In the first year of school, the strategies support all children to become independent readers and to write successful texts. They use the illustrated story books that teachers read with their classes, to teach all the skills involved in reading and writing, such as comprehension, word recognition, spelling, letter formation, sentence construction and story writing. Because these skills are learnt in the meaningful, engaging context of shared reading books, children can acquire them much faster than through traditional early years activities such as alphabet, phonics and sight word drills.
In the primary school, the strategies support all children to engage in reading and writing stories for pleasure, to learn from reading and writing factual texts, and to evaluate texts, issues and points of view in their reading and writing. They use texts in the subject areas that the class is studying, to teach skills in reading and writing, at the same time as learning the content of each subject area. They support all students to read and write texts at the same high level, rather then giving them texts at different ‘ability levels’. In this way they ensure that all students are ready to succeed in secondary school.
In the secondary school, the strategies support all students to learn the content of each curriculum area through reading and writing. They use the texts that students are expected to read in each subject area, to guide them to learn through reading, and to demonstrate what they learnt through writing. They enable teachers to balance the curriculum demands for ‘covering the content’, with teaching the skills that students need to independently learn the curriculum from reading and writing. They are designed to ensure that all students are well prepared for further education after school.
In further education, including university and vocational education, the strategies are designed to embed skills in reading and writing in teaching and learning the curriculum content. They enable tertiary teachers to support all students in their classes to read academic texts with comprehension, and to use the information they learn from reading to write successful texts for assessment.
‘Preparing for Reading and Writing’ is the starting point for the program. It explains how R2L works, to accelerate all students’ learning and close the gap in the classroom. It sets out strategies for guiding all students in a class to read challenging texts, to use factual texts to learn, to engage in stories, and for guiding students to write successful factual texts, stories and persuasive texts. It also provides models for programming in the early years, primary and secondary school, for assessing reading and planning lessons.
‘Selecting & Analysing Texts’ is an introduction to planning lessons. It sets out the kinds of texts that students read and write in the primary and secondary curriculum. For each kind of text, there is a set of activities that guide to identify and analyse their structure so you can teach them explicitly in the classroom. There is also a guide for selecting appropriate reading texts at each year level and a list of recommended reading books.
In R2L, we measure students’ progress by assessing their writing each term. ‘Assessing Writing’ sets out the writing assessment we have developed in the program, to show how students language resources grow with our teach- ing. Example texts show writing standards for junior, middle and upper primary, and junior secondary.
Detailed Reading and Rewriting are the turbo-charged engines of the R2L program. They enable all students to read and write high level texts with complete comprehension and fluency. ‘Detailed Reading & Rewriting’ explains how Detailed Reading and Rewriting work for stories and factual texts, by discussing the demonstration lessons on the R2L videos.
‘Sentence Making, Spelling & Sentence Writing’ contains R2L’s most intensive strategies support children to learn foundation literacy skills, in the context of reading and writing the curriculum. It also provides extended lesson plans for a story text.
‘Early Years Strategies’ sets out the R2L strategies for teaching beginning literacy and how to use them in the early years classroom.
‘Patterns in Texts’ extends the knowledge about language to patterns in texts, including how information is organised, how readers keep track of things, how sentences are linked, how meanings are related, and how things are evaluated. Activities practice finding these patterns in stories, factual texts and persuasive texts.
Underpinning the R2L program is knowledge about how written language works. ‘Patterns in Sentences’ provides a series of activities that enable teachers to recognise and name key patterns of language in sentences. The activities are directly useful for analysing and planning lessons, and teaching knowledge about language to students.
R2L has a set of unique approaches to teaching the language of maths, that have proved highly successful for primary and secondary students. ‘Reading to Learn Maths’ explains how these strategies work, and contains a series of lesson plans using the strategies that are written by teachers.
Planning, implementing and evaluating R2L strategies require high level skills in both classroom teaching and text analysis. The teaching strategies involve detailed planning of classroom interactions, to ensure that all students are able to participate actively at the same high level. Planning these lessons requires linguistic knowledge to select appropriate texts, and to analyse their language patterns.
These skills can be developed through a series of training workshops, with supported classroom practice and evaluation between workshops. In each cycle of workshops and classroom practice, teachers build up their skills in teaching reading and writing, and their knowledge about language. Each cycle also involves planning lessons within teachers’ curriculum programs, and assessing students’ growth.
Workshops typically involve teachers of junior and upper primary years and all secondary subject areas. This allows cross-fertilisation of ideas and practices, both across grades and across schools. Workshops are a mix of whole group activities and smaller focus sessions for practicing lesson planning tailored to either primary or secondary and to specific subject areas. All workshop participants receive the R2L teaching pack of nine course books and a training DVD of demonstration lessons with early years, primary and secondary classes. Both the R2L teaching pack and DVD can be ordered directly here.
Assessing baseline writing
Selecting and analysing texts across the curriculum
Planning reading lessons
Links to syllabus and quality teaching
Detailed reading and rewriting strategies
Techniques for factual and story texts
Planning detailed reading lessons
Language patterns in sentences
Scaffolding maths lessons
Language patterns in texts
Technique for persuasive texts
Final writing assessment
R2L Parent Resources
Do you have a child who is having difficulty reading and writing for their age? While R2L is designed for teachers in the classroom, we are currently designing resources for parents who would like to improve their child’s reading and writing skills. To be notified when these resources become available, please get in touch with us.