Text Coverage

 Text Coverage - Planning to Support Text Type Inclusion

During the recent holidays, I finally made some traction with my RPI mahi, including working in my Teacher Workbook to create my yearly plan for the remainder of the year and sourcing different texts for the Text Coverage sheet.

I have based my Reading focus on language weeks, significant events such as the Olympics, our Inquiry unit which is based on Tukutuku and Te Ao Māori, where we will read pūrākau and local iwi stories. Term Four has some gaps at the moment, which will be filled in once this term is done and I can see what ākonga want to read about.

From my previously done stocktake, I realised that I have very little poetry and am also lacking shared reading. I do read books to the class and also use online books through Vooks, our values focus and Epic, but I feel like I could be doing a better job and be more deliberate with shared texts. 

For the Olympics, I couldn't find poetry books so I created a slide with poems that I found online. I also made Google Slide versions of some books for Cook Islands Language Week. 

My First Three Weeks:

Some texts I am using will last for more than a week, however I didn't paste them into every one, although I may for the following weeks. 

I really like the text coverage sheet because it makes me think about different text types and making sure that I have a range of texts to suit ākonga needs and interests. It also helps when creating taskboards. 

At the start of the term, we introduced Multiple Intelligences because our Olympics unit is based on these and Bloom's Taxonomy. The original plan looked like this:

We transferred the content from a Google Doc to a site which we can add to and provide learning opportunities for developing digital skills. 

As far as my text coverage sheet goes, my next step is to find and link in reading materials for the upcoming topics, which are Tukutuku, Tonga and the Paralympics. 

The reason I think this is relevant to the text coverage, is because it has encouraged me to have learning conversations with ākonga about their strengths and preferences which will help me provide a more fulfilling and personalised programme. Our next step is to look at learning styles.