. I also liked learning more about the comprehension taxonomy and the different types of questions we can ask students.

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

I learned better ways to observe reading using the Learning to Reading (LtR) tool instead of going around the group one by one. I liked the idea of students reading quietly while I listen in and make notes using the fluency rubric and modelling book. This helped me think more about what to notice during reading. I also loved the exemplars and templates provided for us to follow as it makes preparing teaching slides much easier.

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

I loved the fluency rubric because students can clearly see where they are at and what they need to work on. I also liked the “response-to-text” follow-up activities and the questioning examples linked to the taxonomy. It was a good reminder to build conversations instead of just asking lots of questions. The ideas for creating a digital modelling book and what to include in it were also really helpful and useful. 

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

I could share the fluency rubric, observation ideas, and questioning strategies with colleagues. I also loved the resource room provided for practice ideas and activities that could be used with learners or shared with whānau/aiga to support reading at home.

Reflection on Text Coverage Planning

 

Reflection on Text Coverage Planning

Over the past few weeks, I have been reflecting on my text coverage planning, particularly the use of text sets in reading. One of the main challenges I faced was limited access to resources. The Colour Wheel books were in short supply, and there were no soft copies available online, making it difficult to ensure all students could engage with multiple texts at the same time.

As a result, I shifted to focusing on one core text each week. While this was initially due to necessity, it proved effective. Students were able to engage more deeply, revisit key ideas, and build their comprehension with greater confidence. I also noticed that when multiple texts were introduced, many students struggled to complete follow-up tasks, so simplifying the focus supported better participation and completion.

To support wider exposure, I added related articles and videos to my taskboard. This allowed students to access additional content in different formats, helping to build background knowledge while still maintaining a clear focus on the main text.

Moving forward, I aim to balance depth and variety by continuing with a core text while thoughtfully incorporating supporting resources. This experience has reinforced the importance of being flexible and responsive to student needs, ensuring that planning supports both access and meaningful learning.

RPI Day 3 Reflection

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

I learned that in the Manaiakalani Reading Programme, both traditional and digital texts are equally important, and reading should go beyond just the written words to include multimodal elements that support higher-order thinking and critical analysis. I now understand that reading apps are useful, but they are not a substitute for explicit teaching, and are best used during independent reading time or as fast-finisher activities where students have choice. I also learned the importance of using the built-in features of these tools, along with simple platforms like Google Forms, slide decks, and blogs, to track student engagement and provide evidence of learning. Exploring digital tools such as voice typing, AI, and videos has shown me how to better engage students and support their understanding, while also giving them different ways to respond to their reading.

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

I learned that choosing appropriate texts is important for improving my confidence in teaching reading, especially by ensuring there is a balance where students can see themselves as well as learn about other perspectives, as highlighted by Rudine Sims Bishop’s idea of “mirrors, windows and sliding glass doors.” I also developed a better understanding of grouping, using a mix of levelled and mixed ability groups, and being flexible based on student needs. Planning and sequencing texts across the wider reading programme, including shared, guided, and independent reading, helped me see the importance of coverage and building strong text sets. I also learned to keep my planning sustainable by not trying to do everything at once and focusing on what is manageable. Using the task board effectively, with clear learning intentions, formative check-ins, and opportunities for discussion, has helped strengthen my practice and better support students as readers.

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

I learned that I can use a mix of levelled and mixed ability grouping depending on the task and be flexible based on my learners’ needs. I can select texts that act as mirrors and windows so students can relate to them while also exploring new perspectives. Using a variety of reading approaches like shared, guided, and independent reading will help provide better coverage. I can also use my task board more effectively by having clear learning intentions, regular check-ins, and opportunities for students to discuss their thinking. Additionally, I can use digital tools and different ways for students to respond to their reading to increase engagement and track their learning. I also realised that I do not currently use paired or buddy reading, which I could start practising, along with giving students more opportunities to work with longer texts.

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

I learned that I can share the importance of using a mix of traditional and digital reading approaches, and how reading apps can support engagement but not replace explicit teaching. I can also share strategies like using a combination of levelled and mixed ability grouping, and selecting texts that act as mirrors and windows for learners. With colleagues, I can share how using a task board with clear learning intentions, check-ins, and discussion opportunities supports student progress. With whānau/aiga, I can encourage regular reading at home, including using digital tools, and explain how this supports their child’s learning and engagement.

RPI Day 2 Reflection

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

Through this learning, I developed a deeper understanding of the kaupapa and pedagogy of the Manaiakalani Reading Programme, particularly the Learn | Create | Share model. I learned that learners’ blogs are not just a place to upload work but a platform where students can make their learning visible and share it with a real audience.

The example of Podcasting with KPE showed how literacy learning moves through a meaningful cycle. Students learn by reading books, create by writing and recording their reviews, and share their work online. This process integrates reading, writing, speaking, listening, and thinking in authentic ways. This has highlighted the importance of including podcasts in our reading programme.

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

In today’s RPI session, we looked at Assessment 101, assessment tools, keeping track of learning, and learning intentions and success criteria, with a strong focus on knowing our learners as readers. I learned that using both formal and informal assessment helps us make more reliable teacher judgements about where our students are at and what their next learning steps should be.

We also focused on keeping track of learning using the teacher workbook. We recorded students’ PAT scale scores and looked closely at the PAT reading next steps. By analysing individual PAT comprehension results, we were able to identify specific learning intentions for our students.

One thing I found particularly useful was learning that NZCER provides links to the Assessment Resource Banks (ARBs). These resources can help support the specific question types students struggle with. I like the fact that these resources can help me confidently work on students’ gaps and support their next learning steps.

This session also reinforced the importance of breaking learning intentions into smaller, clearer steps so they are easier for students to understand and continuing to use what we know about our learners as readers to inform our teaching throughout the year.

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

From today’s RPI session, I learned several strategies that I can use with my Year 6 learners in the classroom. One key learning was the importance of using both formal and informal assessment to understand where my students are at in their reading. By looking closely at the PAT comprehension results, I can identify specific next steps and plan more targeted learning for my students.

I also learned the importance of breaking learning intentions into smaller, clearer steps so they are easier for students to understand. With my Year 6 students, I can also give them more ownership by co-constructing the success criteria together. This will help them understand what successful reading looks like and what they are working towards.

Another important takeaway was the importance of knowing my learners as readers. Using information from reader profile surveys, assessment data, and observations will help me choose texts and plan learning that connects with my students’ interests and needs.

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

One key learning I could share with my wider community, including colleagues and whānau/aiga, is the importance of using assessment information to better understand our learners as readers. By combining both formal assessments, such as PAT results, and informal observations, teachers can identify students’ strengths and next learning steps. I could also share how breaking learning intentions into smaller, clearer steps and co-constructing success criteria with students helps them better understand their learning and take more ownership. This approach supports more targeted teaching and helps ensure that learning is meaningful and responsive to students’ needs and interests.

 

What Kind of Reader are You?

 

When I looked at our survey results, I noticed that 57.9% of our class said they are currently reading a book for enjoyment, while 42.1% said they are not. This tells me that more than half of our class already see themselves as readers who read for pleasure, which is a positive start.

However, a large number of students are not reading for enjoyment at the moment. This makes me reflect on how I can better support those students to build their reader identity. I need to continue modelling my own love of reading and use Think-Alouds so students can see how a good reader thinks, questions, and makes connections.

These results show that we still have work to do in building a strong reading culture in our classroom. My goal is to help all students see reading not just as a school task, but as something they can enjoy and choose to do independently. By understanding where my students are at, I can plan more intentionally to accelerate the progress of my target learners and strengthen their confidence as readers.

RPI Day 1 Reflection

 What did I learn that increased my understanding of an effective reading programme ?

This week we focused on the characteristics of a good reader. I learned that good readers do more than just read the words. They decode and make meaning, use strategies, read to learn, enjoy reading, and read widely. They grow in confidence and participate in the classroom, at home, and in society. This helped me understand that an effective reading programme must build skills, confidence, and motivation — not just accuracy. Classroom culture and clear ground rules for talk are important so students can share ideas and learn from each other.

McNaughton (2020) says students need independent engagement and motivation in reading and writing. Confidence and achievement are connected. This reminded me that building positive attitudes towards reading is just as important as teaching the skills. I also learned about the idea of teachers as readers. If we want students to enjoy reading, we need to be reading role models. This means knowing our students, knowing children’s books, sharing our enthusiasm, and encouraging reading for pleasure.

Reading across the curriculum is also important. When we teach reading skills in all learning areas, we help grow good readers who can use reading to learn in every subject.

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

I learned that teaching reading is more than just giving students a text and asking questions. It is about modelling how to think, creating strong discussion, and being a reading role model. Understanding what makes a “good reader” helped me see that reading is about thinking deeply, making connections, and talking about ideas — not just reading the words correctly.

I also learned that ground rules for talk need to be clearly taught so students know how to listen, respond, and build on each other’s ideas. This gave me more confidence because I can use the same discussion skills I use in maths during reading time. Using tools like a reader profile survey also helps me understand my students better. When I know their interests and habits, I can plan more purposefully. Overall, this learning helped me feel clearer about my role as a reading teacher and more confident in the strategies I can use in my classroom.

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

I learned that I need to be a reading role model for my students. If I want them to enjoy reading, I need to show that I enjoy it too by sharing what I read and recommending books to them. I also learned the importance of really knowing my students’ interests so I can suggest books that suit them. I would take a reader profile survey with my class to better understand their reading habits and preferences. This will help me plan better and support them in becoming more confident readers.

I also learned that ground rules for talk are related to our school values, class treaty, and key competencies, but they are not the same. Ground rules are more specific to how we speak and listen during discussions. This helped me understand that I need to clearly teach and practise talk rules with my students. For example, how to listen without interrupting, how to build on someone’s idea, and how to disagree respectfully. Even though these connect to our school values like respect and responsibility, they need to be made clear during reading discussions. I can use this in my classroom to improve the quality of talk and help students think more deeply about texts.

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

I learned that being a reading role model is very important. This is something I can share with my colleagues — that when we talk about books, recommend texts, and show our enjoyment of reading, it makes a difference to our learners. I can also share with whānau/aiga that simple things at home help build strong readers. Talking about books, listening to children read, and encouraging reading for pleasure can grow confidence.

Another key learning I can share is the value of using a reader profile survey. This helps us understand students’ interests and habits so we can better support them both at school and at home. Overall, I learned that growing good readers is a shared responsibility between teachers, students, and families.