Today was the first day of the Manaiakalani Reading Practise Intensive. A course aimed developing our knowledge and ability of teaching reading effectively. There is much to take away and digest but below are my initial wonderings
Reading for enjoyment
I'm not someone who naturally enjoys reading. I wouldn't sit down and read a book for pleasure. For whatever reason I never got that bug. While this is the case, I do still read but when there is a reason to, like when I want to learn something specific. Today, one of the readings mentioned that for people who enjoy reading "reading was about finding pleasure, wellbeing, connection, relationship, meaning, and a sense of identity in the world". It struck me that the benefits of enjoying to read went far beyond having fun with the inclusion of better wellbeing, connections and relationships etc. This has got me wondering how can develop not only my own desire, but the desire of the kids in my class to want to read. How can I instil in them a love of reading?
Student choice
My other wondering has been how can I incorporate greater student choice within my reading program. Greater choice in texts and activities. We were shown some examples which will be a great starting point.
Watch this space.
Thanks for sharing Rob. I was keen to read your thoughts on RPI - especially the reading for enjoyment part! You having taught Justus - he absolutely loved along with other learners (BJ etc ;) loved your story reading. They certainly had reading for enjoyment reinforced through your daily 'Reading to' sessions. Be interesting to read what your reflection is on this practice of yours :) While you are not one to read for enjoyment you've made it exactly this for your learners. Go Mr Wiseman! Looking forward to your future posts.
ReplyDeleteTēnā koe Rob
ReplyDeleteThank you for sharing your reflections of Day 1 of the Reading Practice Intensive: Reading is Core to Learning. I appreciated reading about your two big takeaways from the day’s sessions: ‘Reading for Enjoyment’ and ‘learner choice’. I agree that reading dispositions and motivations are very personal and that we can have varying purposes for reading in our own time. As teachers of reading, I think there is also an important role we play in being responsive to young people’s reading material (particularly “the fiction effect”) and in being in a position to recommend titles to learners.
I particularly liked the quote you lifted from your professional reading because, as you say, it is in the connection with others - about what we are reading - that further engagement can be inspired and influenced. Book clubs, literature circles and Chapter Chats are approaches we will cover further on Day 3, so I look forward to picking up this thread as a discussion point later in March. I think the other aspect of reading for enjoyment that you mention - that’s worth making explicit to our learners - is the benefits, especially the long-term life benefits of reading for enjoyment. In our Manaiakalani school contexts, it is one of our ‘big challenges’ to explore and resolve ways to ‘hook’ students into reading (in and outside school) not only so they find purpose and enjoyment in personal reading but these become lifetime habits for supporting participation in communities of readers ( includes families, libraries, workplaces etc). I really look forward to us problem-solving this challenge (and opportunity!) as a breakout group.
I also really look forward to hearing more about your design for learning that includes opportunities for learner choice. How have you found the task board that we shared on Day 1? Does this prompt some ideas and inspiration? We will be featuring different task boards across the RPI and I hope these lend support in planning for choice.
I am really excited to follow your ongoing professional thinking and reflections as you engage with the RPI programme and in relation to your teaching context.
Nga mihi
Naomi R.
Literacy Facilitator - Manaiakalani Reading Practice Intensive