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.
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