RPI Day 3 Reflection

Today made me think more carefully about the texts I choose for my students. I realised how important it is to pick texts that students can connect with and relate to. They should be able to see themselves in what they are reading, but also learn about people and experiences that are different from their own. This helps them understand the world better and build positive values. For example Pauline and Toni in my class are from Tonga and they adore their Tongan heritage however since they never visited Tonga, I could have books about Tonga such as myths and legend from Tonga as a means of culturally enrich them both with more knowledge about their country of origin. I also thought more about how I group my students. There is a place for both mixed ability groups and same ability groups, depending on the purpose. It made me reflect on being more intentional with how I group students during reading time and be more careful when it is time to move them up. I also was able to self reflect and realize I need to be more specific with the texts I select during my guided reading sessions as it needs to match both student interest and the learning intention. It’s not just about picking a “good” book — it needs to support what I am trying to teach and what the students want to learn more about. Furthermore, another thing I noticed during one of our discussions around “Taking stock and tuning up”, I realized the thing I am proud of is how much I have promoted reading to my students through independent reading. I make sure all of my students get AT LEAST 20 minutes of independent reading per day every day of the week. I managed to break it down into two 10 to 15 minute sessions a day right after they come back from play time and I use reading as a means for them to get their heart rates down and just to bring down those energy levels and get into “zen mode” hahaha. However, an area I would like to work on more is “Reading to” part and this is something I have talked with my Mentor Josh about and he is helping me out with different strategies to get this done more efficiently. Lastly, I reflected on my task boards. I need to make sure that all tasks clearly link to the learning intention and success criteria, and that they flow well together. Everything should have a clear purpose and help students move towards the goal. Overall, today reminded me to be more thoughtful and intentional in my planning so that everything I do supports student learning in a clear way. I really enjoyed today's session and I thank Amie for doing an excellent job in facilitating the whole day's programme.

RPI Day 2

Today's PLD had alot of korero around the PAT data assessment and how effecttive it can be for planning and teaching, I learnt that assessment data is not just for reporting marks back to our whanau, it’s a way to really find out what students can do, where they need support, and what their next steps are. Looking at my PAT data got me thinking about my students’ gaps and helped me see how important it is to plan learning intentions and success criteria that are clear and achievable for each learner. It was also awesome that Kiri and Amie acknowledged that the LI and SC doesn't need to be super fancy but simple and easy to be understood by our learners. I realised that I can be more intentional about teaching reading when I really know my students. If I know their strengths and gaps through assessments then its far easier to plan lessons that actually meet their needs instead of just trying to tick off a box. I also feel more confident knowing that clear learning intentions and success criteria give both me and the students a focus of the lesson and it’s not just “Hey! Let’s read this book,” it’s “practice this skill, show this understanding.” This helps me see reading as a teaching process I can guide, not just something the students do alone. I will use what I learned today by making sure students know their own reading goals and what success looks like. I also learned that knowing each student’s reading habits and interests really matters. I can suggest books they will actually enjoy, and that will help build both their skills and their love of reading and I loved the example that was given by Kiri about the use of EPIC app and getting students to read a scary book and this kind of sets a purpose for reading instead of students just browsing randomly. Next week we have a parent teacher conference and I could also share with whānau that supporting students to read at home isn’t just about having them read any book, but about helping them enjoy reading and notice their progress. I will also promote our local library to the parents so they can visit it more often with their children.

Reader Profile Survey Reflection

When I looked at the survey results, one thing really stood out to me. Every student said they love reading and feel passionate about it. On the surface, this is extremely positive and something I’m proud of as their teacher. It shows that reading has a positive image in our classroom. However, when I looked deeper at their habits, I noticed something interesting. Most students only borrow books once a week — when we visit the school library together. Very few are independently borrowing books outside of that time, and many do not have a local library card. This made me reflect on the difference between enjoying reading in theory and actively engaging in reading in daily life. It made me question whether students see reading as something connected mainly to school, rather than something they independently seek out. It also highlighted possible barriers. Some students may not have easy access to books at home. Others may rely heavily on school structures to prompt reading. Even though they identify as readers, they may still need support to build independent reading habits. Moving forward, this has challenged me to think about how I can strengthen reading beyond the classroom routine. For example, I could: Encourage students and families to sign up for local library cards. Create more opportunities for book recommendations and peer sharing. Increase access to engaging texts within the classroom. Talk more openly about when and how I read in my own life. Overall, the survey results were encouraging, but they also reminded me that building a love of reading is not just about attitude — it is about helping students develop consistent reading habits and access to books. This is an area I would like to explore further in my practice

RPI Day One Reflection

What did I learn that increased my understanding of an effective reading programme? One thing that really stood out to me this week is that reading is much bigger than saying words correctly. Strong readers are active thinkers. They question, connect ideas, and read for different reasons — sometimes to learn, sometimes for enjoyment. I realised that a reading programme should help students grow as confident, motivated readers, not just accurate ones. I also reflected on how important the classroom environment is. Students need to feel safe to share their thoughts and respond to others. Without that culture, reading stays silent and individual, instead of becoming something students learn from together. Another idea that stayed with me is that motivation matters. When students feel capable, they are more willing to engage. That reminded me that building positive reading experiences is just as important as teaching strategies. I was also challenged to think about myself as a reader. If I want students to value reading, they need to see that it has value in my life too. I now see more clearly that reading supports learning across all subjects. When students can use reading skills in different contexts, it becomes a tool for understanding the world, not just a classroom task. What did I learn that could improve my capability and confidence in teaching reading? This learning helped me shift how I think about my role. Teaching reading is not about checking answers — it is about guiding thinking. I need to show students how readers make sense of ideas, not just what the right answer is. I also gained clarity around the importance of structured talk. Students cannot be expected to discuss ideas effectively unless they are taught how. When expectations for listening and responding are clear, discussions become more meaningful. This gave me confidence because I already support these kinds of interactions in other learning areas, so I can transfer those practices into reading. Another useful takeaway was the importance of understanding students as readers. Learning about tools that help identify students’ interests and habits showed me that planning should start with knowing who my learners are. This helped me feel more purposeful and intentional in my approach. What did I learn that could be used with my learners? I realised that my own attitude toward reading directly influences my students. If I want them to see reading as enjoyable and worthwhile, I need to demonstrate that belief through my actions. Talking about books, sharing recommendations, and showing genuine interest can make reading feel more real and relevant to them. I also recognised the value of intentionally learning about my students’ reading preferences. Gathering information about what they like and how they read will help me support them more effectively and guide them toward books that engage them. Another practical takeaway is the need to explicitly teach how to participate in reading discussions. Students benefit from clear guidance on how to listen, respond thoughtfully, and respect different viewpoints. These behaviours support deeper thinking and more meaningful learning conversations. What did I learn that could be shared within my wider community, with either colleagues or whānau/aiga? A key message I would share is that developing readers is not something that happens only at school. When adults show interest in reading, talk about books, and encourage reading for enjoyment, children’s confidence grows. I would also share the importance of understanding students as individuals. Learning about their interests helps us guide their reading journey more effectively. Supporting reading works best when teachers, families, and students work together with a shared purpose.

Teaching as Inquiry Process

 

Below is an overview of the of the labels for each stage of the TaI Framework

LEvidence	Learn - Gather Evidence	CPlan	Create - Make a plan	SPublish	Share - Publish
LScan	Learn - Scan	CTry	Create - Try new things	SCoteach	Share - Co-teach
LTrend	Learn - Identify Trends	CInnovate	Create - Innovate	SModel	Share - Model
LHypothesise	Learn - Hypothesise	CImplement	Create - Implement	SGuide	Share - Guide
LResearch	Learn - Research	CReflect	Create - Reflect	SFback	Share - Feedback
LReflect	Learn - Reflect			SReflect	Share - Reflect