Teaching inquiry update

 Inquiry Focus Question

How can I enhance the enjoyment levels of reading for my students and what effect will this have? 

Towards the end of Term 2 I gave my literacy class a reading challenge. The purpose of the reading challenge was two fold.

1 - To increase my students reading "muscle"

2 - To encourage my students to read for enjoyment

The reading challenge involves students selecting a text of their choice based on 15 genres (historical fiction, humour, poetry etc). As students finish reading each text they complete a quick create task, again of their choosing. As students read a range of genres and texts of their choosing I hope this will develop their reading muscle (ability to read texts more consistently) and their enjoyment of reading.  Time will tell.

Teaching Inquiry 2024

 Inquiry Focus Question

This year my inquiry focus question is very similar to my focus from last year: 

How can I enhance the enjoyment levels of reading for my students and what effect will this have?

I selected this focus because, generally speaking, my students do not read for enjoyment. A recent survey indicated about 1/2 of the students were reading a book for enjoyment however when asked about the book they were reading many struggled to talk about it. I wonder if they filled in the survey with the information they thought I wanted to hear.

I will be giving my students another survey to dig into this a bit deeper. 

Inquiry Focus 2023

Inquiry Focus Question

This year my inquiry focus question is: 

How can I develop the dialogic discourse ability of my children so they can freely engage in discussions about a text and what effect will this have on their vocabulary and comprehension?

It is widely acknowledged that there is a reciprocal relationship between oral language influencing reading development, and reading influencing oral language development. The National Reading Panel’s (2000; p.230) historic report points out: “Vocabulary occupies an important position in learning to read. As a learner begins to read, reading vocabulary encountered in texts is mapped onto the oral vocabulary the learner brings to the task….The reader learns to translate the (relatively) unfamiliar words in print into speech, with the expectation that the speech forms will be easier to comprehend. … When the word is not in the learner’s oral vocabulary, it will not be understood when it occurs in print.” Therefore oral language and vocabulary development is crucial to improving reading comprehension. 

The Problem

Generally speaking, many of literacy student's struggle to engage in discourse about a text. I suspect this is due to a potential number of reasons such as:

• Feeling shy, anxious or worried about sharing. Sharing in a group is a vulnerable thing to do even for adults. The unknown responses from others in the group can cause a reluctance to share. 
• Having a 'can't be bothered' attitude. 
• They don't know how to have a discussion. 

Proposed Solution/Hunches

I suspect the process to developing the dialogic discourse ability of my children will require a number of actions:

• Creating a safe classroom culture where every contribution is valued and respected. 
• Getting buy-in from the kids. Demonstrating the importance of being able to share your thinking and opinions.
• Explicitly teaching/modelling how to have a discussion. This includes outlining Rules for Talk.

• Using texts that are engaging and provocations that evoke discussion. 

Next steps

Attain some baseline data such as:

• Easttle reading  results
• PAT vocabulary result
• Observe children having a discussion about a text recording what takes place

Back In The Saddle!

This year I have returned to teaching at Pt England school after a 3 year break where I was pastoring and co-leading a central Auckland church. I am the team leader of our Year 7/8 syndicate which is made up of around 140 children and 4 other great teachers.

It has been an interesting time to come back to say the least! Initially, I hopped that the effects of COVID-19 on teaching in 2022 would be minimal, however that was wishful thinking. Like previous years we have had to adapt to the changes that COVID-19 has bought. I am so proud with how our children and teachers have adapted to the ever changing landscape. We all know that change is never easy, however the team, children and adults alike, have rolled with the punches and coped so well with the daily changes that came up. 

Currently, I'm working out what to focus my teaching inquiry on. I have wonderings around improving children's ability to discourse and share their opinions. I also have wonderings around engaging boys in reading that leads to achievement. I'll keep you updated with what I settle on.