Small Group Reading Instruction

 

Day 4 was another actioned packed day. We know the WHY of what we do but It's the deliverance that has the impact. So many ideas are running through my head... thinking about each of my groups and tailoring the best Literacy program to support them. 

We kept our focus on the second Pillar, but took a deeper dive into Guided Reading. When done regularly and with a clear structure, Guided Reading really helps. It gives teachers a chance to teach specific skills, observe how students are doing, and give support right when it’s needed. It’s a great way to help learners build the strategies they need to better understand what they’re reading.

Unpacking Guided Reading 

Guided Reading Framework – Summary

Before Reading

• Set clear goals so students know what they’re working towards.
• Pre-teach tricky vocabulary to build confidence.
• Use graphic organisers to model how to think through a text.
• Connect the new content to what students already know.

During Reading

• Use a shared digital text to model and guide reading together.
• Keep students engaged with interactive elements like comments or questions.

After Reading

• Reinforce learning with follow-up tasks:
• Vocabulary review

Chapter 2 of Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms by Ruth Schoenbach, Cynthia Greenleaf, and Lynn Murphy introduces the Reading Apprenticeship Framework

Reading about the Reading Apprenticeship Framework was really interesting, making connection's with what I do know and ways I can improve to provide a rich Literacy Program. Here are some of the keys points my reading.

• Quick comprehension quizzes
• Literal and deeper thinking questions

Creative tasks to show understanding

Reading this chapter of the Reading Apprenticeship Framework was really interesting, it reinforced what I am doing now and gave me new ideas to implement into my Literacy Program. Here are some key points from this reading.

Chapter 2 of Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms by Ruth Schoenbach, Cynthia Greenleaf, and Lynn Murphy.

Key Components of the Reading Apprenticeship Framework

The framework is structured around four interrelated dimensions, all unified through metacognitive conversation and extensive reading:

1. Social Dimension: Cultivates a collaborative learning environment where students share reading strategies, discuss challenges, and support each other's comprehension processes. This communal approach helps students feel comfortable exploring complex texts together.
   
   

2. Personal Dimension: Focuses on developing students' identities as readers by building their confidence, motivation, and persistence. Recognizing individual reading experiences and attitudes is crucial for fostering a positive relationship with reading.
   
   

3. Cognitive Dimension: Emphasizes the development of problem-solving strategies and self-monitoring skills. Students learn to set reading goals, break down complex texts, and adjust their approaches to enhance understanding.
   
   

4. Knowledge-Building Dimension: Aims to expand students' disciplinary knowledge by connecting new information to existing schemas. This dimension encourages understanding of text structures, language features, and discipline-specific discourse practices.
   
   

   

Central to these dimensions is the practice of Metacognitive Conversation, where students and teachers engage in discussions about their thinking processes during reading. This reflective dialogue helps make comprehension strategies explicit and supports deeper learning.

Additionally, the framework promotes Extensive Reading within the classroom, providing students with increased opportunities to engage with diverse texts. This practice enhances reading fluency, stamina, and the ability to navigate various genres and formats.

By integrating these dimensions, the Reading Apprenticeship Framework offers a holistic approach to literacy instruction that supports both academic and social-emotional learning. Teachers are encouraged to model reading strategies, facilitate collaborative discussions, and create environments where students feel empowered to explore and understand complex texts across disciplines.

Today's session offered numerous valuable takeaways that left me feeling both inspired and motivated. The insights shared were not only practical but also thought-provoking, providing fresh perspectives that I’m eager to explore further. 

Over the next few weeks, I plan to implement what I’ve learned, test out new approaches, and reflect on the outcomes. 

Text Selection

 

 

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).

Levelled grouping within a regular guided reading programme, alongside active steps to counteract known challenges of low-ability grouping, such as less emphasis on meaning, less opportunities for critical, higher order thinking and discussion. Needs to involve responsive teaching so that learners are grouped and regrouped as they progress

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)

Know Your Learner

We explored valuable insights into understanding our learners as readers. One of the key takeaways was the importance of back mapping from ambitious outcomes. This approach emphasises the need to identify the end goals for students and then work backward to develop strategies to achieve them. We also discussed the concept of a Reader Profile, highlighting both the cognitive and emotional factors that impact a learner’s reading development.

While cognitive factors like reading strategies and comprehension are crucial for achievement, it was stressed that the emotive aspects of reading—such as enjoyment, interest, and reading for pleasure—are just as important. These emotional connections to reading can significantly influence a student’s progress. By fostering a love for reading, students are more likely to engage with texts and become better readers.

A key focus was on good readers being active participants in their own learning. Good readers don’t just passively absorb information—they bring prior knowledge to the text, ask questions, and actively monitor their understanding. These readers also possess a growth mindset, recognising that reading ability is not fixed and can be developed over time. It's our job to support this process, guiding students towards greater comprehension and strategic reading skills.

Assessment plays a crucial role in understanding where learners are in their reading journey. It helps us measure progress, track achievement levels, and identify areas for improvement. Various assessment tools were discussed, such as the PAT Reading Comprehension, e-asTTle, and Running Records, as well as more informal methods like observations, body language, and collaborative discussions. These tools provide valuable data to inform teaching practices and support student growth.

Assessment helps us keep track of student learning, ensuring they meet the expected outcomes for their age group.

Reflecting on last weeks mahi ... 

1. Send Google Calendar Invites to your mentor ✅

2. Update Mahi Tracker✅

3. Make a copy and do the  What Kind of Readers are We? with your class✅

4. Coaching Meeting: Review the Homework List & discuss class reading survey results. ✅

5. Introduce Ground Rules for Talk with at least one small group. Organise for your mentor to observe you. (Still to do)

6. Coaching Meeting:

• Discuss practice implementation using a coaching model✅

• Review the Homework List & discuss class reading survey results. ✅

Year 7 & 8 Reading Survey

 

It was really insightful to reflect on the results from our Year 7 and 8 Cohorts reading survey. It sparked some valuable discussions about how the students perceive themselves as readers.

In our collaborative space in MK1, we have 75 students, and 60 of them completed the survey. Here are some of the results.

Only 20 students saw themselves as good readers. When I unpacked the question 'Why is it important to be a good reader?  Many of them stated that being a good reader is important for a variety of reasons. It can make you smarter, improve your brain function, and expand your knowledge. Reading enhances vocabulary, improves writing skills, and increases comprehension, helping with tasks like proofreading and understanding texts. It also helps build attention span, creativity, and imagination, all of which contribute to better learning and problem-solving abilities. Strong reading skills are essential for education, job opportunities, and life skills. Additionally, reading helps with practical tasks like understanding instructions, road signs, and job-related materials. In the long term, being a good reader is crucial for personal and professional growth, making life easier and more successful.

Quite insightful response I thought! You never can tell what they are going to say next... 

Borrowing Books from the Library...

Never: 16 responses

Every few months: 8 responses

A few times a year: 19 responses

Once a month: 16 responses

Once a week: 10 responses

Twice a week: 4 responses

It seems that most people borrow books occasionally, with a strong group borrowing a few times a year and once a month. Fewer individuals borrow books on a weekly or fortnightly basis, and a notable number never engage with the library at all. (Makes me think what they are doing when we go to our Library visits?)

I love to read and I'm part of a book club. It is a great way to read genres that you may not necessarily select. The above data and student responses made me think it might be good to promote a Book Club with our Literacy programme, maybe adding a bit of competition to it? 

I like reading ... The above graph shows the Year 7 students have a higher interest in reading compared to the Year 8, this suggests that there is a drop in engagement or reading habits as students transition to the next year. This pattern could be due to several factors, and addressing it requires careful consideration of the types of texts provided to the students. 

The reading survey definitely has given me food for thought and provide some valuable information for my next steps when planning future Literacy activities. 

RPI - Reading Intensive Practice

Day one… 

I forgot how overwhelming a day online can be… but super stimulating at the same time. It was great to be back doing some learning (I love it) and reconnecting with the Manaiakalani team and meeting new educators from around the motu. I valued the meaningful conversations and shared experiences  as we delved into the world of literacy, keeping abreast of the ongoing changes and discovering new ideas to implement  into our curriculum programs. Overall a great day. I am looking forward to day 2! 

What did I learn that increased my understanding of the kaupapa and pedagogy of the Manaiakalani Reading Programme ?

To be honest I was excited to be back in the ‘Manaiakalani  Zone’ I feel I have a strong understanding of the kaupapa from being part of the team as a teacher, then as a facilitator but things are ever changing and it was great to refresh and review current pedagogy and data trends in Aotearoa.

What did I learn that could improve my capability and confidence in teaching reading?

There’s so much new to learn, especially as I am now in a different setting. I have added lots of ideas to my teaching kete to try moving forward. I really want to focus on enhancing the extended discussion aspect and helping students build confidence, both in reading for pleasure and in reading aloud when sharing their ideas. 

What did I learn that could be used with my learners? 

I am interested in Read Works as it is set at a higher level than Epic for example.

I appreciated the ‘workspace’ examples provided for multimodal follow up tasks. I believe these tasks will be incredibly helpful for supporting students, particularly those with additional needs. The individual task cards make the workload more manageable and less overwhelming for them, especially when combined with clear, explicit instructions. Once submitted, the tasks provide a straightforward, clear path.  

As we work with Year 7 and 8  students in high school, we must keep in mind that things are delivered differently in this setting. It’s important to use a curriculum platform familiar to the students from primary school (such as multimodal) and then gradually introduce the expectations they’ll face in Years 9 and 10, especially as they prepare for their CAAs. 

What did I learn that could be shared within my wider community, with either colleagues, or whānau/aiga? 

I feel that I could share this whole day with my colleagues. Some of these ideas are new, while others have the tools but may not be using them in this way. If you take away even one valuable insight from new learning it’s worth it.. 🙂

Overview of my MIT Inquiry

As I reflect on the opportunity to be part of the Manaiakalani Innovated Teacher program for 2021 I am in awe of my own growth as an educator. It has been at times challenging but overall an extremely rewarding experience. I have had the pleasure to work alongside innovative teachers and made new professional friendships from across New Zealand. A huge shout out to Matt for his support and listening ear throughout our journey and to Dorothy, Jenny and all the others that sit behind the MET team. 

 Below is an overview of some keys moments of reflection during this inquiry. 

Keep New Zealand Beauitful

Earlier the year we entered the Resene Wall Worthy Competition which gives you a chance to paint a mural in your local community that celebrates a local hero, tells a story about your area or communicates a nature or conservation theme. Below is our entry.

Place – Turanganui-a-Kiwa

Our mural tells the story of how our place was once a kai basket for iwi that lived in this area where our school now resides. The stream was abundant with the fish kanae, hence its name Waikanae, the raupo that the pukeko lived amongst, kumara that was planted from the arrival of one of the first waka –  Horouta. It shows the environment that the toroa and karearea birds soar through, with the sun (Gizzy) and the four winds that visit. These stories were shared with us from the local iwi and have influenced our school so much so, that we have incorporated the birds and winds into our school values and brand.

Yay! we were one of 10 winners from schools across New Zealand. Now the real work begins. The logistics of creating a mural the size of a building was our first stumbling block. We brainstormed many ways to upscale the design. Our Principal took on the challenge and changed the scale and drew it directly on to the sheets of Ply. Then we were off.... not quite! Covid lock down hit again! As we reassessed the mural and timeframe in order to get it completed on time we made the decision to switch it from a student project to a teacher project, which turned out to be the best thing! We have come together as a staff to create our story and leave a legacy for our students.