Identifying my Priority Readers

My inquiry will target Year 6 learners, aged between 9.5 and 12.5 years, whose reading levels are currently at or just below expected benchmarks. My primary goal is to implement strategies that will extend these students, ensuring they are at or above the expected reading levels for Year 6 and Year 7.

A consistent trend I've observed is that while these students demonstrate strong decoding skills, they significantly struggle with questions requiring higher-order thinking. This includes challenges with applied knowledge, understanding key vocabulary, and making inferences – all critical components of deep comprehension. Observations from our reading groups reveal that while some students are confident in sharing their initial thoughts, there's a noticeable lack of genuine discussion, and their responses often do not refer back to the text for evidence. Furthermore, analysis of my recorded lessons highlights a predominantly teacher-led discussion model, where I frequently prompt students to share ideas with each other. This suggests a need to foster more student-driven dialogue and text interaction, particularly when engaging with content that may lack immediate cultural relevance for them.

To clarify the precise nature of this comprehension gap through a culturally responsive lens, I will utilise a range of formative assessments. This includes analysing previous years' PAT Reading and e-asTTle data as well as running records, which I will then compare with our 2025 testing data. During literacy assessments, I will pay close attention to students' behaviours towards reading, particularly their engagement with and responses to texts that may or may not align with their cultural backgrounds. I will also conduct comprehensive reader profiles to understand students' attitudes towards reading, their preferred genres, and their existing cultural schema. Additionally, I plan to research language acquisition, seeking assessments that can track changes in their academic and culturally specific vocabulary throughout the year, recognising that language is deeply intertwined with cultural understanding.

Potential Tools and Measures for this Inquiry:

• Formative Assessment Data: Including comprehension checks, reading response journals, and specific question types (think and search, author's message, literal) to track growth.

• Performance in Current Testing Rounds: Analysing PAT Reading and e-asTTle Reading data for shifts in overall comprehension scores.

• Classroom Engagement Behaviours: Observing student participation in discussions, their willingness to connect texts to their own experiences, and their ability to reference text evidence, particularly with culturally diverse materials.

• Growth in Academic and Culturally Specific Language Acquisition: Tracking vocabulary development and the use of language that reflects deeper cultural understanding.

• Attendance Data: To identify any correlation between engagement and presence in the classroom.

• EdPotential Data: To track long-term progress and identify patterns in reading achievement over time.

Discussion with the SLT and Colleagues

Planning for an Effective Teacher Inquiry with my Senior Leadership Team (SLT)

Reconnaissance -  student inquiry foci 

Collaborate with your school’s leadership team and colleagues to identify areas where your inquiry will make a powerful contribution to wider school and cluster goals.

From what you know already about your classes and your school’s profile and leadership goals for the year, share a possible inquiry focus.

Frame your focus as a desired change in student learning, NOT a change in teaching (as yet!)

I have chosen  The Achievement Challenge 1 as an area of focus.  - Raise Maori student achievement through the development of cultural visibility and responsive practices across the pathway as measured against National Standards and agreed targets for reading Years 1-10.

I’m also considering my Inquiry focus question to be around: What strategies can I use to create a culturally responsive reading environment where all students feel seen, valued, and connected to the texts and discussions?

The "good inquiry happens in teams" has certainly proven true for me. I've had incredibly productive discussions with my syndicate team and, crucially, with my Senior Syndicate Leader, Hevaha Tua'koi. Her Tongan heritage and deep connections with the local Pasifika community are an immense blessing, as she brings a wealth of invaluable Pasifika knowledge and experience. Hevaha generously shared profound insights into supporting Pasifika learners, which has greatly enriched my understanding. Further strengthening my inquiry, I also engaged in a highly beneficial conversation with our Deputy Principal, Zhydah Petersen. She shared her extensive experience and effective strategies in working with both Māori and Pasifika learners within our school context. Through these powerful discussions and with the expert guidance of these two senior leaders, my inquiry focus has crystallised. I now feel I have a truly potent and challenging direction for integrating culturally responsive teaching and learning into my classroom practices. This collaborative foundation will be key as I strive to leverage students' cultural identities to deepen their engagement and comprehension in reading.

My 2025 Inquiry Focus

From Pens to Pages: My Reading Inquiry Journey - Connecting Across Cultures

Kia ora koutou!

As the new school year kicks off, I'm excited to share the focus of my teaching inquiry this year. Initially, my mind was set on diving deep into the intricacies of writing processes with my amazing Year 6 learners. I envisioned exploring narrative structures, writing processes, and the magic of crafting interesting sentences. However, as I've spent time getting to know my incredible class and reflected on their unique needs, my focus has gracefully shifted.

My heart and mind have been drawn to the power of reading. Not just decoding words on a page, but truly understanding, connecting with, and being transformed by the stories we encounter. This shift has been further inspired by my recent journey through the BSLA (Better Start Literacy Approach) course at the University of Canterbury. 

Teaching a vibrant and diverse group of Year 6 students – a rich tapestry woven with Polynesian, African, Filipino, Fijian, and Afghanistani threads – has underscored a profound realisation:

"It's not about being culturally compatible with my students, it's about being culturally connected".

What does this mean? 

It means my inquiry will centre on building genuine connections that honour and value the richness of their individual cultural identities within our reading programme.

Inspired by the principles of structured literacy and the imperative of culturally responsive teaching, my inquiry will explore how I can weave these two powerful approaches together. I aim to create a reading environment where:

The fundamentals of reading are explicitly taught: Drawing on the structured literacy framework to build strong foundational skills in phonological awareness, phonics, fluency, vocabulary, and comprehension.

Students feel seen, heard, and valued: By creating opportunities to share their cultural connections to the texts, fostering a sense of belonging, and recognising their cultural knowledge as an asset.

This year, my inquiry will be a journey of learning and growth, not just for my students, but for me too. I'm excited to explore how intentionally integrating structured literacy with culturally responsive practices in our reading class can unlock deeper comprehension, ignite a genuine love for reading, and ultimately empower my Year 6 learners to thrive.

Stay tuned as I share my progress, discoveries, and reflections throughout the year! I'm eager to see the wonderful places our reading adventures will take us.

Ngā mihi nui

Acknowledgement:

A powerful idea that has significantly shaped my approach to this inquiry comes from Dr. Jude Bautista, a senior lecturer at the University of Canterbury, during the recent BSLA Professional Learning Development course. Dr. Bautista emphasised, "You do not have to be culturally compatible with students, you have to be culturally connected." This resonates deeply with my goal of fostering a reading environment where all my Year 6 learners feel seen and valued for their unique cultural backgrounds.