RPI Day 3 - Text Selection

Text is a focus in the curriculum, Need to build holistically 3 big skills: decode, make meaning and think critically about text!!!

Today we looked at 

• Choosing appropriate texts

• Grouping and selecting texts

• Planning and compiling texts

• Texts for the wider reading programme

Specific planning guidance includes:

• Range of modes - written, oral visual, audio, gestural

• Range of combinations - multimodal, conventions, genre

• Range of technologies - print, digital, tactile

• Multiple entry points -video or visual text can build background knowledge more efficiently

• Connections cross-curricular - text sets can be helpful for this

I’m very excited to learn more and dive deeper into each of these planning guidelines. This resonates with me, as it aligns perfectly with how I’ve been working with my class. I’m especially excited to fine-tune my approach in light of the new curriculum.

The Importance of diversity in texts - plan for a balance - find tests in which children can see reflections of themselves - but also look through and see other worlds!

Vocabulary - need to deliberately extend students’ vocabulary. 

Think about the independent level vs instructional for reading independently or when the kids are with teachers. Make sure to find texts where vocab is not beyond their levels!!

• Independent Level - Relatively easy for the student to read (95 - 100% word accuracy).

• Instructional Level - Challenging but manageable for the reader (90 - 94% word accuracy).

• Frustration Level - Difficult text for the student to read (less than 90% word accuracy).

Flexible grouping

We watched the video of ‘flee in the jar’ and this is such a great metaphorical representation of how ability grouping can put limits on students, actually same in maths and all other areas of learning... and life!

Plan for multiple opportunities to read for students:

• Reading to Learners
  helps them engage with texts they might not be able to read independently, teaches them how good readers think and read, sparks their enjoyment of reading, and helps them connect to key concepts and themes.
  - do it regularly
  - select a book wisely, get to know the book

• Shared Reading
  - Enables all learners to access the text
  - Great for integration
  - Have a rich discussion

• Paired Reading
  Reading aloud gives kids a chance to practise in a safe space, take on teaching roles:), and be in charge of their own learning - follow their interests and enjoy reading with their friends!! It also opens up discussions about the text. Nice bookmark can support this activity.
  - need to timetable this!
  - have right resources in place for your purpose!
  
  

• Independent Reading
  Encourages fluency and stamina by giving time to practice;

Provides opportunity to read widely and enjoy enthusiasm and engagement:
- timetable! 

- not just 10 min SSR, make sure student have books to read at their level!
- how are they accountable for what they have read?

Final thoughts:

Throughout the day, we explored a great range of practical approaches, resources and activities to evaluate, reflect on, and learn what an effective reading programme should look like. I was actually pleased to see that much of what was shared is already part of my practice. I think RPI is an incredible programme, and I wish I had done it earlier in my career... but even now, I’ve gained so much from it! For example, I realised that I needed to rethink independent and buddy learning, as these powerful approaches hadn’t been well-structured in my programme. While students had multiple opportunities to read in different settings and flexible groupings, I often channelled their interests towards our inquiry topic or project.

I love that reading for enjoyment is now in the curriculum - it’s a great reminder, especially for always-time-poor teachers who feel we have so much to cover and often don’t prioritise it in our programmes. Thanks Naomi, for putting so much time and effort into breaking down the curriculum into clear, manageable progressions! I’m sure this will help so many teachers and learners! The RPI resources and holistic approach to reading are so motivating and well-explained, making it much easier to implement in practice, and I just love Georgie’s book recommendations:)

RPI Day 2: Knowing Learners as Readers

Assessment:

Formative (Sharing results with learners, getting them to pick their next learning goal) 

+ Summative (Using data to make a judgement for reports) = more reliable judgement

These assessments can be used formatively and summatively - PAT Pānui/ Running Record / Reading Skills Record / Connected Text/ e-asTTle/ Noticings/ Body language/ Collaborative discussion/ Surveys and Pre/post tests

Teacher Content Knowledge

Being so busy with the maths curriculum, I’ve only had a quick look at the Literacy curriculum. Great to see Oral Language, Reading, and Writing becoming the ‘Strands’ - very similar to the Maths NZC, with a common practice model built in. Hopefully, the curriculum document will be used consistently across NZ classrooms.

Awesome to see vocabulary really being unpacked, especially how to teach it, including the meaning of word parts (morphology). That’s exactly how I learned, and I know how important it is to support comprehension.

Important to use LI and SC to raise assessment capable learners, empower students by teaching reflection and setting next steps

Data treasure hunt - what a great activity to make sense of PAT data and make connections to the NZC teaching sequences. 

Tracking Reader Survey Profiles - very important 

Reading for pleasure is now PART of the curriculum!

Measure progress and achievement

PAT reports - using summative assessment formatively to inform going forward and accelerate

Scale score (PAT and EdPotential to see the class/ school/ cluster data and reflect on your teaching)

The individual and Item report ‘will provide you with rich, relevant diagnostic data” ….

Analysing report data and Moving forward: Use the PAT questions to identify next steps and provide good practice opportunities for students (practice multi choice, identify distractors - build their reasoning skills, strategies to reread the question, look for important information, teach a range of comprehension skills, vocabulary and background knowledge)

Teaching Sequences in the NZC, LI and SC

Activity where we explored teaching sequences and how to convert them to Li and SC for our learners.

Final thoughts: I really enjoyed today’s learning. All the aspects we covered are so practical, just like pieces of a puzzle coming together to create a comprehensive literacy programme for our learners. Often, teachers don’t get PLDs like this to unpack different types of assessment, including dispositions. Personally, I don’t think I even saw a PAT report until my fourth year of teaching! Obviously, I was using other sources of assessment data... but wow, what a gap that was!

We got to dive in and explore the curriculum, resources, and assessment by doing - such a great approach, and exactly how people learn! The resources we were gifted are brilliant and will definitely support teachers with practical implementation. Reflecting on my classroom practice, as well as my TL and BT mentor roles, I’m really impressed with the new curriculum and the RPI take on it. It’s going to make planning and teaching so much clearer for our young colleagues…and not just for them:) I love that ‘reading for pleasure’ is now part of the curriculum.

I also love the RPI taskboards - such a great way to structure learning while giving students the right balance of explicit teaching, guidance, independence and ownership over their reading. I can see these being incredibly helpful and practical in the classroom!