RPI 5 - Time makes the wine

Guess who's back... 

Best day ever... or maybe that was a sunny day in Rarotonga, I spose weddings and birth of children might trump it also. There was that day... Ok maybe  an element of hyperbole but it was a great session of RPI as we looked at some very useful things, had some very useful discussion and had some very useful time to explore. Useful day ever if you please.

Breakout

We started with a discussion - peers share and ideas from colleagues - good to hear how things are working for others and challenges that seem universal.

Took some time to check out (maybe at the Blog stage) Sugarbug's Flutterbye album - may have to get a signature from Sean.

We shared our plans and resourcing for groups. More good and useful ideas.

Ubiquitous You

Dorothy came in from Spain (She said it was a background) and extolled the virtues of our sites. This was a reminder of all the things we have been doing and why, along with how they are proven effective.

Grouping - rule of thumb thanks to Kiri

• In Years 7-8: two groups per day per teacher, total time 45 - 50 mins

• Each teacher should have 4 - 5 groups altogether. 

• Groups achieving at or above expectation: twice a week. 

• Groups below expectation: more regularly - at least 3 times a week, daily if possible.

• This will mean that only the at risk students will be seen each day.

As the teacher - timetable for teaching groups, conferencing, roving, tracking and monitoring - taking observation notes.

Use your Teacher aide to support - I use this so I can target groups in writing and math currently along with specific 1-1 program delivery.

I felt my timetable would work better for me than examples due to my context. I have it working to almost a 100% teacher time thanks to my upstairs partna!

Fitting all the programs and curriculum is a 'fun' challenge.

Tracking - to empower

Pleased to say this is a happening thing in the Ki Runga crew thanks to the talented Whaea Kay. Check out the site to see (May need to reiterate, monitor and remind)

Digital aps

Something old something new. Looking forward to using these.

Used some text to set up think aloud. 

Lots more but I want to post. Loved the reader/writer connection and the templates provided. Inferring information will be of great value.

Looking forward to our next load of info. Time does make the wine and time to reflect, create and sandbox makes PD valuable! Thanks Adijah.

Ka kite

RP1 - Day 4 - Small Group Instruction - Flight of the Bumblebee

Notes and chaos: 

Sorry a bit scattered but the amount of information and resources we are exposed to and taught in our RPI sessions is incredible. By the end of the day (or 1pm) it is like a bee in your brain. 

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

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

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

Small Group Instruction Vs Reading Apprenticeship

• small group of students 

• shared literacy learning need of the group

• text selected to support the focus learning need (including engagement)

Elements/Steps of framework

Routine, direct teaching on the strategic actions students need to process an increasingly complex range of texts.

Introducing the text and it's purpose

Depending on the teaching purpose, or progress through the text:

• Prompt students to make predictions based on the information revealed so far

• Reveal the structure of the text up front;

• Draw attention to illustrations - pictures, charts, maps, cutaways - and the information they represent;

Draw attention to the writer’s craft (or other features) you want students to notice (when reading) to support analysis.

To keep in line and stay on target we used this table to analyse a transcript of a text introduction.

 

Prompts for background knowledge	Prompts for text information (or ideas)	Prompts for vocabulary knowledge	Prompts for Reading processing strategies
Shares background knowledge	Shares text information (or ideas)	Shares vocabulary knowledge	Shares Reading processing strategies
Affirms background knowledge	Affirms text information (or ideas)	Affirms vocabulary knowledge	Affirms Reading processing strategies

Good group discussion around this, What a team we make

Reading for Fluency supports comprehension

- Need to be focused and productive when looking for precise behaviours around Literacy and learning.

• After text introduction learners will read individually and silently. Avoid sending away to read.

• Plan to check in on individual readers’ processing: 

Year 7-8 : once a month or needs based; could incorporate feedback on screencast / audio recordings of learners’ reading.

Use a recording sheet to monitor progress and record and listen to readers.

Fluency

Intorduce the rubrik to the students - explain it's purpose.

Boredometer - read and have the children rate/score

I used the fluency rubric to check in on my students. It became evident that one group may need more of a challenge. I am looking forward to sharing the rubric with the students so they can self assess.

Metacognitive bookmark!!!

By the end of the day (or 1pm) it is like a bee in your brain. Where do I go...

(I would like to point out that the leaderboard was in my sites even though it took me 2 questions to find and answer on the Kahoot and was confused by the 2 answer question, 6th is OK I guess - I'm not competitive)

What can I do now?

I really enjoyed seeing the fluency rubric and being able to use this against the preordered readings my students gave me. I really liked that it was broken down into more than just 'fluency'. This is definitely something that I will be sharing with my colleagues as it is a quality resource that will allow the students to be critical learners. I will introduce this to my class and co teacher, introducing reading too and then they can assess each other. 

Another thing I found very helpful were the graphic organisers. Having clear templates will save time and be a reminder about tools I can use to have the children delve into their learning and understanding

The homework is a good starting place to guide next steps but I am excited to use things from all 4 days to in my practice.

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)