From Pens to Pages: My Reading Inquiry Journey - Connecting Across Cultures
Sandhya's Professional Teaching Blog
Kia Ora, Namaste and Bula Vinaka! Welcome to my professional blog! I am a Year 6 teacher at Glen Innes School. This year I am taking on the role of the Community of Learning within school teacher at my school. Thank you for following my journey.
Monday, May 5, 2025
My 2025 Inquiry Focus
Wednesday, November 27, 2024
Response to 2025 Manaiakalani Kāhui Ako teacher within-school role
What achievement challenge are you considering as an area of focus in 2024 and why? Include in your WHY both evidence and your own passion/expertise.
I’m considering The Achievement Challenge 2 as an area of focus. - Lift the achievement for boys' writing in Years 1-10
I’m also considering my Inquiry focus question to be around: The Writing Process
In 2023, I focused on implementing culturally responsive teaching, and I introduced Extended Discussion with my Reading groups (Reciprocal Teaching). This year, my major focus was on Reading Stamina, and there were great positive outcomes.
However, in 2025 I would like to focus on Writing as I have encountered other significant challenges such as my learners not specifically following the writing process:
Prewriting
Drafting
Revising
Editing
Evaluating
Publishing
What learnings from the 2017 - 2024 CoL teacher inquiries have informed or inspired your thinking?
Since joining Glen Innes School in 2014, I've been immersed in the Manaiakalani pedagogy and kaupapa. Over time, I've grown increasingly familiar with the Learn, Create, Share pedagogy, finding it remarkably easy to explain to friends and family. This clarity and confidence have been empowering.
Zhydah and Kaysee, early CoL teachers at our school, inspired me with their focused inquiries. My own TESOL studies further fueled my passion for inquiry-based learning. In 2023, I decided to take the next step and apply for the CoL within school role.
Witnessing the dedication of past CoL teachers, including myself, and the joy of sharing our achievements has been incredibly motivating. The sense of accomplishment and celebration that comes from this inquiry approach is truly inspiring.
How would your work support Manaiakalani pedagogy and kaupapa?
I will mostly use collaborative pedagogy with my learners. It will be learner-centred so that they are empowered to share their thoughts and opinions freely and confidently.
I will also ensure that learning is ubiquitous and visible as well. For the past two years, I have worked closely with the SLT and they have been supportive throughout.
My inquiry will follow the learn, create and share model as I dive deeper into writing, create a structured approach to literacy that best meets the needs of my tamariki and share this teaching inquiry with my colleagues at Glen Innes School, and the wider Manaiakalani CoL.
Which elements of the extensive Manaiakalani research findings inform or challenge you as you think about this?
I explored Edpotential and read the cluster report for Manaiakalani and the school report. Our school writing data suggests that writing is an area of need.
How would you like to be supported in 2025 as you undertake this inquiry?
I have been using a collaborative approach with my colleagues and I will continue to do so so that my work becomes more manageable.
I am looking forward to engaging with the Manaiakalani team, and other CoL teachers in professional conversations.
Inviting CoL (AS) teachers to observe my writing class and provide feedback.
How would you plan to support your colleagues in your school with their inquiries and/or teaching in the area you are exploring?
I would love to have the opportunity to share my findings during staff meetings and visit classrooms during my release in order to share my findings. Teachers from junior and senior sides are always welcome to my class and I am always willing to share my practices with them.
Sunday, November 17, 2024
2024 CoL Teacher Inquiry: Bursts and Bubbles
I'm delighted to share my amazing CoL journey with you all. As we arrive at the end of 2024, it's a moment to reflect on the insights gained and anticipate the possibilities ahead! It's been an incredible year of learning and growth. As we reflect on our CoL journey in 2024, I'm filled with gratitude for the insights gained and excited about the possibilities ahead. I'd also like to extend my congratulations to Anjila for sharing her inquiry journey and to all the inspiring CoL teachers who have generously shared their experiences. Your journeys have truly motivated me.
Here is a short reflection of my Inquiry Focus for 2024 and following that, there's a summary of my 2024 Inquiry in the form of a Google Slides presentation.
Kia Ora everyone!
My Inquiry question for this year was: Can reading stamina and increased reading mileage, lead to improved performance in e-asTTle reading comprehension/PAT assessments?
I identified this as my focus when I noticed that many of my students struggled to sustain their attention during extended reading tasks, and their comprehension of complex texts was often limited.
To build a rich picture of my student's learning, I used various assessment tools, including PAT Reading Comprehension, e-asTTle Reading, student voice, recorded lessons, and baseline observations.
During the profiling phase, I noticed a significant gap between my students’ reading ability and their engagement with text. Many students lacked the stamina to read for extended periods, and their comprehension strategies were often ineffective.
After taking a mini-lesson with my focus group and profiling my teaching, I gained valuable insights. For example, I could have asked more probing questions, provided more wait time for students to respond, and reduced my own talking time.
The changes I made in my teaching included:
Implementing small group reading instruction, Increased Variety of Text Types, and Sending extra reading materials home: This strategy helped, especially those learners who had attendance issues.
This year Glen Innes School has embraced a new learning model, Flip Learning, to enhance student engagement and outcomes. The flip learning is based on the learning theories of Piaget and Vygotsky.
Our school's implementation of Flip Learning in Terms 3 and 4 provided a valuable platform to enhance student engagement in my reading class. By involving whānau and utilising this strategy, I witnessed a noticeable improvement in collaborative learning. While implementing Flip Learning presented some challenges, consistent communication with whānau through Class Dojo and phone calls was crucial in achieving improvements in student engagement and learning outcomes.
Overall, the changes in student learning are significantly positive, with noticeable improvements in engagement, comprehension, and confidence.
The evidence for this rating includes: increased participation in class discussions, a deeper understanding of complex texts, and accelerated progress in Reading Assessments for my target learners.
A significant takeaway from this inquiry journey is the importance of maintaining engaging, effective, and explicit reading lessons, with a strong emphasis on timed reading exercises.
Remember, friends, every child is a reader, and every reader is a leader. By fostering a love of reading and providing targeted instruction, we can empower our students to reach their full potential.
Tuesday, September 3, 2024
Monitoring, Recording, and Tweaking – What have you found out?
1. Share data that you have collected/ recorded about the implementation of your changed practices or intervention(what evidence do you have about what you did differently?)
Direct Observation: I regularly observed classroom interactions, student engagement, and the overall learning environment.
Anecdotal Notes: I took detailed notes on specific incidents or observations that are relevant to the implementation of the changes.
Individual Interviews: Conducted one-on-one interviews with my target group of students to gather in-depth feedback on their experiences with the new practices and their impact on their learning.
Teacher Reflections
Going through my own reflections on the implementation process, including challenges, successes, and areas for improvement.
Self-Assessment: Regularly assess my own teaching practices against the goals and objectives of the intervention.
Lesson Plans: Review lesson plans to ensure they align with the new practices and reflect the desired changes.
Assessment Data: Analyse student assessment data (easTTle Reading Comprehension) to measure changes in learning outcomes.
Feedback from Colleagues
Peer Observations: Invited my Team Leader to observe my class and provide feedback on the implementation of the changed practices.
Collaborative Discussions: Participate in discussions with colleagues to share experiences and learn from each other's practices.
By combining these data collection methods, I can gather comprehensive information about the implementation of the changed practices, identify areas for improvement, and make data-driven decisions to enhance the effectiveness of the intervention.
2. Describe the evidence you have so far about the effects of your changed practices/intervention on the desired learner outcomes and how you summarised and recorded these.
- Clear Instructions: Students consistently demonstrated understanding of tasks and expectations due to clear and concise instructions.
- Ground Rules: The lesson began with established ground rules for talking, and fostering a respectful and collaborative learning environment.
- Scaffolding: The teacher effectively scaffolded the learning process by breaking down complex texts and providing additional support as needed.
- Positive Reinforcement: Praise was used strategically to encourage participation and reinforce correct answers.
- Excessive Talking and Instructions: At the beginning of the lesson, there was a tendency to over-explain, potentially leading to information overload.
- Lack of Review: The lesson did not conclude with a review or summary to reinforce key concepts.
- Time Management Issues: Challenges were observed in managing the time allocated to different groups, leading to uneven participation.
3. Explain the reflections and tweaks you have made along the way and the reasons why you made these changes. Share your evidence for these decisions.
- Reduced Length of Comprehension Passages: Initial feedback from students indicated that the comprehension passages were too lengthy, leading to frustration and decreased engagement. In response, I shortened the passages to a more manageable length, which resulted in improved focus and understanding.
- Increased Variety of Text Types: To cater to diverse interests and reading levels, I expanded the range of text types used in class. This included incorporating fiction, nonfiction, poetry and fables, allowing students to explore different genres and develop a broader understanding of reading.
- Enhanced Differentiation Strategies: Recognising that students learn at different paces, I implemented more targeted differentiation strategies. This involved providing additional support to struggling readers through small group instruction and offering more challenging tasks to advanced learners.
- Increased Use of Technology: To make reading more engaging and interactive, I used Read Theory which included using online reading resources. They also use Epic digital storytelling tools, and interactive games to enhance student learning and motivation.
- Involving Parents: I realised that having constant communication with parents helped me to keep a close track of my learner's progress.
- Sending extra reading materials home: This strategy helped, especially those learners who had attendance issues, they really needed that extra coaching and help to maintain their reading levels.
Sunday, August 11, 2024
Ngā whetū o Manaiakalani 2024
Wananavu to the Manaiakalani team for recognising me and my colleague Anjila for "Ngā whetū o Manaiakalani 2024"
Intervention: Causal Chain 2024
Our task before the next CoL meeting was to create a causal chain to address specific areas of concern, think about our intervention, and understand more deeply what we can do due to a shift in student achievement. Here is my causal chain summarising my inquiry so far that shows a plan for my intervention in Term 3.
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Wednesday, July 31, 2024
A rich picture of my teaching prior to making changes
A rich picture of my teaching prior to making changes:
Explicit Planning- Selection of Texts
Inference-Making Reading Engagement
Peer support/ Small Group Activities (PALS)
Buddy Reading(Jnr & Snr Class)
Emphasis on timed reading exercises- Read Theory
Gradual increase in Reading Durations
More focus on character study
Extended Discussion (Tried in Term 2 but I felt it was not working for my cohort)
Another successful strategy that I used in Term 2 was "Buddy Reading" - Tuakana Teina (Junior & Senior Classes). I will continue with this in Term 3 as well.
Thursday, June 6, 2024
Hanga- Create Workshop 2024
On Friday, May 31st we had our cluster Teacher Only Day at Panmure Bridge School. The keynote was from Dr. Craig Hansen.
I must say how absolutely stellar your presentation on AI was! Your insights were not only profound but also incredibly engaging. The way you broke down complex concepts and made them accessible to everyone was truly impressive. Thanks for inspiring us!
During our Kahui Ako workshops, teachers from the Community of Learning (COL) took the initiative to share their technology skills to incorporate "create" activities in their classrooms.
I presented with my colleague Anjila and I absolutely enjoyed it. Our presentation was about how to use "Kleki" and "Polyline" on Google drawing.
Wednesday, June 5, 2024
Research Literature - Three pieces of Professional Reading to support my Hypothesis.
1. Peer-Assisted Learning/Literacy Strategy
PEER ASSISTED LEARNING/LITERACY STRATEGIES (PALS) is a peer tutoring strategy that can be incorporated into a literacy curriculum to improve fluency, decoding, and comprehension. In PALS, students are divided into pairs and alternate between the roles of the tutor and tutee. Each student takes a turn reading aloud, listening to his/her partner read, and providing systematic feedback to each other. Students are trained to use partner reading, paragraph shrinking, and predication relay during PALS.
Inference-making at the primary level in reading offers a wealth of benefits for young learners. Here are some key advantages: Boosts Comprehension: By actively making inferences, children go beyond the literal meaning of the text. They use clues and their background knowledge to "read between the lines" and understand the deeper meaning of the story. This leads to a richer and more complete understanding of what they are reading. Strengthens Critical Thinking: Inference-making requires critical thinking skills. Children analyse information, make connections, and draw conclusions based on the text and their own experiences. This strengthens their ability to think critically and solve problems in other areas of learning. Enhances Vocabulary Development: As children encounter unfamiliar words or phrases while making inferences, they are more likely to ask questions and seek clarification. This exposure to new vocabulary helps them expand their word knowledge and improve their overall reading fluency. Improves Engagement: When children actively participate in figuring things out while reading, they become more engaged with the text. Inferencing turns reading from a passive activity into a detective game, making it more enjoyable and motivating. Builds a Foundation for Future Learning: Inference-making is a crucial skill not just for reading, but for all subjects. By developing strong inferencing skills early on, children are better prepared for success in future learning endeavors across various disciplines. In short, inference making at the primary level is a powerful tool that sets children up for success in reading and beyond.
Wednesday, May 29, 2024
Hypothesise and Research
Remember, the goal of a hypothesis is not just to find answers, but to foster a deeper understanding of my teaching methods and their impact on my students.
The steps that I followed to formulate my hypothesis were as follows:
2. Conduct Preliminary Research by gathering information related to my question.
3. Defining my Variables by identifying the independent and dependent variable. The independent variable is what I will change, while the dependent variable is what I will measure or observe.
4. Formulate my Hypothesis
Given the observed challenges with inference questions and completion of tasks, there may be a need for more focused instruction or practice sessions targeting inference skills to enhance comprehension.
Based on my observation I came up with this Hunch:
1. If I provide more focused instruction and practice inference skills, then they will be motivated to read more.
Secondly, the observed shyness in some students when reading aloud or sharing ideas could indicate a lack of confidence in their reading abilities. Implementing strategies to build confidence, such as peer support or small group activities, may help alleviate this issue.
Based on my observation I came up with this Hunch:
2. If I implement strategies such as peer support or small group activities, then there will be more student engagement and participation during reading sessions, as well as a boost in confidence among students who are not so confident to read aloud or share their ideas.
Thirdly, the tendency of some students to guess answers during assessments rather than reading the entire text suggests a possible struggle with sustained attention or reading stamina. Incorporating activities or strategies to improve reading fluency and stamina, such as timed reading exercises or a gradual increase in reading durations, may be beneficial.
Based on my observation I came up with this Hunch:
3. An emphasis on timed reading exercises and a gradual increase in reading durations will enhance my students' reading stamina.
Here is my SLT Voice: