This video demonstrates the sequence of the R2L methodology used to teach beginning reading and writing in the early years. The students in the video are Aboriginal children in central Australian communities schools, for whom English is another language, and there is no reading in the home. These children generally do not learn to read and write independently before Year 3, using standard early literacy methods. This video shows non-Aboriginal teachers teaching Shared Book Reading, but Aboriginal teacher aides teaching the R2L strategies Sentence Making and Spelling. These teacher aides have had one day of training in the R2L strategies, but they enable the children to read, spell and write sentences from their shared reading books in just one hour of practice.
R2L in the Primary Years
These videos demonstrate the sequence of the R2L methodology with a whole class in upper primary school. Most of the students are from non-English speaking backgrounds. The text is a novel about an earthquake. The teacher, Ms Josephine Hand, prepares and reads the first chapter, and then uses the passage below for Detailed Reading, Sentence Making, Spelling, Sentence Writing and Joint Rewriting.
R2L in the Secondary Years
These videos demonstrate the sequence of the R2L methodology with a Year 9 history class in South Africa. The students are all from non-English speaking backgrounds, many with very low literacy. The text explains a period in modern South African history. Preparing for Reading and Detailed Reading are demonstrated with a whole class. Joint Rewriting is demonstrated with a small group of students. The teacher is Dr David Rose, Director of Reading to Learn, who was asked by Sobantu High School to demonstrate the strategies.