RPI 3 Text Selection

There are many ways to get a selection of text and use this selection in a reading program.

I found the digital and audio information helpful for students that did not quite understand or hear the instructions, or that it was not as clearly explained.  

Todays session talked about grouping the students, grouping in levels or mixed.  The pros and cons.

I appreciated the information for mixed grouping and how that mixing the students extends on the cognitive level for the students reading, in most cases.  This session offered ideas and strategies for grouping to push the students ahead.

The flea jumping in a jar scenario was an eye opener for me in terms of knowing how stretch the learning of the student to their full potential.  Do not limit the potential.  Keep the lid of the jar.

Consider flexible grouping.  Reviewing the program and students regularly, change it up frequently, keep them alert and engaged.

Text selection.  There are a few ways to access a variety of text, diverse text, text of interest, digital text, etc.  

When learning a new topic teachers must consider a variety of text, genre, and how to present these set of text to the class.  Then understand how to teach the students to summerise the different text to extend the learning of the topic and/or learning intentions.

Summerising strategies.

Ngā Raraunga mā te Pānui

Rapu Mā Te Pānui 

Firstly most of the students are doing more reading at kura.  We do read everyday all most subjects. 

There is a large group that like to read at home in the spare time, however nearly the same amount do not enjoy reading in their spare time.

Most students see that reading is important for learning purposes, as this graph shows.  

As a teacher I appreciated the questions in this survey as I was able to see which students have access to oppurtunities for reading at home, and at kura.  Whether or not they enjoy reading, and set up more oppurtunities to choose their own reading text.  The tamariki also indicated what books they have read and what kind of books are they actually interested in.  

It was also helpful for me to know that not all my students are confident about reading in kura as they are at home with their parents.  Kura should be a place of reading where it is also enjoyable.

Papa Pānui

 Kua hanaga e au he papa pānui mai te tauira kua tohatoha mai.  He āhua pai te kitenga o te whārangi nei.  He āhua uaua te whakarite ngā mahi o ia mahi o ia mahi.  He tino pai ngā mahi me mahi i ngā tamariki, mai te whārangi tauira kua homai.  Kei te whakaaro tonu ahau mēnā ka takiuru ki roto i ngā mahi akoranga mōku.

Inanahi i whakaatu e au the papa pānui ki ngā tamariki.  I whakaatu e au ngā papa pānui mā ia rōpū, kātahi i whakaatu a ia pouaka mahi.  I wātea mā rātou te tirotiro haere.  I te pai te tūwheratanga me te kitenga o ngā mahi katoa.  Tino pai te kiriata uiui pānui ki a rātou.  Kei te haere tonu me te whakaaturanga.  Ā tērā wiki pea ka whakatakoto ngā papa pēnei mā ia mahi.