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

2. You are here
Main Office
Bathrooms
Water
Staff Lounge

4. 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

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

6. 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

7. 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)

8. 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!)

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

10. 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

11. Resources

12. 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

13. 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

14. 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

15. 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?

16. Questions?

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