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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.
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