This blog aims to record and reflect on ways I demonstrate knowledge and application of Our Code, Our Standards as outlined by the New Zealand Education Council. This blog was created in 2018 and the intention is for it to continue to be used in years to follow.
I was meant to do this survey in Term Two, but my teaching partner had done it with our whole hub in Term One so I used that information and put it into my workbook.
To start Term Three, I adjusted the survey a bit and got my ākonga that I take for Literacy, to complete it on our first day back at school.
On the day of the survey, I had 24 ākonga at school. Eight Year 5s and sixteen Years 6s.
I am quite concerned that I only have four ākonga that really like reading at school. Twelve like it, but eight don't at all. This is not good for me as it would be difficult to make progress in an area that you don't really enjoy.
Question two is also a concern as more ākonga don't like reading for enjoyment, than those that do. After looking at this and when introducing Rules for Talk, I held a discussion around this piece of data. Ākonga got in groups and had discussions, using our learning intentions and success criteria, to come up with ideas about why this might be and then, what we could do about it.
After the group discussions, ākonga used Jamboard, for the first time, to collate and share ideas for how we might increase interest in reading for enjoyment.
This is quite amazing data. Only four of the twenty four ākonga surveyed, go to the local library. In the April holidays of 2024, our community opened a new library and swimming pool complex. The official opening was in the holidays and we were lucky to be able to take part in this with some of our senior Kapa Haka students. In the first week back to school, I organised a day where I took those ākonga as a way to engage with the new space and also as a thank you for giving up their time. (The whānau who brought their kids down, were amazing as always).
I have been in touch with Matatiki, our new local library and am in the process of working out some kind of plan to get kids in there.
The results to this question surprised me. I think there must be some kind of disconnect where ākonga don't see learning from reading.
I remember the days when I would buy books for presents or my son would receive some beautiful books that we thought were real gems. I recently found a book that my sone, who is now 19, received when he was born. It was The Whale Rider. Inside, was a note written by a friend of mine saying for me to read it to him. (I must do that again. I can imagine his face when I rock in for story time).
It is really important for me that ākonga feel that they are good at reading and that they see their progress. I remember a couple of years ago when a Year 6 boy who had struggled with learning for years, had been reading at Magenta and then went up to Red. He was so excited and proud. I want that feeling for all kids.
I wonder how we can compete with the level of gaming that ākonga now do. I need to use the information from the survey about what ākonga like to read and ensure that I provide these materials for them. I think it would also be beneficial to reignite our focus on reading for enjoyment and maybe having more sharing, more opportunities and incentives to read. Definitely a lot to think about.
building...... Romance,Funny Nature scary books I like to read books about fairytales and fiction books. Dragons Unicorns Murder Mystreys, Ficton, Love, Aliens I like to read books about i don't know nonfiction and fantasy. Clowns, roald dahi. Dog man Funnines. Sports. dogs jets Graphic novels Family stuff and girl heros bratz minecraft losting pelpoe and horror
Usually, I am not a fan of First Aid courses. I haven't kept myself up to date and haven't had a first aide certificate for a few years now.
I was pleased to take part in a course offered by FACT and was on the course with three colleagues. This was easily the best and most enjoyable First Aid course that I have done.
Sharing - An example of another teachers task board:
Task boards might be more than one week. Think of ways to keep a balance so we don't have 'link city'.
A taskboard from Hinemoana Roa-Sampson:
I was feeling really bad about not being able to get much of my mahi done from being out of the class so much, but after hearing from other teachers, it sounds like we are all feeling it. (They have just been more onto it than me).
Have a look through the other cohort Mahi Tracker for ideas about how to utilise these documents.
TEXT SELECTION: Choosing Appropriate Texts
Where are ākonga at as far as the national norm goes?
Do I know what hooks and engages my learners?
Am I building a Community of Readers?
Do I know what is in our school curriculum coverage tracking doc?
An example of tracking coverage:
Texts To See Myself
Mirrors, Windows and Sliding Glass Doors
What resonated? I hadn't heard of the sliding doors. One participant said about False reflection - fiction which made me think about how different cultures, particularly Māori, have been represented in texts in the past.
We need to have a diverse range of texts. Vocabulary is extended through the texts.
When ākonga are selecting texts for themselves:
Instructional group time needs to challenge and extend our readers.
Independent level is good for when reading independently.
What scope is there in your school for ensuring learners have access to window, mirror and sliding door texts?
For me: I need to plan ahead for the rest of the year to ensure I include poetry, plays etc.
How do you consciously monitor the text types that are chosen for learners across a term?
One Way: Teacher Workbook
This text coverage sheet is something I need to try for next term. I have made a start on this for Term Three. My Teacher Workbook
From In The Book Room Video -
Select texts that relate to learning outcomes and include fiction and non-fiction text types.
The task we did with grouping students based on interests and shared learning intentions, was a bit tricky at first, until we assigned a different group for each member.
Kiri Kirkpatrick - How we Group Learners For Reading
We want mixed ability and levelled grouping. Heterogeneous multi
Mixed ability is part of a 'flexible' response to targeted, guided instruction.
It's a good time to use WALHT.
Ideas - Lots of books can allow for mixed ability sessions where we can identify author's purpose, inferencing etc.
I love this. I haven't thought of using a picture book to work on these learning outcomes. This might be a good one to start myself off.
Flexible Grouping: Ambitious Outcomes
See the flea video. If we are limited, we might think we need to stay within our group level. Make texts available for high-interest topics, which will encourage ākonga to extend themselves.
Think about what I am offering. In what ways am I limiting my ākonga?
Key points:
Limit the range.
Make sure kids are comfortable.
Offer texts that have been identified as high interest in the survey.
When do I review groups? I think we need to do this in our hub.
Avoid...in the bottom group and staying in the bottom group at the end of the year.
Make my groups be designed for purposeful, responsive grouping
Reflection:
How are learners grouped in your space? LW - My groups are currently based on their levels.
On average, how long does a group remain a group? LW - I usually have the same groups until mid-year and move around depending on identified needs/level.
How do you ensure that all learners are getting a chance for ‘reading mileage’ at an instructional level across the week? LW - We have Literacy rotation times so the teacher sees a teacher most days. We also have volunteers who come in to support with mileage. I have tuakana/teina reading happening where my kids work with another hub. We do independent reading too.
Ideas from others - Mixed levels could read a big book together.
For me - I need to adjust my groups and allow for multi-level moments. How will I organise my planning side of things and the learning site? Ooooh. I am quite excited about this now.
Dorothy's Kōrero
The power of digital tools to enhance learning for students and teachers. Digital and print are equally important and we need to be managing both. Can be frustrating not having enough print texts. (I think it goes both ways).
Good apps, when effectively used, definitely have a place, however it is teachers who provide the actual instruction. Need to have systematic reading logs or systems for ākonga to share about what they have done when using these apps.
Digitising Print Text - The Tools The Tools
Voice Typing
Google Keep - Take a photo of any text and it will give you the digital version. (Need to look at this).
Preview software on a Mac.
Video form like YouTube -
Adobe Express - This will be awesome for when kids are recording their reading.
Screencast -
Google Vids -
Smart Chips in Google Docs - Never heard of it...need some up-skilling.
Multi-Text -
Multimodal Text Sets - Teachers contribute text sets to this shared resource.
Chat GPT - Watch the toolkit recording. Prompts available and ChatGPT can change the reading ages of the same text.
Planning and Finding Texts For Groups - Some time to search for and select texts.
ARBS Text links column is the focus. What will I need for guided reading and instructional sessions? Guided, independent and shared, but mainly guided.
I am looking for texts based on the Olympics, Cook Islands and then...tukutuku.
Coverage: Multimodal
Text Sets
I need to: Have a hunt for culturally representative texts. Maybe make an online resource through my Cultural responsiveness site.
To determine themes, look for the big idea, what the main character learns and what changes.
When planning a sequence, we can use Journal Surf to look for the topic and then branch out to deeper themes. Challenge texts can be used.
T-Shaped Literacy
See Multi-text Database. I can add to it if things are not there already.
Designing a Text Set - Mine is Olympics Based
(Check the National Library Books Box...that was disappointing. We only have four Olympics books from two boxes).
Look for New Zealand Olympic Team information, sites and biographies. Online stoies.
Challenge:
Scaffolding Text -
Complementary Text -
Tension/Challenge Set -
Student Selected Text -
Skill Builder - Summarising (This will continue to grow over the rest of the course and include a range of comprehension skills).
We could run reading strategy clinics that they can opt into.
Increase opportunities for ākonga to reflect on their learning and the learning intention. Blogs can be used for this.
Read Up on This Guy: Timothy Shanahan's Blog Model deleting the unnecessary information. This highlights the key information. Use of lessons from the Grammar Project.
I should introduce the Reciprocol Reading roles.
Text Selection
Create more opportunities to read. (Buy this)
Be sure to model think alouds.
Shared reading allows all learners to access the text. We can integrate other learning.
Know what the specific focus is on and be prepared to be responsive in teaching.
Read aloud is emphasising the fluency and use of voice to tell a story. Shared reading allows for pause and teaching and discussion. You want to model strategies e.g. summarising. It is important because good readers summarise as they read through a text.
Don't forget about Paired Reading. Buddying up after instructional sessions offers a range of benefits.
Buy this book too.
Make sure fluency is the focus. Ākonga can use supports such as laminated prompts. Add it to the timetable.
Definitely buy this book.
SSR for ten minutes can frustrate learners. Do it for at least twenty or don't do it at all. Timetable in time for independent reading.
A reading club might be cool to do. Look at Chapter Chat.
Long texts build stamina, enthusiasm and engagement across long texts.
Stocktake & Tune Up of My Programme
I haven't quite finished this but it was helpful to have a stocktake today of the reading opportunities I create in class. The main one that needs addressing is shared reading and me actually timetabling it.
I got heaps out of today. I feel so much clearer and in a better mindset about multi level groupings. As I shared in our breakout room, this has caused a bit of disharmony recently due to differing ideas about it and clarity.
I am excited to have a shuffle around of my groups as we head into the second half of the year.
I have a list of books to buy so I am looking forward to that.
I liked the sharing about the Grammar Project, as we have been using the Syntax Project for Writing.
One 'Ahhh yeah' moment for me was when we watched the video with a picture book that didn't have a lot of text but loads of skills for reading could be taken from it, such as inferencing and author's purpose. I can see this being really engaging and opening up opportunities for talk.
My challenge now, is to pull all of these ideas together at the planning stage and implement them in class. I will also be in class more next term, so I can't wait to get started.
