In today's RPI session, we explored Pillar 2: Using a Range of Multi-Genre, Multi-Modal Text Sets. I enjoy creating text sets, and it's always a helpful reminder to review my work to make sure I'm incorporating a diverse, multi-modal approach to literacy.
Implementing a Rich Text Diet within the classroom, ensuring a variety of genres are available and aligning with students’ interests, can significantly improve engagement. Planning should incorporate a diverse range of texts to cater to all learners.
A key takeaway from today’s session was the idea that print and digital texts should complement each other, not compete. In today’s world, we’re fortunate to have access to a wide variety of digital texts, but it can be frustrating when a needed journal or article isn’t available online or when a print version is hard to find. Engaging reluctant readers remains a challenge for many of us. 
There are several digital platforms and apps, such as Epic, ReadWorks, and others, that support readers and expose them to different genres. While these platforms are helpful, they shouldn't replace quality reading instruction. It's important to monitor students' progress on these apps to ensure they’re engaging with texts that match their reading level.
I really enjoyed watching the YouTube clip of Rudine Sims Bishop’s Mirrors, Windows, and Sliding Glass Doors. Books act as mirrors when they reflect the reader’s own life. They serve as windows when they offer a glimpse into lives and stories that differ from the reader’s own. Books become sliding glass doors when they immerse the reader in the world of the story and evoke empathy for the characters. Seeing your culture reflected in literature is a motivating force for all learners; it also helps you imagine your own place in the world.
Our region has seen a rise in immigration, leading to a diverse mix of ethnicities and cultures in our school community. This diversity offers students the chance to learn from each other's unique perspectives. It's important for students to share their cultural backgrounds, as it promotes inclusion, respect, and understanding. When students share their traditions, languages, and stories, they celebrate their identities and contribute to a stronger, more connected school culture. This exchange enriches learning, fosters empathy, and helps students appreciate the diversity of the world around them. By valuing each student's background, we create a welcoming environment where everyone feels seen, heard, and valued.
Grouping students - What is the right way?
Mixed ability grouping as part of a ‘flexible’ response to targeted, guided instruction (e.g. clinics) or for specific purposes (e.g. shared reading, literature circles, independent work in supportive mixed ability groups).
In our team we use a combination of the above. We use current school data and assessments to inform our groups. Some groups can be very fluid as we move with the needs of the students. Close monitoring is essential to sure the individual students needs are being met.
Wider Reading Programme
The Significance of Read-Alouds and Shared Reading
Read-Alouds give students the chance to experience texts that are above their independent reading levels. They serve as models of fluent reading, highlight the importance of reading, and spark interest in literature. As a result, students often look for the books they've heard read aloud in the library, demonstrating a growing enthusiasm for particular authors or genres.
Shared Reading, on the other hand, allows for collective interaction with texts, helping to reinforce comprehension strategies and expand vocabulary.
Pulling it all together ...
Using this model, we design our programs with the end goal in mind to better support our learners.
Developing and delivering a rich literacy program is crucial for fostering a strong foundation in reading, writing, and communication skills across all students. A well-rounded literacy program not only supports academic success but also empowers students to engage critically with their world, appreciate diverse perspectives, and participate fully in society. By incorporating culturally relevant content and diverse teaching approaches, literacy programs can nurture confident, capable, and lifelong learners who are prepared to thrive in an ever-evolving global landscape.
1. Update the Mahi Tracker ✅
3, Design a task board or workspace for learners ✅
4. Record yourself building Assessment Capable Learners by introducing the task board LIs and SCs to learners and learner reflection following instruction. ✅
5. Coaching Meeting: Discuss practice implementation & recording highlights using a coaching model. (Booked for next week)
Kia ora Janine
ReplyDeleteThank you for your valued input on Friday's RPI. I like the summary you provide, a useful overview for your collaboration team of teachers.
Good to see Mirrors, Windows and Sliding Glass Doors embedded too and that your team pays close attention to the needs of students when considering grouping, ensuring fluidity.
Something that stood out for me was the clarity of both your LI and SC for workshop 1-Reading, on the task board. It also seemed particularly relevant to this week's RPI session on summarising. I'd be interested to hear about the approach you took with this and how well your learners responded to developing this skill.
Ngā mihi nui
Janet