WRITE TO READ (W2R) Professional Learning ~ Literacy September 2011 Presenters – Michelle Lucas, Melissa Osman and the Eltham North P.S. Literacy Team W2R OVERVIEW Research shows the essential components necessary to be able to read include: Phonemic awareness: Understanding that spoken words are made Explicit systemic phonics: The understanding that the sounds of Reading fluency: Children need to be able to decode automatically up of a sequence of sounds and the ability to blend and segment (e.g. p/o/t = pot) our language are represented by written symbols (codes) 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 HANDWRITING Clock 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 11 12 1 2 10 3 9 8 4 7 6 5 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’: 1.1.1 RULE STEP 1 - ASK: Am I adding a vowel ending (e.g. –ing, -ed)? e.g. ing STEP 2 - ASK: Is the word 1 syllable, with 1 vowel, followed by 1 consonant ? 1.1.1 svc stop STEP 3 - ASK: Is the consonant a w, x or y? STEP 4 - If it isn’t a ‘w, x or y’: Double the final letter then add the vowel ending = stop ping 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 classroom A 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.