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.