The Four-Blocks Literacy Model Working With Words Guided Reading Self-Selected Reading Writing As we have discussed, there are four components to this model. In our work today, we are going to focus on Working With Words. This block was chosen as the introductory block for 3 reasons. We feel it is the easiest to implement. Because of its ease of implementation, it lends itself to quick development for classroom use. In just a few weeks, you will be looking for meaningful ways to engage your students as FCAT is administered in your school. You may want to consider introducing the Word Wall at that time. For the reasons noted above, this block may also be one to consider for those of you who will be going on to ESY this year.

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. Of course we have set some expectations for you. Most important in these expectations is bulled number 2. At the end of our session today, we will be sharing with you an assignment from Working With Words for you to complete before our next session on March 24th. More about that later.

Let’s Look at the Research… You have two resources that have been provided to you as part of this training by FDLRS/Springs. (1) Cunningham: Four Block from the Gen Ed Perspective and (2) Erickson Four Block from the ESE Perspective. What you are about to discover, this the similarity, alignment and applicability of this model for ALL students. by Patricia Cunningham, Dorothy Hall and Cheryl Sigmon by Karen Erickson and David Koppenhaver

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 Arrange the participants into five equal smaller groups. Give assignments as indicated. Provide each group with chart paper and a marker. Groups must identify a recorder and reporter. Each group will study their assigned pages and make note of the key points which they feel need to be shared with the entire group. In my study I identified the following points for each section: 21 Word Walls 17 Word Walls Variations 7 Phonics and Spelling 10 Making Words 4 Decoding and Spelling 3 Making it Multi Level 17 Purposes and Priorities for SWD

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 Participants will report out on their points. Presenter will add any key points not recorded.

Word Wall Words Creating the Wall This picture was chosen to reflect: Location Use of black marker Colored paper Alphabetizing Large and legible - Accessible to everyone - In lower-case letters - Cut into configurations - Written on, or backed with, colored paper - Designate words with valuable spelling patterns

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

Word Wall Words Choosing Words Picture chosen to reflect: Stingyness of word choice Clarity of lay out

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

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

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

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

Carolina Literacy Group’s Rime 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

Word Wall Words Routine for Adding Words Chosen because I like it. Clear Colorful Easy to read

Word Wall Use Basics 5 words a week Cumulative list 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

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

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 This is the only place where you instruct or practice handwriting. This is not done in the writing block.

Word Wall Words Routine for Practicing Chosen because reflects high frequency words.

Word Wall Words Let’s Give it a Try! On the Back: Cross Checking Cunningham, 128 This activity is located on page 128 of Cunningham. The Word Wall was chosen because of the emphasis of ‘th’ words On the back activities are quick reviews that students will complete on the backside of of the paper they have used to complete the word wall work. Thing…..Those…..That…..Them…..Then __________________ are my new shoes. Please hand me ______________ red sweater. I asked my mother if I could go play with __________________. What is that _______________ you are working with? My teacher said to do my work first, _____________ I could play.

Word Wall Words Let’s Give it a Try On the Back: Be A Mind Reader Cunningham, 129 Cunningham, Page 129 Students number their papers 1-5. Examples: It is one of the words on the wall. (always used) It has ___________ letters. It begins with _________________. The vowel is an ____________. It begins the sentence: _____________________________

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

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

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

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

Now….. for the rest of the story Lo Tech Accommodations Software Demonstration Implementation Assignment Make and Take Activities Session Evaluation Marian will demonstrate a variety of lo-tech accommodations for students with disabilities and give several software demonstrations. Pam will review the implementation assignment and distribute Post Tests/Evaluations. Participants are requested to return their post tests to the box on the sign in table before leaving. Today’s session will begin wrap up (post test/evaluation at 3:15 p.m. )