Session One: Reading is Core to Learning
After attending the first RPI session of this programme I have walked away with confirmation of many ideas and concepts I already believed and followed, as well as tangible next steps and pedagogy to share with my ākonga and colleagues. This session was based around 'Reading is the Core to Learning.'
Reading is the core to learning, we expect children to learn 11 different curriculum areas yet literacy and being able to read is essential for success in all of those other areas. We need our children to be accelerated in reading learning this year, they need to learn 2 years of content in a year.
Understanding the wide range of different characteristics of a 'good reader'.
Learners need opportunity to read in all areas of the curriculum as the NZ Curriculum is expecting us to do. A reminder that reading and writing is linked, if you can read it, you can write about it in some way.
During our case study session we saw some fantastic learn, create, share examples to encourage students to read during the holidays. Reflection on this activity is below:
How did Robyn create opportunities for cross-curriculum connections?
She created cross-curriculum activities starting by getting students to participate in a reading survey online, this is linked to Cybersmart, reading, self-reflection and statistics. After that students analysed all the data and graphed the results - more statistics. They then came up with different activities to encourage students in their school to read, this is reading, and inquiry and some of them also stepped up and volunteered to read to junior students at their break times - which is delving into leadership and mentoring roles. She gave the students agency by letting them create their own activities to encourage others to read, as well as allowing them to analyse data their own class completed. Writing a reflection on their blogs flows into the writing aspect of literacy.
2. How were learners positioned to take ownership of the reading intervention?
She gave the students agency by letting them create their own activities to encourage others to read, as well as allowing them to analyse data their own class completed. Students explained and led other students through different activities to encourage reading across the school. They also had ownership writing their reflections which they put onto their blogs, and speaking and presenting to a group when sharing results of the reading survey.
Increased my understanding of kaupapa and the pedagogy of the reading programme:
The 'Reading Pillars of Practice' activity was particularly useful and helpful to have all of those steps across the structure set out in one place for us to reflect on what is already taking place in the classroom and what needs to be strengthened and practiced more. It is exciting to see a roadmap of what the next 8 sessions will cover.
Learning to improve capability and confidence in teaching reading:
It was nice to be reminded to share my own reading passion with my students.
Link between text-based discussion and oral language. Taking specific language that was in the text takes the words off the page and into real life, hopefully leading them to expand their personal vocabulary. This can also be linked into our numeracy programme we run at school and encouraging group roles and set out protocols for talk.
Next steps with learners:
Sharing and setting up those group protocols for having text-based discussions, these can also be linked to all dialogic discussions we have in the learning space. After that is set up, sharing LIs and SC and reflecting on these with one tangible goal for the next step. Further on in the year - co-constructing LI and SC. Continue to link literacy and the texts we are reading/viewing with the Mitey programme.
Next steps with community:
Share the 'Activity Quest' taskboard that was created for the Kākāpō reading group with colleagues and see how we can adapt and use this on our own. Something that stood out for me is the concept of providing choice, but doing it in a manageable way so that we are not creating more work for ourselves. The taskboard as mentioned above has many ideas.
