1. 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.

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.
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.

3. 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

4. Research Jigsaw The Teachers Guide to the Four Blocks
Group 1: Word Walls, Pgs
Group 2: Word Wall Variations, Pgs
Group 3: Phonics & Spelling, Pgs
Decoding and Spelling, Pg 159
Making it Multi-Level, Pgs 161, 164
Group 4: Making Words, Pgs
Children with Disabilities
Group 5: Purposes and Priorities, Pgs
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

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

6. 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

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

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’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

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

15. 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

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

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

19. 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.

20. 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: _____________________________

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 ,
Erickson
Handout

23. Websites for Working with Words
PowerPoint Word Wall Vocabulary Presentations **
Word Wall Activities List
for teachers: type in secret/big word to get list of little words…
goes along well with making big words
FDLRS Springs website for literacy activities
FDLRS Region 2 website for links to helpful compilations of literacy resources
Rhyming games
Interactive; kids sort words by rime
Interactive; add onset to make real words
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…

25. 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. )