My inquiry question was Will daily deep diving into quality, ‘multimodal’ texts, accompanied by ’rich’ text conversations in which all participate, and with deliberate attention to words that co-occur to carry meaning, improve students’ reading comprehension and encourage their love of reading?'
Changes I made to my practice were:
- specific focus on reading materials which challenged the students in comprehension
- changed the format of reading lessons where I put a lot of focus on discussing and unpacking reading materials
- the use of wait time is essential
- focus on unpacking vocabulary and strategies to use when coming across unknown vocabulary (root words, reading around the text...)
- empowering the students to be confident in leading reading discussions with each other
- gathering student voice
Group results
Final reflection
The students made progress but no accelerated progress. There are several factors which hindered the progress of the students. Their progress with their reading ages is measurable and shown in the table above. Their engagement in reading and building a passion to be readers were measured by observations and student voice Student voice T4.
Moving forward
Four of the students in this inquiry group will be in my class next year. I need to reconsider my focus group and make a judgement about which students will be in my focus group for 2020. I have also decided next year, I will focus on the Learn, Create, Share pedagogy more by incorporating more create work from the students.
