The learning inquiry - Teaching as Inquiry (first cycle) 

In this learning inquiry, the teacher investigates the success of the teaching in terms of the prioritised outcomes, using a range of assessment approaches. They do this both while learning activities are in progress and also as longer-term sequences or units of work come to an end. They then analyse and interpret the information to consider what they should do next.
Ministry of Education, 2007b, page 35

The key question for the learning inquiry is: What happened as a result of the teaching, and what are the implications for future teaching?
Two related questions then lead the inquiring teacher back into another round of inquiry: Is there something I need to change? What are the next steps for learning?


What happened as a result of the teaching?

Strategies:
- Regular focused 1:2 time spent with students
- A focus on clarity of learning intentions and success criteria: WALT - Decode words that we dont know using our strategies.
- Deliberate acts of teaching - primarily: modelling, questioning, prompting and occasionally telling.

What are the next steps for learning?

Strategies:
- Regular focused 1:2 time spent with students
- A focus on clarity of learning intentions and success criteria: WAL - About what good readers do. Sc - understand and use comprehension strategies to make sense of what we are reading.
- Deliberate acts of teaching - as above with a greater emphasis on modelling through use of modelling book and think alouds.
- Integration of Cloze reading activities to boost paragraph comprehension.


Follow-up: 
- How can I integrate ICT into my reading programme to lift students motivation to read?