Proactive Measures Workshop Series Four Blocks Literacy Framework Welcome! Proactive Measures Workshop Series Four Blocks Literacy Framework

You are here Main Office Bathrooms Water Staff Lounge

What are we doing this week? Monday Introduction Guided/Shared Reading Tuesday Word Study Wednesday Writing Thursday Self-Selected Reading Afternoons Script Writing, Weekly Planning, Lesson Planning, Fidelity Checks, Research and Practice Teaching to Peers

Who is in the room? Centennial St. Francis Forest Lake Bloomington Robbinsdale Northeast Metro 916 ?????

Kayna Plaisted Curricular Support Specialist at Northeast Metro 916 Level IV Intermediate District Literacy Consultant Siblings with disabilities Literacy Tutor Literacy Camp taught me everything Confident with the right strategies in place, ANY student can become a literate individual

Scott Pierce Instructional Coach at Northeast Metro 916 Level IV Intermediate District Second Career Educator “Burnout doesn’t occur because we’re solving problems; it occurs because we’re trying to solve the same problem over and over.”  -Susan Scott, Fierce Conversations (2002)

Jeff Booker Teacher at Northeast Metro 916 Level IV Intermediate District Currently teaches students in 1st – 4th grade, but has taught in classrooms with students all the way up to age 21 Has attended two Literacy Camps Before teaching, worked with adults with disabilities (importance of literacy!)

Literacy Camp 20 educators a year Week long experience Educators receive professional development and experience hands on learning with students

Karen Erickson & Dave Koppenhaver Experts in literacy and disability from North Carolina Dave Koppenhaver was the founder and Karen Erickson is the Director of the Center for Literacy and Disabilities at the University of North Carolina, Chapel Hill (CLDS) The two have worked together for more than 25 years conducting research and developing methods and materials focused on literacy assessment and intervention for students with complex communication need and other disabilities. You can learn more about their research at http://www.med.unc.edu/ahs/clds

Resources

Disclaimer Self-Directed Reading Word Study Reading Comprehension Self-Selected Reading Word Study Word Wall (Key Word Approach) Making Words Alphabet Instruction Reading Comprehension Guided Reading Shared Reading

Does the student: Daily Emergent Interventions Know most of the letters most of the time? Engage actively during shared reading? Have a means of communication and interaction? Understand that writing involves letters and words? No Yes Daily Emergent Interventions -Shared Reading -Predictable Chart Writing -Alphabet & Phonological Awareness -Independent Writing with access to full alphabet -Self-Directed Reading -Symbol-based Communication (with few exceptions) Daily Conventional Interventions -Guided Reading (Anchor-Read-Apply) -Word Study (Key Words + Making Words) -Writing -Self-Directed Reading -Communication with symbols + spelling

Use the list of Emergent OR Conventional Interventions Does Your Classroom have ALL Students who are Emergent or Conventional? No Yes Combine the Emergent and Conventional Interventions Shared Reading AND Guided Reading Alphabet & Phonological Awareness During Word Wall & Making Words Predictable Chart Writing (Share the Pencil) Writing Instruction (Conventional Only) Self-directed Reading Independent Writing Use the list of Emergent OR Conventional Interventions

Why? Why this approach? It can be used with ANY curriculum. It can be used in all curricular models. When students are engaged in quality instruction unwanted behaviors can decrease and learning increases. Most importantly it produces positive results for ANY student regardless of their disability category or cognitive level. Why?

Questions?

References Erickson, K. & Koppenhaver, D. Children with Disabilities: Reading and Writing the Four-Blocks Way. Carson-Dellosa Publishing Company, Inc., 2007. Icons made by Freepik from www.flaticon.com