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.