Tom is a buddy reader

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Reflection - what these stories exemplify

Key competencies

As Tom feels more comfortable as a buddy reader, he joins in more and takes on different roles (relating to others and managing self). Daily use of familiar and interesting texts enables Tom to grow his confidence as a reader (using language, symbols, and texts).

How might these stories strengthen Tom’s identity as a learner?

Tom has really stretched himself on a number of fronts – working with others, working in another room, and trying new roles. He has taken on these challenges and succeeded (agency).

The increased complexity of Tom’s learning as a buddy reader has been demonstrated with different people, with different books, and in being a confident listener, as well as a reader (depth). It is also a great feat for Tom to be selecting his own books now without prompting.

For more information on the four dimensions of agency, breadth, continuity, and depth (ABCDs), refer to Narrative assessment: a guide for teachers.

Learning areas

Level 1 English

This learning is in the Listening, Reading, and Viewing strand of English. In selecting known texts, Tom is confidently demonstrating his knowledge of concepts about print. Listening to others read further supports his growing understanding of an engagement with texts.

Effective pedagogy

What does this tell us about teaching and learning in this setting?

Tom’s teacher set up a buddy programme for Tom with another class which further supported Tom’s reading and interacting with others. Using resources around the school helps create a supportive learning environment for Tom in the school community.

This teacher was also prepared to make considered adjustments to the environment (buddies, roles, and resources) to further extend Tom’s learning area and key competency achievements (teaching as inquiry).

Reflective questions for the reader

“What roles can your students take on in your school?”

“What resources do you have available in your literacy programme that students would be interested in?”

Useful resources

Ministry of Education. (2003). Effective literacy practice in years 1 to 4. Wellington: Learning Media.

Ministry of Education. (2007). Literacy learning progressions: meeting the reading and writing demands of the curriculum: a professional tool for teachers: draft for consultation. Wellington: Learning Media.

Ministry of Education. (2008). The English Language Learning Progressions: a resource for mainstream and ESOL teachers. Wellington: Learning Media.

Scheuermann, B., & Webber, J. (c2002). Autism: teaching does make a difference. Australia ; Belmont, CA: Wadsworth Thomson Learning.

Janney, R., & Snell, M. E. (c2006). Social relationships and peer support [Part of the set Teachers' guides to inclusive practices] (2nd ed.). Baltimore, Md.: Paul H. Brookes Pub. Co.

Wagner, S. (1999). Inclusive programming for elementary students with autism. Arlington, Tx.: Future Horizons Inc.

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