RPI. Post Day 5 : Planning a reading program

There are a lot of factors to consider about timetabling and fitting everything in. Today was certainly aspirational and an opportunity to see what others ideas are and what could be possible. 

I would like to think more deeply about using an overall curriculum tracker like the example here as it is potentially simpler and more effective than what we do. 

We are doing well with our learner tracking doc. However,  the work done in books may not be well reflected in the tracking doc, which means things in two different places.

 I still think our visibility to learners and parents could be better (incl rewindability) through schooltalk so will revisit how I link my digital slides into schooltalk so they can more easily see across a week. 

I also want to have something that makes it clearer to learners what they need to have completed by the end of each week. I do what the expectations are by the end of each day well, but could be clearer about the bigger picture, especially for learners looking at their work with parents at home, which more of our parents want.

I need to work out how to better spend more explicit time with my target learners (they are mostly on the same table). At the moment, I spend time with them while others are doing the same task independently. (This is what we were encouraged to do on the SL PLD. Have target and extn learners close by to scaffold and extend in the moment.). Sometimes this is not enough time though, or too disjointed.

Definitely will utilise the Epic and Readworks better, for text searching and questions. Need to work out how to track completion of these activities though.

We work the idea of reading like writers and writing like readers , and integration, into our lessons very well.

We use SL in our spelling (Code) and targets have an intervention group for 20 mins per 4 days, but I need to increase morphology and etymology into spelling and vocab building better.

 BLOG Day 4

Today was useful as it helped consolidate many activities I already do, plus added a few more. I want to ensure I am doing all of the following in a wider reading programme:

Reading aloud to learners (eg feed and read or modelling), shared reading (maybe before deconstructing texts together), small group instruction, paired reading (usually whole class), independent reading (independent activities)  and recreational reading (in the Library, sometimes SSR).

For every text:

• Text purpose/ Introduce text

• Observe learners reading

• Brief Discussion

• Precise teaching points

• Independent followup to consolidate learning

• focused word work

• Reflection time

The concept of rewindable learning was good. We have shared slides which are all accessible through Schooltalk for learners and whanau and teachers to revisit, but I am wondering if it is user friendly enough for learners and whanau if the week has gone by and they want to find it again. 

Building knowledge together - purposefully and equitably. Front load vocabulary. Keep the focus on the LI when reading a text - keep coming back to the purpose and using specific evidence from the text.

Listening to reading - ensuring I hear everyone read - using digital if needed - every 2 weeks ish. I liked the fluency rubric. I need to break this down and model for learners rather than doing everything at once. I also need to have a specific teaching point when doing fluency reading practice eg intonation. Pace should come in last.

I need to reflect with the team on if just a simple recording is better than Snorkl where the feedback is from AI. In other words, I think the feedback and evaluation would be better coming from themselves or another learner against a rubric.

For discussions. I need to ensure I always review and embed ground rules and ensure they know it is a learning discussion not a test  for example say: “OK we are having a learning conversation now”

Questioning

Ensure I am using all types of questions in my followups and discussions, and that it is learner led, provoking questions that will build conversation, not just elicit a single answer that nobody builds on. Try this with a smaller group.

This Fountas and Pinnell cycle for small group text work is useful. The LI can be brought in during explicit work (teaching points)

 19.4.26 Text selection 

It was interesting to think about text selection in a heavily shared planning environment. We have our overall themes for the term which are broken down into weeks and aligned with the literacy and, for this term, the social sciences curriculum. Teachers then plan all literacy and concept for their given week.

So far in week 1 - Population changes

Texts include a range of visuals and graphics, two videos (the consequences of an ageing population and push and pull factors), two AI generated population demographic readings (differentiated) , and two journals- Level 2, Namesake and Level 3, Home. Our feed & read read-alouds will be from our national library stash which hasn't arrived yet but will be linked to these concepts.

This is a screenshot from part of my teacher workbook text tracker.

I will use the “What is an ageing population?” text as a summariser text using the Shanahan strikethrough method.

 Day 3 RPI reflection 

Text selection is something I think I can improve. As a year 5-6 team, we link our reading, writing and termly concept themes very well. We us a variety of text types, including video. In recent years, AI has been used more to create the exact texts we need, both content, style, and incorporating interests were possible.  This has meant we can create different genres easily, differentiate if needed (same content diff level), use learned vocab in texts, pull out tier 2 and 3 vocab for practising, but where we need to be careful is the ‘feel’ and variety in AI created texts is not ideal.

I will ensure I am applying important tweaks to my programme so it is sustainable.

My actions will include

-Keep building a community of readers in conjunction with Esther in the library. Choosing, recording, sharing what have read

-use the RPI workbook to track text genre and content coverage and build text sets around a theme to plan ahead better. Use journal surf and the other links provided. This tracking will be very useful in a shared environment, especially if some teachers add things after initial planning has been shared.

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-Selecting an anchor text then building around the theme and the LIs.

- The skill builder was great. I will be trying this summarising session. The Shanahan idea of striking out unnecessary info then seeing what is left,  rather than highlighting key points, is cool.

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-Doing a stocktake of my reading program was useful. Here are my thoughts.

Today had lots of great thinking. I have strong tier one class teaching at the moment with good targeted interventions. However, there is a gap where I think flexible small group work would be beneficial. At the moment I just keep these learners close by and scaffold them with the same work as the rest. How can I timetable something? ( I have a lot of boys, minimising chromebook use, a lot of behaviour and a lot of special needs, and in an MLE. )

RPI Post Day 2

RPI post day 2

I am learning a lot just by listening to the team and other teacher about what actually happens in other classrooms. So valuable. 

More specifically, digging into the PAT data was helpful eg the lower percentage correct’ question types , setting up our own learner workbook to keep track of learning - with its clear links summarising from learners and their preferences, to deciding next steps from PAT data and linking this to LIs from the curriculum. I also love the next step link to ARB resources.

It was good to get a reminder about the usefulness of clear LIs and SCs - informed by curriculum but chunking them for learners

I totally agree with the team reiterating that what we learn must be implemented and sustained. So much PLD goes to waste in this way.  I will implement and embed for good what is working as well as transfer to my team as much as possible. So far, I have implemented ground rules for extended discussion and will continue this, as well as ensuring I continue to use the information from the reader survey.

Over the next three weeks, I will trial 

• Further populate my teacher workbook and discuss what the achievement data is telling me for next steps

• Develop my taskboard 

• Embed the routine of vocab task, read text, multichoice question practice, an LI task eg inference practice, create/share task eg a fluency recording

• Implement clearer WALTs and SCs for reading. They always look the same and in the same place so learners are familiar with the routine and feel “we are in this together”

• Start the bookchain 

• Getting kids up and running on Epic but using limits eg keywords

 24.2.26

Knowing your learners 

Knowing your learners as readers is the first step in understanding how to support them to be better readers. The “What kind of reader are you?” google form helped build this knowledge for me with my 2026 class. 

Summary

57% like reading at school  and 67% like reading at home

81% are currently reading a book for enjoyment

76% think reading helps them be smarter or more relaxed

70% like comics and graphic novels/  60& funny books, 60% like chapter books, 33% fantasy 

90% thought they were good at reading 

88% thought their teacher and whanau thinks they are good at reading

My survey results were actually better than I expected with regard to reading enjoyment and their perception of themselves as readers. Around 60% like reading at school and 70% like reading at home.  80% are reading something for enjoyment which is great. I can identify the learners who are not. My learners clearly love comics and graphic novels (70%) and funny books (60%).  Only 30% liked reading non fiction which was interesting. And pleasingly, 90% thought they were good at reading and 88% thought their teacher and whanau think they are good at reading. 

I do have a group of 7 learners working below in the class. A couple of these love reading and  always have a book in their hand but their comprehension is very low. In discussion (using ground rules for communication) with learners about these results, they were mostly interested in the types of books each other likes to read. Some very popular ones were Wimpy kid/Dogman/Harry potter/Treehouse/Geronimo Stilton. They were keen to set up an “I think you would like this book because “ book chain. Using a reading challenge board - see below - may help achieve another class goal of bringing some variety to their reading.

76%  of my learners think reading makes them smarter or more relaxed. 

Teaching as Inquiry

 

Below is an overview of the of the labels for each stage of the TaI Framework

LEvidence	Learn - Gather Evidence	CPlan	Create - Make a plan	SPublish	Share - Publish
LScan	Learn - Scan	CTry	Create - Try new things	SCoteach	Share - Co-teach
LTrend	Learn - Identify Trends	CInnovate	Create - Innovate	SModel	Share - Model
LHypothesise	Learn - Hypothesise	CImplement	Create - Implement	SGuide	Share - Guide
LResearch	Learn - Research	CReflect	Create - Reflect	SFback	Share - Feedback
LReflect	Learn - Reflect			SReflect	Share - Reflect

RPI Day 1 on Feb 13th, 2026

I am excited to hear about practices that will lead to better outcomes for my learners. I like how in RPI there is time to implement in class before the next session and that we have mentor catchups for support. I am hoping to build skills that will support learners to read for pleasure, read a wider variety of book, and increase their reading stamina.

I am also interested in what the RPI feels are the best evidence based practices. I lean towards a structured approach with all my teachingthis has evolved over the years since I started teaching 4 years ago, mainly through my own personal knowledge building and trying things in the classroom. These practices were reinforced more recently with MOE PLD in literacy and maths, and seen in the success we have seen in our structured approach to maths last year.  to accelerate reading for learning and enjoyment, and how I can implement them in my year 5/6 MLE.  

Good readers

The “ Good reader profile “ and understanding the reader through the google form will be interesting. It was good to see an example of an inquiry using this knowledge to effect change. I need to make sure they answer the questions authentically, so I may need help or do it in small groups. 

Ground rules & extended discussion

Learning about extended discussion and ground rules was fantastic, as was practising it ourselves in breakouts. I will co-construct and implement ground rules straight away including the self assessment part. I would like to build this as a solid skill that learners can use across all subjects and eventually independently eg in a book club or a critical discussion. I will encourage this as a shared practice across the team

To increase sustained discussion using the ground rules, I will start with toss and talk and build up. We have a lot of shy learners with soft voices.  I will look into talk roles leading to self managing groups later in the year.

Pillars of practice

Looking at the pillars of practice, I identified sharing by collaborating, for example buddy reading, reading communities, recommending texts, and co-responding to texts as areas I want to improve on.

Self efficacy document

I found this quote from a research document on self efficacy interesting.

Mastery experience occurs when a child evaluates his or her own competence after learning and believes their efforts have been successful. Mastery experiences increase confidence and willingness to try similar and more challenging tasks. In addition, studies have also found that social experiences play a powerful role in the development of self-efficacy. The beliefs and behaviors held by teachers and peers are important in building the self-efficacy of all children in the classroom” .

In my classroom, I would like to ensure my learners feel their efforts lead to success every day - which means I have to pitch the lesson right and give the right feedback at the right time in the right way. In conjunction with this, if I can improve the class ‘reading culture’ (The beliefs and behaviors held by teachers and peers )  this will also help build all learners’ self efficacy.

Taskboards

The” early in year taskboard 

Teacher as a reader

I need to work on having a wider knowledge of the books they read so I can recommend more genuinely, as well as share my own enthusiasm about books.