Professional Learning ~ LiteracySeptember 2011

WRITE TO READ (W2R)

Presenters – Michelle Lucas, Melissa Osman and the Eltham North P.S. Literacy Team

W2R OVERVIEWResearch shows the essential components necessary to be able to read include: Phonemic awareness: Understanding that spoken words are

made up of a sequence of sounds and the ability to blend and segment (e.g. p/o/t = pot)

Explicit systemic phonics: The understanding that the sounds of our language are represented by written symbols (codes)

Reading fluency: Children need to be able to decode automatically to read fluently – this is essential for comprehension

Vocabulary development: essential to gain meaning from text Comprehension strategies: explicit teaching of

comprehension strategies

W2R AT E.N.P.S The English language is based on an alphabetic code which is made

from letters of the alphabet

All words are made up of a sequence of sounds

Before we can learn to read we must be able to identify the sounds in words, i.e. phonemic awareness

Each sound in a word has a written symbol (or code) – to read and write we must make a sound-symbol connection

The word for a code is ‘phonogram’

In W2R we teach the 70 phonograms representing the 45 basic sounds of English

W2R uses a multisensory approach (auditory, kinesthetic, visual)

WHAT IS A PHONOGRAM?

A phonogram is a single letter or combination of 2, 3 or 4 letters that is a written symbol for a sound in a word

HOW WE TEACH W2R AT E.N.P.S

What you might see in the classroom:

Introduction and practice of the phonograms

Handwriting sessions

Rule teaching and associated activities for applying the rules

Comprehension & vocabulary development activities

Explicit teaching of grammar

Incidental teaching of W2R in all areas of the curriculum

HANDWRITINGClock face letters (letters that begin at 2 o’clock): a, c, d, f, g, o, q, s

Letters that start with a line: b, e, h, i, j, k, l, m, n, p, r, t, u, v, w, x, y, z

1.1.1 RULE How do we know whether we should double the final

letter in a word before adding a suffix (e.g. –ing, -tion, -ed, -ful, etc.)?

Follow the 1.1.1 rule to see if it applies to the word you are spelling – for example, add –ing to ‘stop’:

THE SPELLING LESSON

Oral phonogram review

Rule articulation

Written phonogram review (with handwriting focus)

Spelling dictation focusing on the sounds/phonograms in words

Rules & markings

Reading words for spelling and reading

Working with the words questions

Dictation

W2R IN LEVEL 1 In Level 1 from day one we begin the introduction of the

phonograms - ‘The Kingdom of the Codes’ – the students have been introduced to all 70 phonograms by mid-end Term 2.

In Learning Centre Activities we have a W2R focus for one activity.

Term 3 we introduce the written phonogram review.

Term 4 we introduce the spelling lesson preparing the students for more formal instruction in Level 2

Handwriting is taught using the clock face throughout the year.

W2R IN LEVEL 2 Term 1 - students review the 70 phonograms, adding 8 each day, and begin

spelling lessons in their own classroom to set up the routine Terms 2 to 4 - students are streamed across 7 classrooms, based on the Morrison

McCall Assessment, to specifically cater for student learning needs

2 streamed spelling lessons conducted each week: Lesson 1 – standard spelling lesson Lesson 2 – revise phonograms; spelling test; complete independent and group

activities to learn more about what the words mean and how to use them in context; revise rule of the week

These spelling words form a component of student homework each week

W2R incorporated into Early Years Literacy W2R strategies are used in whole class and small group teaching of reading strategies

during Reading Groups

There is a ‘Rule of the Week’ each week which becomes the focus of a Reading Group activity

20 – 30 minute focused handwriting session after assembly on Monday mornings

Weekly writing lessons – 1 grammar lesson, 3 genre lessons putting this grammar focus into practice through genre writing

W2R IN LEVEL 3 In level 3, you will see 2 structured lessons per week.

We have one streamed spelling lesson, comprising of a phonogram review, introduction of 10 new words and a dictated sentence. 

We also have one lesson within classes, introducing integrated topic words and completing a weekly spelling test.

Students also use their 10 spelling words to complete homework activities to further enforce the rules and understandings.

Students are tested regularly and moved accordingly, multiple times a year.

W2R IN LEVEL 4 In Level 4:

A weekly steamed spelling lesson that consists of:Oral and written  phonogram review

Explicit teaching of 10 spelling words focusing on the rules associated with each word

Dictation Passage focusing on words taught along with other rules/words we would like the students to revisit.

For homework, students write each of their words in sentences focusing on making their writing interesting to the reader.

Within each classroomA spelling lesson focusing on one of the spelling rules.

Teachers model using phonograms and rules when spelling unfamiliar words within all teaching sessions.

QUESTIONS To find out more information about the Write To Read program or to visit

our school to tour classrooms to observe the program in action…..

please phone the school office on 9439 9639.

Request to speak to Literacy coordinators:

Michelle Lucas, Melissa Osman or Literacy Team members.