The Four-BlocksThe Four-BlocksLiteracy ModelLiteracy Model

Working With WordsWorking With Words

Guided ReadingGuided Reading

Self-Selected ReadingSelf-Selected Reading

WritingWriting

Expected OutcomesExpected Outcomes::

Participants will:Participants will: Study and describe the major components Study and describe the major components

of Working with Wordsof Working with Words Develop and implement lesson plan Develop and implement lesson plan

activities based on the Working with activities based on the Working with Words BlockWords Block

Create and make hands on instructional Create and make hands on instructional supports for classroom use. supports for classroom use.

Let’s Look at the Research…Let’s Look at the Research…

by Karen Erickson and by Karen Erickson and David KoppenhaverDavid Koppenhaver

by Patricia by Patricia Cunningham, Cunningham,

Dorothy Hall andDorothy Hall and

Cheryl SigmonCheryl Sigmon

Research JigsawResearch Jigsaw The Teachers Guide to the Four BlocksThe Teachers Guide to the Four Blocks

Group 1: Word Walls, Pgs 122-124Group 1: Word Walls, Pgs 122-124 Group 2: Word Wall Variations, Pgs 130-135Group 2: Word Wall Variations, Pgs 130-135 Group 3: Phonics & Spelling, Pgs 136-137Group 3: Phonics & Spelling, Pgs 136-137

Decoding and Spelling, Pg 159Decoding and Spelling, Pg 159 Making it Multi-Level, Pgs 161, 164Making it Multi-Level, Pgs 161, 164

Group 4: Making Words, Pgs 142-147Group 4: Making Words, Pgs 142-147 Children with DisabilitiesChildren with Disabilities

Group 5: Purposes and Priorities, Pgs 110-Group 5: Purposes and Priorities, Pgs 110-112112

Show what You Know!Show what You Know!

Word Walls Word Walls Word Wall VariationsWord Wall Variations Phonics and SpellingPhonics and Spelling Making WordsMaking Words Decoding and Spelling VariationsDecoding and Spelling Variations Making It Multi-LevelMaking It Multi-Level Purposes and Priorities for SWDPurposes and Priorities for SWD

Word Wall WordsWord Wall WordsCreating the WallCreating the Wall

Form BasicsForm Basics Letters need to be approx. 2 inches highLetters need to be approx. 2 inches high Dark, thick marker on light sentence strip on dark Dark, thick marker on light sentence strip on dark

(high contrast) background(high contrast) background Given a choice, manuscript, not D’NealianGiven a choice, manuscript, not D’Nealian Upper and lower case from beginningUpper and lower case from beginning

Different color background for each word in each Different color background for each word in each category (t-words, b-words)category (t-words, b-words)

Cut out block shape around letters, leaving approx. Cut out block shape around letters, leaving approx. ¼ in. border¼ in. border

Visually similar words (am/am) on different Visually similar words (am/am) on different backgroundbackground

Homophones (too/to/two) on different backgroundsHomophones (too/to/two) on different backgrounds Alphabetic by first letter onlyAlphabetic by first letter only

Word Wall WordsWord Wall WordsChoosing WordsChoosing Words

Word Wall Foundations…Word Wall Foundations…Choosing WordsChoosing Words

Used to teach words that you don’t Used to teach words that you don’t want student to have to work to decode want student to have to work to decode or spellor spell

Exposure vs. learningExposure vs. learning Needs/wants/use vs. curriculum-driven Needs/wants/use vs. curriculum-driven

direct instructiondirect instruction Distributed vs. massed practiceDistributed vs. massed practice Permanent vs. temporary accountabilityPermanent vs. temporary accountability

Word Wall Content BasicsWord Wall Content Basics

Unimportant words need not applyUnimportant words need not apply High frequency wordsHigh frequency words Generative patterns (‘transfer words’)Generative patterns (‘transfer words’)

At, can, like, oldAt, can, like, old High UtilityHigh Utility

Student names, teachers, school name, tv Student names, teachers, school name, tv favoritesfavorites

Spelling demonsSpelling demons Words kids regularly misspell in writingWords kids regularly misspell in writing

Common Rimes Common Rimes (Wylie & Durrell, (Wylie & Durrell, 1970)1970)

ack ap est ing ot

ail ash ice ink uck

ain at ick ip ug

ake ate ide itump

ale aw ight ock unk

ame ay ill oke ank

an eat in op ell

ine ore

Carolina Literacy Group’s Carolina Literacy Group’s Onset StudiesOnset Studies

Onsets in Three Levels of Ease of Onsets in Three Levels of Ease of LearningLearning Easiest: h, n, d, fl, m, j, r, h, tEasiest: h, n, d, fl, m, j, r, h, t More Difficult: sh, dr, cr, f, bl, pl, tr, cl, More Difficult: sh, dr, cr, f, bl, pl, tr, cl,

prpr Most Difficult: sp, sn, str, sc, th, ch, br, Most Difficult: sp, sn, str, sc, th, ch, br,

ch, kch, k

Carolina Literacy Group’sCarolina Literacy Group’sRime StudiesRime Studies

Rimes in Three Levels of Ease of Rimes in Three Levels of Ease of Learning:Learning: Easiest: it, ay, in, ap, ill, an, ack, ip, Easiest: it, ay, in, ap, ill, an, ack, ip,

ing, at, ore, ug, elling, at, ore, ug, ell More difficult: aw, ide, ake, ock, unk, More difficult: aw, ide, ake, ock, unk,

ick, oke, ank, ice, ash, ump, inkick, oke, ank, ice, ash, ump, ink Most difficult: ine, ain, ate, ail, est, Most difficult: ine, ain, ate, ail, est,

ale, ight, ot, uck, eat, op, ameale, ight, ot, uck, eat, op, ame

Word Wall WordsWord Wall WordsRoutine for Adding WordsRoutine for Adding Words

Word Wall Use BasicsWord Wall Use Basics

5 words a week5 words a week Issue is deep, thorough knowledge; not content Issue is deep, thorough knowledge; not content

coverage or exposurecoverage or exposure Cumulative listCumulative list

On the wall until every kid consistently spells On the wall until every kid consistently spells word correctly without looking.word correctly without looking.

Introduce homophones in separate weeks, Introduce homophones in separate weeks, not all at one.not all at one.

Daily 10-minute activitiesDaily 10-minute activities

Introducing WordsIntroducing Words Put word cards on display separate from word Put word cards on display separate from word

wallwall Temporary wall location, chalkboard tray, pocket Temporary wall location, chalkboard tray, pocket

chart…chart… Pronounce first word to class as they look at itPronounce first word to class as they look at it

Discuss meaning or useDiscuss meaning or use Clap and cheer/chant 3 timesClap and cheer/chant 3 times

A-N-D…AND!!A-N-D…AND!! (older kids) make cheers…see reference on WIKI(older kids) make cheers…see reference on WIKI

Introducing Words… Introducing Words… cont.cont.

Each child writes wordEach child writes word Incorporate handwriting by modeling Incorporate handwriting by modeling

correct letter formation on overhead or correct letter formation on overhead or boardboard

Repeat with remaining wordsRepeat with remaining words Draw around shapes of words in blockDraw around shapes of words in block Last words introduced in mid-to late Last words introduced in mid-to late

AprilApril

Word Wall WordsWord Wall WordsRoutine for PracticingRoutine for Practicing

Word Wall WordsWord Wall WordsLet’s Give it a Try!Let’s Give it a Try!

On the Back:

Cross Checking

Cunningham, 128

Word Wall WordsWord Wall WordsLet’s Give it a TryLet’s Give it a Try

On the Back:

Be A Mind Reader

Cunningham, 129

Working with Words CenterWorking with Words CenterWhat 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 ActivitiesDaily Activities

Cunningham 125-130, 138-162Cunningham 125-130, 138-162 Erickson 116-124Erickson 116-124 HandoutHandout

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 Listhttp://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 wordshttp://fdlrssprings.org/literacy_resources.htmlFDLRS Springs website for literacy activitiesHttp://region2library.org FDLRS Region 2 website for links to helpful compilations of literacy resourceshttp://www.bbc.co.uk/schools/laac/words/dg3.shtml Rhyming gameshttp://www.readwritethink.org/materials/wordfamily/ Interactive; kids sort words by rimehttp://www.readwritethink.org/materials/wordbuild/ Interactive; add onset to make real wordshttp://www.woodlands-junior.kent.sch.uk/Games/mag/abc.html Interactive making words using click/drag magnetic board

Thanks … Resources…Thanks … Resources…

To Dr. Karen Erickson and her work with To Dr. Karen Erickson and her work with our kids and teachersour kids and teachers

To FDLRS Springs…for helping us get To FDLRS Springs…for helping us get this initiative started in our region.this initiative started in our region.

Visit our WIKI Space to see other Visit our WIKI Space to see other resources…resources… http://fourblock.wikispaces.com/Working+whttp://fourblock.wikispaces.com/Working+w

ith+Wordsith+Words

Now…..Now…..for the rest of the storyfor the rest of the story

Lo Tech AccommodationsLo Tech Accommodations Software DemonstrationSoftware Demonstration Implementation Assignment Implementation Assignment Make and Take ActivitiesMake and Take Activities Session EvaluationSession Evaluation