RPI - Episode 3 - Ponderous Puzzle

 RPI Day 3

Another day on the screen with the RPI team, hooray!

We started with some feedback and sharing how our last 3 weeks have gone. Lots of positivity.

A look at our taskboards showed a variety of approaches all with merit. Very clear intentions and success criteria. I guess the second session worked! For myself I had the follow up resources elsewhere - in the groups modeling books. I will include links so it becomes a reusable resource.

Text Selection

Print Text / Digital Text

Reading apps are not a replacement - effective for giving students a selection of texts. Use the trackers on apps so you can monitor progress and performance - fill in to the kids so they know!

Set up a system - to record reading - a slide deck per student. Everytime they complete - record accomplishment in the slides. Use a google form - Simple questions - upload and blog your graphs so the students are accountable.

Voice typing - read and record. Use phot option on google keep to 'rip' the text

Preview software on Mac.

Set a google meet and record.

Lots of examples of how to record and turn to text. Use of the phone will be a valuable step for me moving forward. Several options here. Use of notes and transcripts.

More gold from Dorothy, good to see Matt's (Up the mighty Sea eagles!) face at the end and his text adaption through driffit is another tool I will use. 

Watch out for the September big pay back, (James Brown)!

Students will engage better with texts if they contain images 
(relevant and engaging)

Choosing texts

Here we go Pillar 2

Make sure you use running print texts - not just...

Remember this across curriculum

Decoding

Making meaning

Thinking critically

Working with texts is the core - it is critical across all areas.

Texts should reflect the student - Mirrors and Windows and sliding glass doors.

Teacher bias - be mindful of your own frame or position in the ethnic/social make up. Be deliberate in identifying the clients when selecting.

Engage reluctant readers - scaffolding - select a multi modal or an independent reading will be more successful with engagement

Vocab - on the page vs everyday

 Remember:

Independent	Relatively easy for the student to read  (95 - 100% word accuracy).
Instructional	Challenging but manageable for the reader  (90 - 94% word accuracy).
Frustration	Difficult text for the student to read  (less than 90% word accuracy).

Planning for texts and monitoring what we use is a great focus for our Syndicate over the next weeks.

Grouping Learners

Leveled - Be aware of

Mixed - 

- 

Leveled - Something they can access - Variety to meet different needs

Mixed - consider what the text will look like - What can we include to make it accessible to all our students - Intro texts could be at a lower level - allow all students to access

Think about diagrams - spaced and vocab to allow access to all

- Multimodal - visual, tier 2 and 3 vocab - include captioning and video

Flexible grouping - ambitious outcomes

We discussed reading groups in our context

Selecting Texts For Groups

When do you choose text - we have flexibility - 3 year overview is broad - tightening things.

- Check in with weeks and adapt and react where necessary

- TKI is a search option - Journal surf

Connected - we were shared a slide deck referencing 

Grouping - quick break then we used each others skills to group and resource 2 reading grops

Group: Kōtare

Reasons for grouping:Inferencing

Text(s):

https://www.greenpeace.org/static/planet4-international-stateless/2013/05/21cc94e5-oitb-2013.pdf

: What is ocean acidification TED ed

L2 November  :  2023  :  28-29 - Timecapsule (Poem)

https://arbs.nzcer.org.nz/student/resources/sand-dunes

Group: Kea

Reasons for grouping: Summarising 

Text(s):

Climate change - OUr biggest challenge - Journal Search: Slide deck with links to text - opportunity to discuss and summarise through activities - L4

The Call of the Conch (article) (explanation / recount - good for summarising)

Laudato Si - Pope Francis - Video - Summarising opportunity. Catholic

Oceans in the balance  Students use MOte read aloud

How Big is our Footprint? (Infographic)

Anchor Text - sourced for a group - feeling a bit frazzled by this stage - Intensive is the key word I think as the info is starting to spill out the top of the brain blender...

Texts sets

Things to take into account when setting a text sets yet pet:

• Ambitious learning outcomes

• Purpose

• Learning Intentions

• Length of unit/concept/topic

• Timetable

• Engagement of learners

• Richness of texts

Reading Apprenticeship

• Think Aloud

• Talking to the Text

• Using a Metacognitive Bookmark

• Problem Solving

Lots to ponder as I spend an afternoon magpieing and planning ahead. 

Lots to ponder as we get more and more useful. 

Lots to ponder as I get more overwhelmed.

Lots to ponder but certainly not ponderous!

Do you remember any specific reading activities from your childhood? 

I used to like the SRA cards - lots of self management, self monitoring and comp practice there.

RPI - Episode 2: Know Your Learners as Readers (Not pithy this time, or do these brackets make it so?)

 How to make you want to engage? 

Try and find the hidden link to an amazing (subjective) easter egg.

Learning occurred and knowledge increased. 

The consistent delivery of valuable tools continues when you are part of the Manaiakalani crew. Today was no different. Despite my hectic 3 weeks since last visiting the meet zone I was able to take a lot from the session.

Dorothy came and visited us from Kūotuna sharing the sun and the beautiful bush, along with the usual mic drop wisdom that comes from a passion to improve and do the best for her educatees. I am looking forward to delving into the podcast world.

The discussion of those blessed standardized test and how they are standard for those who are standard was deep and felt like a similar page across the group. The work book offered a one stop shop to store and use important information for our tamariki and their movement forward.

I must say I appreciate the practical aspects and tools we can use for our selves. Keep it all relevant I say. We looked at intentions and relating them to curriculum. Making it easy for students ot respond and unpack these so they know what they are doing. The task board is similar to a tool I use around agency. Again it is a task that I will do and then use with my group, how good! In progress e.g.

I am looking forward to catching up with my mentor to discuss and look into these things deeply to check I am as understanding as I think I am. I may be wishfully thinking that I am on the right track.

Agency e.g.

(The image illustrates that he used to have friends but now they are enemies. So maybe not as amazing as I sold., possibly a waste of your precious time, sorry)