Reflection on my text coverage with my year 9 Humanities (TW) class

 

I'm currently running behind schedule with my year 9 Humanities class so am using the novel 'Falling into Rarohenga' as my primary text for reading activities so that we don't get further behind schedule. Having said that, I've incorporated 'Kiwi Kids News' into my weekly reading activities to add more breadth to the students' reading material and am also using some ARP reading activities for my students who are struggling at CL4.

I've created a Hapara Workspace for differentiated reading activities. At this stage stage I'm focussing on inference in reading due to the fact that the PAT reading for comprehension results showed that a majority of students are struggling with this. The students have responded enthusiastically and are progressing well.  

I will not be using text sets as we are already pushed for time getting through our novel study, but will be including some extra activities based on a variety of texts such as the song 'In the Neighbourhood' by Sisters Underground and the poem 'Tūrangawaewae' by Janet Frame. 

 

RPI Text Selection: Day 3, Term 1, 2025

 RPI Text Selection: Day 3, Term 1, 2025

We began the day by going to our breakout groups and sharing how we've found the first three weeks. It was good to know I'm not the only one who feels a bit overwhelmed by incorporating the homework in to our current planning! We then looked at each others' taskboards and Hapara Workspaces. It made me realise that taskboards are a great option to use, even with more senior students. I was also reminded that 'Epic' is an excellent site for reading material.

The next focus was on reading apps and tracking systems. A key point about the tracking is that the students should have access to this, just as they should have access to their e-asTTle and PAT results.

We then looked at digitising text. I already use the 'Tactiq' app for transcribing video to text, which is an excellent resource for planning and lessons. I'll be looking into several of the other options that were mentioned such as Google smart chips as well as different reading apps.

Our next focus was on choosing appropriate texts. A rich variety of texts is crucial! Content and literacy skills should be the focus. The following is the main focus for year 9-13 students in the new curriculum: 'The focus of this strand is on teaching students to decode, make meaning from, and think critically about text'. 

The following is going to be my go to for planning texts activities:

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 currently use a range of texts that students can 'see themselves' in and will continue to expand this range.

Next, we looked at the different ways of grouping of students. Most of my current group work is mixed ability and I'm keen to use more levelled grouping. Of course it is important to use a variety of texts, including visual texts and to make sure the learning outcomes are ambitious! I'll show my classes this video: The Flea in the Glass Jar to inspire them to reach for new heights.

Our next topic was selecting texts for groups. In our department we choose our texts at the start of the year, ensuring there are tests that the students can relate to as tamariki of Aotearoa and also texts with a global perspective. 

Our next task was to use Journal Surf to find resources. We did this collaboratively which resulted in a variety of text types and was a good reminder that collaborative research/planning is a great approach. 

This was the infographic I found using the advanced tab on the site. 

Our next topic was text sets. I will use the novel 'Falling into Rarohenga' by Steph Matuku, The song 'In the Neighbourhood' by Sisters Underground and the poem by Janet Frame 'Tūrangawaewae'.  All of these texts relate to a place to stand/a sense of belonging.

We covered different reading strategies. I need to incorporate the 'shared reading', 'guided reading' and 'paired / buddy reading' strategies into my lessons as I currently only use the 'read to', 'independent reading' and 'small group' strategies. 

After the holidays our next focus will be on 'Reading Apprenticeship. I'll be reading this text: Introduction to Reading Apprenticeship over the holidays and will make sure I focus on the following info:

What did I learn that could be used with munity, with either colleagues,

07/03/2025 Reading Practice Intensive Day 2

 07/03/2025

Another full on day with much valuable information.  

The baseline questionnaire was a good chance to reflect on what reading practices I'm currently using effectively and what ones need work.

In our breakout groups we reflected on the homework we'd be given which including an observation of reading groups and a reading survey (link to my reading survey) It was good to hear how everyone went and it seemed we all had a pretty good experience with the students engaging well. The reading survey results were similar in that most students said that they didn't enjoy reading.

Dorothy then presented a slideshow about the Manaiakalani Kaupapa and Pedagogy. It was interesting to see how different schools had applied this kaupapa to their learning environments.  A major 'takeaway' from this presentation was the fact that the social aspect of reading is extremely important. I'll do my best to remember this when planning units and lessons.

Naomi then presented a slideshow about today's focus - the cognitive side of reading. When reading, students should actively make meaning, acquire knowledge, use strategies and think critically. It is vital to keep these four key areas of reading in mind when teaching as it's easy for students to slip into a habit of just glossing over reading material. 

We then did an example question from a CAA reading exam. I have attempted several of these in the past and even though I'm an English teacher I have always struggled with them. I believe the questions are often obscure and I disagree with some of the answers given. I guess the only way around this it to teach students strategies when sitting the CAA's, such as reading the questions first, and deciding which answers are least likely to be correct.

We then looked at different types of formative and summative assessments. Of the approaches we covered, I use PATs, Asstles and student workbooks. I haven't really used the PATs and Asttles for much formative assessment but am keen to do so in the future as I believe sharing these results with the students will help them understand where they are and what their next goals should be.

Naomi then showed us different ways to keep track of student progress and we started our own workbook. This will be very useful for tracking data.

Janet's presentation was a deep dive into using PATs for formative assessment. This helped me immensely in understanding how PATs can be used for this, and included how to add formative PAT  data to my workbook.

Kiri then gave a presentation on Learning Intentions and Success Criteria, which included a couple of activities. For me this was a handy 'refresher'. 

Our next activity was to start a task board. I use Hapara Workspace so will stick with that as I find it more suitable for Year 9's and upwards. 

In conclusion, today included many excellent strategies to aid students in their reading comprehension but the main one I'll be using will be to use tests that I've usually used as summative assessment, as a main component of my formative assessment.

Year 9 Reading Survey Results

 Yesterday I gave my Year 9 Humanities class (22/29 students were present) a survey about their reading, the results of which were interesting. 

Only 9% of students said they really like reading at school. Unfortunately his didn't surprise me as over the last few years a very low percentage of my junior students said they enjoyed reading at school. The results were equally as dire (9%) for students saying they really like reading at home. Even worse was that no students said they really like reading any digital texts at home.

On the bright side, 55% of students said they are currently reading a book for enjoyment. This seems quite a high percentage given the previously mentioned results so I am assuming most of the students are referring to the silent reading they are doing in class (I'll need to check with them about this).

Only 9% of the students think that reading can make them smarter or more relaxed! I'll make sure I have more discussions with them about this so that they can see the value in reading.

41% of students said that fiction was their main choice for reading in their own time with novels/graphic novels being the favoured type of fiction (31%). I was happy with this result as assumed that students would prefer shorter texts.

Disturbingly, 41% of students said that in the last year, no teachers had suggested further reading for them.

80% of students thought they were good or very good at reading but only 47% of students thought their teacher thought they were good at reading, and only 47% thought their whānau thought they were good at reading. It was interesting to see the results for teachers/whānau were the same. 

Some heartening responses to the question. 'Why is it important to be a good reader' were: 

• To be smart
• Because it can help with your education in life and in your future
• So I can read manuels (sic) and read and read important stuff and get work done
• Reading makes us better thinkers by improving our critical thinking and problem solving
• So when you get a job you can read well
• For my later studies

and the comment that made me laugh, 'So your mum doesn't tell you off because you're still at level 4'.

My main 'takeaways' from the survey were to reinforce with the students what the benefits of reading are and to strongly encourage the students to read at home/in their spare time.

Thurs 14th Feb 2025

Day 1 Reading Practice Intensive

We began the day with introductions and an overview of the course. I'm looking forward to learning new strategies and skills to help with my students' literacy.

Dorothy then took us through the Manaiakalani Kaupapa and Shared Pedagogy in the context of reading. This was very eye-opening and informative. 

Naomi then helped us to create a profile of a good reader:

• Can actively comprehend a diverse range of texts
• Use strategies
• Read to learn-acquire world and word knowledge
• Read to learn in academic disciplines
• Grow in self efficacy
• Enjoy reading
• Participate in community
• Reads widely

I will make an effort to regularly include these approaches in my prep and teaching. 

We then went to our breakout groups and did a Canva on how we track reader profile information. 

I'd like to add some new ways to track reader progress.

We then focussed on 'Reading Widely' with Janet. This included completing a reader profile survey and reading some responses to a year 10 survey. There was then a discussion about thoughts on these. The year 10 survey results were markedly different to the results I get from my classes as most of my students do not like reading. 

After a break Naomi introduced 'Reading Across the Curriculum'. We watched a video from Soana Pamaka (Principal at Tamaki college) about planning for reading across the curriculum which included cross-department planning, targeting students and the importance of literacy in success in all subject areas. Our college currently does include cross-curricular planning. This is still very much a new concept for us and we are learning as we go!

Naomi then looked at reading across the curriculum in more detail. This included:

• Core Curriculum Content Reading:

• Tiered levels of vocabulary
• Reinforcing new learning with a variety of texts and activities

We then commented on a survey:

These are great ideas to increase student engagement in reading. I particularly like the idea of reading challenge activities. 

Next, Kiri introduced 'The Importance of Discussion About Text'. Creating the right environment is crucial in enabling this to be effective:

We then watched a video on establishing ground rules in the classroom. The teacher's strategy was excellent-making a game with rules really helped the students to engage in discussion.

We then had a group discussion about some survey results and then rated ourselves as a group on our discussion skills:

There were some good ideas that would work well in class.

Next, Naomi introduced the topic of 'How to Grow Good Readers'. Here are the pillars of practice:

and a link to these pillars of practice.

We then reflected on our own strengths and goals for the first two pillars:

The next focus was on teaching vocabulary. key points:

• Must be robust-interactive and focusing on vocabulary tiers 2 and 3, being word conscious.
• A focus on comprehension
• A focus on discussion

We then looked at Reading-Writing links and then sharing with audiences.

Obviously all of these pillars are important in teaching reading and should be regularly reflected on.

We then reflected on our own strengths and weaknesses for pillars 3,4 and 5:

After lunch we chose  text to read and then summarized our findings on Canva. We then chose a quote from a professional reading text and reported back to our breakout group, explaining the quote in our own words. I chose the quote, ' Students' self-concepts and the value they place on reading are critical to their success' and talked about how students need to be able to reflect on their reading so that they can see their progress and this in turn helps with their motivation. 

These professional readings will be great to come back to to give me ideas

Naomi then gave us a summary of today's learning. The Kākāpō Week 3 Task Board reminded me of my class sites when I used to teach years 7 and 8. In regards to Hapara Workspace, I use these regularly with all of my years 9-12 classes.

We have covered a lot of ground today. I'm looking forward to implementing some of these ideas into my teaching and will start with the 'homework' activities we have been given. 

Ngā mihi

Sean. 

DFI Ninth Blog Post


Kia ora koutou,

Today's learning was all about revision.
We began the day with going to our bubbles and discussed what did and didn't work well from last week's learning. I reflected on how I'm feeling more confident with coding and how I think my students will engage and benefit from coding-based activities.

Next we looked at the kaupapa of ubiquitous learning, that of: 'life-long learning anywhere, anytime, at any pace, from anyone'. This is made even more possible with the option of 'rewindable learning'. It is important to remember that technology is not just a tool, it 'enables removal of barriers and previously inconceivable solutions to problems'.

We then had filled out a form in order to give feedback to the Manaiakalani Education Trust as the MET has enabled this DFI experience for us and they are very interested in hearing our reflections.

Next we had a break where we could get support for the Google Certified Educator Level 1 exam. I sat the exam on Sunday (and passed) so I used this time to reflect on the DFI course and what aspects of the course I'm most keen on introducing to my classroom.

We were then given three hours to complete the Google Certified Educator Level 1 exam. As previously mentioned, I sat the exam on Sunday and passed so used this time to write this blog as well as to start my lesson planning for next term-bearing in mind the multitude of valuable things I've learnt during this course. 

After a lunch break it was time to bling our blogs! I added the newly-earned badge and certificate to my blog (see above and below):

Next we spent time think about how we will use Blog moving forward including setting it up to reflect our personal ‘style’. We then checked our labels and STPs.

We finished the day with a half hour 'DFI Slam'-with some extra tips, tools and tricks to take away with us. There's some wonderful links there and I'm especially excited about 'Body Synth', 'Brush Ninja', 'Conducting an AI Orchestra', 'Turning Art into Music', 'Google Arts and Culture' and 'Kupu', to name but a few. 

This course has certainly been a challenge as there was so much to learn! However, thanks to the great tutors during the course, as well as the ongoing support I receive at Ōtaki College thanks to the fabulous Manaiakalani facilitators Vicky and Makaore, not to mention the fact we have access to the DFI course's valuable resources in the form of rewindable learning, I feel much more confident about further implementing Manaiakalani's kaupapa of learn/create/share and Google's apps and extensions into my pedagogy.

Another notable idea I will take away from this course is how important it is to remember that our tamariki learn in different ways and that the Manaiakalani kaupapa of learn/create/share, combined with the effective use of Google apps and extensions is a perfect platform/environment for differentiated teaching and learning. 

Ka kite āno,

Sean. 

DFI Eighth Blog Post

Kia ora koutou,

Today's learning was all about  Computational Thinking. 

We began the day with going to our bubbles and discussed what did and didn't work well from last week's learning. It was heartening to hear everyone is feeling much more digitally fluent! I reflected on how I'm feeling more confident with Chromebook shortcuts and and how my students are now getting into the routine of using our class site.

Next we looked at the kaupapa of empowerment which is about the advancing of Rangatiratanga- and their taking back control of their lives. The use of technology enables students to enter and explore new learning environments which is obviously empowering!

We then had an in depth look at computational thinking. This included the concepts of being digitally fluent and capable, how computational thinking can be applied to different technology strands, the difference between computational thinking and designing and developing digital outcomes, and digital technology and computational thinking progress outcomes. Manaiakalani is currently in the process of mapping the Cybersmart curriculum to the new Digital technologies Curriculum. 

After a break we were given an introduction to the future of technology and what it means to our tamariki. This was fascinating and included an overview of exciting new innovations and technologies. We then considered how the ethics and morals associated with new innovations and technologies must be considered-thought-provoking to say the least! We then looked at different scenarios related to 'driver-less' cars which was a great example of the ethics and morals intrinsically linked to new innovations and technologies. 

We then went to our 'bubbles' and explores some sites related to the the new digital technologies curriculum.

After that we were given some background to our upcoming exam, including registration for it. 

Next we explored opportunities for us to give coding a go or extending our current knowledge. I had a play with 'Scratch', the cat. My students will love this, as well as the many of the other coding options. This is a great site  free, short coding courses.

We then chose a breakout group to create a task and I chose 'Mihi Maker'. It's a fun little game that animates your Pepeha! You can make the dude walk by pressing the right arrow on your keyboard, or hold the arrow down to make him run. Of course the up arrow makes him jump if you're in the mood for a bit of leaping. Here it is:





We finished the day by with some blogging tips which included a blog checklist and how to share your blog on social media. 

It's been another productive/informative day here on the DFI course, my favourite parts being the 'Mihi Maker' (which I'll be using with my class) and thinking about the ethics and morals in regards to new innovations and technologies. 

Ka kite anō,

Sean.