1. Writing Four Blocks Literacy

2. During the block children are engaged in various activities that lead to a published piece of writing. “Assistive technologies make it possible for children with a variety of disabilities to see, hear, produce and process print as they type words into talking word processers” (Erickson & Koppenhaver, 2007). What is the Writing Block? Erickson, K., & Koppenhaver, D. (2007). Children with disabilities: reading and writing the four-blocks way. Greensboro, NC: Carson-Dellosa Publishing Company, Inc.

3. Why is Writing important? “ One way children learn to read is by writing. For struggling children, their own writing is sometimes the first thing they can read” (Cunningham, Hall & Sigmon, 1999). The Writing block allows students to: See writing as a way to tell people things Learn to read through writing. Apply grammar and mechanics in their own writing. Learn particular forms of writing. Maintain self-confidence and motivation. Help develop skills to independently write a wide variety of texts for real purposes on topics of interest Cunningham, P. M., Hall, D. P., & Sigmon, C. M. (1999). The teacher’s guide to the four blocks. Greensboro, NC: Carson-Dellosa Publishing Company, Inc.

4. Important things to remember when writing. Copying is not writing. Don’t sound out the words for the students. Encourage students to think about the word and what sounds they hear without your help. Students need to be engaged and interested in the topic. Students need the opportunity to write without standards. This means no judgement or correction of students work. After they have finished writing you can provide feedback. 1)Say something positive (e.g. I like how you…) 2)Ask a question (e.g. I’m not quiet sure, can you tell me what this means?) 3)make a suggestion (e.g. Maybe if we change this we could make it even better!)

5. Writing Stages The Writing Block has 3 parts: Mini Lesson Writing and Teacher Conferencing Sharing Variations of Writing Emergent Writing

6. Mini Lesson A 10 minute mini-lesson begins each Writing Block. In the mini-lesson, the teacher uses one or more of the students’ writing tools as she models the thinking process of composition.

7. Writing and Teacher Conferencing Students pend the next 20 minutes working on their own writing. The teacher or aide will go around and supports students writing though conferencing. Types of writing Letter writing Writing about yourself (picture stimulus) Poetry Writing about your favourite topic. Writing a book.

8. Sharing Student’s share their work in the Authors Chair. It is important to celebrate and value student’s writing. Each day students share their writing with the class on a special chair out the front of the classroom. Writing can be put onto a speech generated device for non-verbal students to read their writing out loud.

9. Emergent Writing Each student needs a pencil (see alternate pencils). Using pictures to prompt students writing allows the teacher to help the student focus writing on a topic. Connections between the letters written and the topic can be made. A model of conventional writing using the connections is shown at the end.

10. References All information in this presentation has been sourced from: Cunningham, P. M., Hall, D. P., & Sigmon, C. M. (1999). The teacher’s guide to the four blocks. Greensboro, NC: Carson-Dellosa Publishing Company, Inc. Erickson, K., & Koppenhaver, D. (2007). Children with disabilities: reading and writing the four-blocks way. Greensboro, NC: Carson-Dellosa Publishing Company, Inc.