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