1. Four Blocks Literacy Framework  What is the Four Blocks program?  How does it work?  How do Big Blocks/Four Blocks compare?  Assessment  Why did we choose Four Blocks for MDS?

2. What is the Four Blocks Program?  The Four Blocks-Guided Reading, Self-Selected Reading, Writing and Working with Words-represent four different approaches to teaching children to read. Each of the Four Blocks is taught daily. The Four Blocks:  Guided Reading  Writing  Self-Selected Reading  Working with Words

3. Guided Reading (40-50 minutes) Goals:  Teach comprehension skills and strategies.  Teach children how to read different types of literature.  Develop background knowledge, oral language, and meaning vocabulary.  Instructional groups using leveled library (fluency and accuracy at instructional reading level)  Maintain the self-confidence and motivation of struggling readers. Structure/Activities:  Focuses on strategies for before, during, and after reading.  Small group instruction, partner reading, independent reading.

4. Writing (20-30 minutes) Goals:  See writing as a way to tell about things.  Write fluently.  Learn to read through writing.  Apply grammar and mechanics in their own writing.  Learn particular forms of writing.  Maintain the self-confidence and motivation of struggling writers. Structure/Activities:  Mini-Lesson-Teacher writing and modeling a specific skill.  Children writing and teacher conferencing.  Sharing (Author’s Chair, celebrating published work)

5. Self-Selected Reading (10-30 minutes) Goals:  Share different kinds of literature through teacher read- aloud.  Encourage children’s reading interests.  Provide instructional level materials.  Build intrinsic motivation. Structure/Activities:  Teacher read-aloud  Children reading chosen books, teacher conferencing  Sharing (book talks)

6. Word Study (20-30 minutes) Goals:  Learn to read and spell high-frequency words.  Learn patterns used to decode and spell lots of other words.  Transfer word knowledge to their own reading and writing. Structure/Activities:  Words Their Way (spelling inventories, developmental word sorts, games)  Word Wall

7. How does Four Blocks compare to Big Blocks?  More focus on working with words.  Activities tailored to beginning and young readers.  Less time spent working with words (20 minutes 2- 3 days per week).  Activities appropriate for 4 th and 5 th grade.  More written responses to reading (daily logs, response journals).  More content reading with non-fiction texts added. Four BlocksBig Blocks

8. Assessment  Fountas and Pinnell IRI’s to determine instructional and independent reading levels. (Running records using leveled books, word recognition)  Published writing to add to portfolios, showing progression over time.  Words their Way spelling inventories.  Notes from conferencing with students and small- group instruction.

9. Why did we choose Four Blocks for MDS?  Includes all of the vital components of a whole, balanced literacy program.  To meet the diverse learning needs of students. Four Blocks/Big Blocks allows us to differentiate for student abilities.  Four Blocks fits easily into inquiry.  Allows for reading REAL books at correct instructional level. This is a MUST for reading growth and achievement. Basal curriculums are designed with only grade level material in mind.  Facilitates reading and writing for a PURPOSE.  Aligns to Common Core Standards.