RPI Day 9 Reflection

 Overall RPI Reflection

Before starting the Reading Practice Intensive (RPI) programme, I used to think that teaching reading was mainly about taking guided reading groups, listening to students read, and giving them comprehension questions. I now realise that reading is so much more than comprehension. It is about building vocabulary, strengthening decoding skills, and encouraging students to think deeply through questioning, inferring, analysing, and discussing texts.

The sessions on Guided Reading, Comprehension, Vocabulary, and Decoding were my favourite because they gave me practical strategies that I could use straight away. One of the biggest changes in my classroom has been redesigning my reading taskboard. It is now much more purposeful, supports independent learning, and gives students clearer pathways for reading and responding to texts.

I also loved the focus on sharing. Next term, I want to introduce a Whānau Reading Interview, where students read a favourite book with a family member, answer a few questions together, and upload a photo of them reading or draw the book cover. I hope this helps strengthen learner voice and builds meaningful partnerships between home and school.

This PLD has changed the way I view reading. My goal is to create confident readers who not only understand texts but also think critically, collaborate with others, and enjoy sharing their reading journey.

 Reader Profile Survey Reflection

When I analysed our Reader Profile Survey, I was encouraged to see that 93.8% of my students said they enjoy reading for pleasure or enjoy having someone read to them. This was a wonderful result, as it shows that the majority of my learners already have a positive attitude towards reading and are beginning to see themselves as readers.

The survey also highlighted an important next step. Half of my class have a public library card, while the other 50% do not. Although students enjoy reading, many have limited access to books outside the classroom, which can make it more challenging to develop regular reading habits and sustain reading for enjoyment.

This is an area I want to strengthen by building stronger partnerships with whānau. I plan to encourage families to sign up for a local library card and make greater use of the National Library service so students have access to a wider range of high-interest texts. By increasing opportunities to read at home, I hope to continue nurturing confident readers who choose to read for pleasure.

This survey has provided valuable insight into my students’ reading identities and will help guide my next steps in creating a rich and sustainable reading culture both at school and at home.