Text Selection Reflection

Over the past week, I have been more intentional with my text coverage and how I plan my reading programme. Instead of choosing random texts, I started thinking more about how my texts connect to each other and to my learning intention. I focused on building a small text set rather than using one-off texts. For example, I included texts that connected to culture and identity. I brought in a text linked to Tongan culture, which supported students like Pauline and Toni in seeing themselves in the learning. I also included other texts that showed different cultures and perspectives, so students were both relating to and learning about others. I noticed that when texts were connected, students were more engaged and able to make links between what they were reading. Discussions were stronger because they had more to say and could build on ideas from previous texts. In my planning, I also made sure the texts matched the learning intention. This helped keep lessons more focused and made the tasks on my task board more meaningful. I am starting to see that text selection is not just about interest, but also about purpose. One thing I am still working on is making sure the level of challenge is right for all groups, especially when using the same theme across different abilities. I also want to continue building stronger text sets that flow more clearly from one lesson to the next. Overall, being more intentional with my text coverage has made a positive difference. Students are more engaged, discussions are richer, and the learning feels more connected.