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When did you get students to complete RP assignments? Is it....

1) during RRP lessons, as part of repeated reading practice?

2) during RRP lessons, as part of DI Time?

3) during RRP lessons, when conducting PM?

4) as extended practice, outside of RRP?

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How often do you plan to get students to complete RP assignments in Sem 2?

Does time to review past assignments during "Reading Progress time" feature in your plans?

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Please share a feature that you have found particularly useful thus far.

Are your student enjoying RP so far?

What is 1 challenge you have faced, and how did you overcome it?

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Group 1:

1. Combined session (P3 and 4) to go through the motion of logging in to help teachers identify issues like MIMS password/ locked accounts. Sharing of resources that are familiar to the context (International Friendship Day) across levels to make it less intimidating for the teachers. Also a good way for teachers to set expectations for themselves and the students found it engaging (TKP) - Good Practice

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Main Room:

Students enjoy Reading Coach. Hear how the word is pronounced, the word is broken up for them etc.

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Group 1

1. RP being used as extended practice outside of RRP lessons because of logistical constraints like lack of conducive rooms. (CHIJ Katong).

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Group 1

1. Recorded reading was uploaded into SLS instead because the students have issues trying to get pass the logging in stage. Some kids do not have accounts created for them (Teck Whye)

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SMS(P)

During RRP lesson, as part of reading practice and during PM - sat by student to guide through RP process. Initial recordings were quite soft, as students were shy/apprehensive about using RP for the first time.

Played back recordings from first lesson to students, to learn/have students give peer feedback. Students found it an eyeopening experience.

Assignment may be given for the June holidays, for students to try at home.

APS

Two assignments completed outside of RRP - had to be completed using the web version as Teams app could not be installed.

Initial text given was too long.

Assignment may be given for the June holidays, for students to try at home. Unsure if students can log in at home, as some technical difficulties were faced when already in school.

YTPS

Three assignments assigned after RRP schedule was completed

Students enjoyed using Immersive Reader - could choose speed of reading that they were comfortable with

Reading Coach - would be great if there could be more than 5 words picked out. Good for very weak students as words were chunked for practise

Not planning to assign for the June holidays due to possible technical difficulties.

FTS

Three assignments - during RRP lesson proper, part of DI time and during conducting of PM

Many technical difficulties faced, like logging in or submitting of assignments

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Group 2:

1) RP assignments were done during the RRP lessons - repeated reading practice and PM

Good practices during RRP lessons:

Teacher gave explicit instructions on how to access RP.

Encourage students who were a little shy especially when they feel uncomfortable hearing their own reading.

Remind them of the purpose of the function of rerecording

Play the recording of students to allow students to provide peer feedback.

2) RP assignments were also done outside of RRP lessons, in school.

Learning points:

Provide an appropriate length of text.

To extend learning, teacher would like to assign lessons outside of curriculum time. However, students may have some issues with accessing them using the web browser at home.

Assignments were given to them at the end of the term.

3) RRP teachers' feedback on RP

Reading coach - Teacher wished that it could highlight more than 5 words to practise.

Students really enjoyed the immersive reader, especially the customisation of the font type.

4) DI time - may not be enough time.

PM- students kept coming to the teacher so it was not very conducive.

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Group 1

1. Make time to go through the asignments and try to facilitate peer feedback for the students (Teck Whye)

2. Putting RP into DI time.

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SSS

Planning to conduct RRP in the computer lab, so that RP can be used during DI time

Return assignments to students for revision

SMS(P)

May try out using RP for students who are of a higher readiness while working directly with students who need more help, during DI time

YTPS

Will grade and look through recordings and return assignments to students for review

FTS

Plan to split texts up into more manageable chunks

Give feedback to students on how they have read

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Group 2:

SMS(P): May want to try doing this during the DI time.

YT: Wants to grade their assignments and return them for review in Sem 2.

Frontier: Chunk the text further. Replay the recording for peer feedback.

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1. Try out the generative AI function from Insights in Term 3 to provide students opportunities to work with words that they have problems with.

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Chunk the reading passages into shorter paragraphs for students to complete the assignment in a shorter amount of time. (Especially when using RP while teacher conducts PM)

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Differentiating the reading passages for students based on their profiles

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Not being able to book the Computer Lab to bring the students - how to help students overcome the noisy interference for reliable and accurate speech evaluation.

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Video Tutorial on Using Reading Progress:

https://www.youtube.com/watch?v=UCZUAfRW3H0

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Build a routine for students. Every week the two P3 and P4 groups combine on Mondays and use the computer lab to complete their Reading Progress assignments.

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For noisy classrooms - give every student their own headset. Remind them to move the mic closer to their lips when they read aloud so that the sound capture is clear.