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The Four-Blocks Literacy Model

The Four-Blocks Literacy Model. Working With Words Guided Reading Self-Selected Reading Writing. Expected Outcomes :. Participants will: Study and describe the major components of Working with Words Develop and implement lesson plan activities based on the Working with Words Block

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The Four-Blocks Literacy Model

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  1. The Four-BlocksLiteracy Model Working With Words Guided Reading Self-Selected Reading Writing

  2. Expected Outcomes: • Participants will: • Study and describe the major components of Working with Words • Develop and implement lesson plan activities based on the Working with Words Block • Create and make hands on instructional supports for classroom use.

  3. Let’s Look at the Research… by Karen Erickson and David Koppenhaver by Patricia Cunningham, Dorothy Hall and Cheryl Sigmon

  4. Research Jigsaw • The Teachers Guide to the Four Blocks • Group 1: Word Walls, Pgs 122-124 • Group 2: Word Wall Variations, Pgs 130-135 • Group 3: Phonics & Spelling, Pgs 136-137 Decoding and Spelling, Pg 159 Making it Multi-Level, Pgs 161, 164 • Group 4: Making Words, Pgs 142-147 • Children with Disabilities • Group 5: Purposes and Priorities, Pgs 110-112

  5. Show what You Know! • Word Walls • Word Wall Variations • Phonics and Spelling • Making Words • Decoding and Spelling Variations • Making It Multi-Level • Purposes and Priorities for SWD

  6. Word Wall WordsCreating the Wall

  7. Form Basics • Letters need to be approx. 2 inches high • Dark, thick marker on light sentence strip on dark (high contrast) background • Given a choice, manuscript, not D’Nealian • Upper and lower case from beginning • Different color background for each word in each category (t-words, b-words) • Cut out block shape around letters, leaving approx. ¼ in. border • Visually similar words (am/am) on different background • Homophones (too/to/two) on different backgrounds • Alphabetic by first letter only

  8. Word Wall WordsChoosing Words

  9. Word Wall Foundations…Choosing Words • Used to teach words that you don’t want student to have to work to decode or spell • Exposure vs. learning • Needs/wants/use vs. curriculum-driven direct instruction • Distributed vs. massed practice • Permanent vs. temporary accountability

  10. Word Wall Content Basics • Unimportant words need not apply • High frequency words • Generative patterns (‘transfer words’) • At, can, like, old • High Utility • Student names, teachers, school name, tv favorites • Spelling demons • Words kids regularly misspell in writing

  11. Common Rimes (Wylie & Durrell, 1970) ack ap est ing ot ail ash ice ink uck ain at ick ip ug ake ate ide it ump ale aw ight ock unk ame ay ill oke ank an eat in op ell ine ore

  12. Carolina Literacy Group’s Onset Studies • Onsets in Three Levels of Ease of Learning • Easiest: h, n, d, fl, m, j, r, h, t • More Difficult: sh, dr, cr, f, bl, pl, tr, cl, pr • Most Difficult: sp, sn, str, sc, th, ch, br, ch, k

  13. Carolina Literacy Group’sRime Studies • Rimes in Three Levels of Ease of Learning: • Easiest: it, ay, in, ap, ill, an, ack, ip, ing, at, ore, ug, ell • More difficult: aw, ide, ake, ock, unk, ick, oke, ank, ice, ash, ump, ink • Most difficult: ine, ain, ate, ail, est, ale, ight, ot, uck, eat, op, ame

  14. Word Wall WordsRoutine for Adding Words

  15. Word Wall Use Basics • 5 words a week • Issue is deep, thorough knowledge; not content coverage or exposure • Cumulative list • On the wall until every kid consistently spells word correctly without looking. • Introduce homophones in separate weeks, not all at one. • Daily 10-minute activities

  16. Introducing Words • Put word cards on display separate from word wall • Temporary wall location, chalkboard tray, pocket chart… • Pronounce first word to class as they look at it • Discuss meaning or use • Clap and cheer/chant 3 times • A-N-D…AND!! • (older kids) make cheers…see reference on WIKI

  17. Introducing Words… cont. • Each child writes word • Incorporate handwriting by modeling correct letter formation on overhead or board • Repeat with remaining words • Draw around shapes of words in block • Last words introduced in mid-to late April

  18. Word Wall WordsRoutine for Practicing

  19. Word Wall WordsLet’s Give it a Try! On the Back: Cross Checking Cunningham, 128

  20. Word Wall WordsLet’s Give it a Try On the Back: Be A Mind Reader Cunningham, 129

  21. Working with Words Center • What are students doing? • word sorts • using magnetic letters • reading ABC books • making words • playing word games • What mini-lessons do I need to teach to get it started? • how to do a word sort • how to use an ABC chart • how to use materials at the center (letter stamps, word cards) • how to use a dry erase board • what to do when you are done with one activity

  22. Daily Activities • Cunningham 125-130, 138-162 • Erickson 116-124 • Handout

  23. Websites for Working with Words http://classroom.jc-schools.net/read/words.html PowerPoint Word Wall Vocabulary Presentations ** http://teachers.net/lessons/posts/1138.html Word Wall Activities List http://www.wordplays.com/fcgi-bin/jumble.pl for teachers: type in secret/big word to get list of little words… goes along well with making big words http://fdlrssprings.org/literacy_resources.html FDLRS Springs website for literacy activities Http://region2library.org FDLRS Region 2 website for links to helpful compilations of literacy resources http://www.bbc.co.uk/schools/laac/words/dg3.shtml Rhyming games http://www.readwritethink.org/materials/wordfamily/ Interactive; kids sort words by rime http://www.readwritethink.org/materials/wordbuild/ Interactive; add onset to make real words http://www.woodlands-junior.kent.sch.uk/Games/mag/abc.html Interactive making words using click/drag magnetic board

  24. Thanks … Resources… • To Dr. Karen Erickson and her work with our kids and teachers • To FDLRS Springs…for helping us get this initiative started in our region. • Visit our WIKI Space to see other resources… • http://fourblock.wikispaces.com/Working+with+Words

  25. Now…..for the rest of the story • Lo Tech Accommodations • Software Demonstration • Implementation Assignment • Make and Take Activities • Session Evaluation

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