1.
Introduction to the Four Blocks
Approach to Literacy in Special
Needs Classrooms

2.
“No student is too
anything to be
able to read and
write”
David Yoder, DJI-AbleNet
Literacy Lecture, ISAAC
2000

3.
Our National Literacy Plan
“Ensuring all students gain at least a minimum
acceptable standard in literacy and numeracy
is critical in overcoming educational
disadvantage. This means that gaining literacy
and numeracy skills is a central equity issue in
education today.”
(DEST, 2005)

4.
Accommodating Struggles
physical demands
cognitive demands
sensory demands
communication demands
experience demands
affect demands

5.
So how do we teach literacy for all our
diverse students?

6.
Emergent Literacy

7.
Traditional view of Literacy
• Emphasises “readiness”;
• Literacy is learned in a predetermined
sequential manner that is linear, additive, and
unitary;
• Literacy learning is school-based;
• Literacy learning requires mastery of certain
prerequisite skills;
• Some children will never learn to read.

8.
Traditional Model of Literacy Learning
(Erickson, 1999)
Readiness
SpeakingSkills
Listening

9.
Current/Emergent View of Literacy
• Literacy development is constructive, interactive,
recursive, and emergent;
• Literacy development is a process that begins
at birth and perhaps before;
• Emergent literacy is “…the reading and writing
behaviours that precede and develop into
conventional literacy”;
• Emergent literacy is appropriate for all
children.

10.
Oral and Written Language
Development
(Koppenhaver, Coleman, Kalman & Yoder, 1991. Adapted from Teale and Sulzby, 1989)
AAC/Speaking
Reading Literacy Writing
Listening

11.
Emergent Literacy
• Emergent literacy behaviours are fleeting and
variable depending on text, task and
environment;
• The functions of print are as integral to literacy
as the forms.

12.
Emergent Literacy

13.
Kade and Georgia

14.
Emergent Literacy Intervention
• Happens in the pre-school years for most
children;
• Incidental learning and teaching about letters,
words, literacy concepts;
• Children with phonological awareness at the
beginning of school may not have had good
emergent literacy input.

15.
Emergent Literacy and Children with
Disabilities
• Light et al (1994), Frame (2000);
• Passive interaction pattern;
• Larger number of new books;
• Fewer repeated readings;
• Less time spent on literacy activities.

16.
Emergent Literacy Intervention
• Some school aged children need emergent
literacy experiences before they can develop
conventional literacy;
• Lots of simple books being read to them;
• Chances to scribble with the alphabet;
• Good literacy environment and models;
• Need to make sure student gets exposed to
reading AND writing AND word intervention.

17.
Emergent Literacy
• Give every student a “pencil”!
• Provide a literacy rich environment;
• Ensure links between environment and print are
constantly reinforced;
• Alphabet books;
• Phonological awareness activities, particularly
for students with Complex Communication
Needs (CCN).

18.
Emergent Literacy
“Written language activities and
experiences should not be withheld
while speech, language, motor or
other skill(s) develop to arbitrary,
prerequisite levels.”
Koppenhaver and Erickson (2000)

19.
Conventional Literacy

20.
Silent Reading Comprehension
Word Language
Identification Comprehension
Print Processing
Beyond Word Identification
(Slide from Erickson and Koppenhaver, 2010)

21.
Beginning To Read
Phonological awareness, letter recognition facility,
familiarity with spelling patterns, spelling-sound
relations, and individual words must be
developed in concert with read reading and
real writing and with deliberate reflection on
the forms, functions, and meanings of texts.
(Adams, 1990)

22.
Literacy Instruction
Phonics
Balanced
Literacy
Instruction
Whole
Language

23.
Balanced Literacy Instruction
• Uses all valid parts of literacy instruction – not
one approach;
• Works for students all along the literacy
continuum – from emergent to formal;
• Four Blocks is balanced literacy instruction.

24.
Four Blocks

25.
Four Blocks
• Created by Patricia Cunningham and Dorothy
Hall;
• www.fourblocks.com;
• Four Blocks in Special Ed wiki
https://fourblock.wikispaces.com/.

26.
Four Blocks
• Centre for Literacy and Disability Studies,
North Carolina
http://www.med.unc.edu/ahs/clds;
• Big thank-you to them for teaching me about
Four Blocks, sharing their resources and being
awesome!
• Have a good look at their resources section.

27.
If All Children Are To
Learn, All Teachers
Must Teach Everything
(Koppenhaver, Erickson & Clendon, 2008)

28.
Technology To Support the Four Blocks

29.
But remember.....
ICT = It Can’t Teach

30.
Guided Reading

31.
Guided Reading
• Primary purposes are to assist students to:
– Understand that reading involves thinking and
meaning-making;
– Become more strategic in their own reading.
• Must use a wide variety of books and other
print materials.
• NOT listening comprehension.

32.
Purposes for Reading
• Need to set a purpose every time you do
guided reading;
• If you don’t set a purpose students think they
have to remember everything – or become
passive;
• Purpose needs to be broad enough to motivate
processing of entire text.

33.
Guided Reading
• 1 book per week;
• Different purpose each day;
• Build confidence;
• Some students will participate in the repeated
readings or in setting purposes as they become
more skilled;
• Help students become independent.

34.
5 part Guided Reading
• Before reading:
1. Build or activate background knowledge
2. Purpose “Read so that you can”
• During reading:
3. Read/listen
• After reading:
4. Task directly related to the purpose
5. Feedback/Discussion (typically woven into follow-up)
• What makes you say that? How do you know? Why do you think so?
• Help students gain cognitive clarity so they can be successful again
or next time

35.
Cock-A-Moo-Moo
1. Read to learn which animal in the book is your
favourite (before reading, list the animals in
the book)

36.
#1 - Read to learn which animal in the
book is your favourite

37.
Participation for students with CCN
• If they have a comprehensive communication
system (egg PODD) then they can use that to
participate across the day;
• If they don’t then we need to provide ways for
them to participate;
• AND we need to work towards getting them a
comprehensive communication system.

38.
Cock-A-Moo-Moo Purposes
1. Read to learn which animal in the book is your
favourite (before reading, list the animals in the book)
2. Read to see what is the funniest sound the rooster
makes (before reading, list the sounds the rooster
makes)
3. Read to decide which feelings the rooster has (before
reading, list some feelings you know)
4. Read to discuss why the fox was sneaking in (before
reading discuss reasons he might sneak into a barn)
5. Read to see which farm animals aren’t in the book
(before reading list the farm animals you know)

39.
#2 - Read to see what is the funniest
sound the rooster makes

40.
#3 - Read to decide which feelings the
rooster has

41.
#4 - Read to discuss why the fox was
sneaking in

42.
#5 - Read to see which farm animals
aren’t in the book

43.
Repetition with Variety
To learn a skill and generalise it across contexts,
instruction must provide repetition of the skills in
a variety of ways

44.
Variety
• Variety of purposes;
• Variety of approaches;
• Variety of texts;

45.
Variety of texts
• Commercial books;
• Fiction and non-fiction;
• Language Experience/custom texts;
• Created texts about class/individual
experiences;
• Personal alphabet books;
• TarHeel Reader books.

46.
What does Emma do?
by Mr Clark

47.
Guided Reading Books
• Those you already have (class and library);
• Information from the www;
• Created books on topics of interest in
PowerPoint, Clicker 5, Boardmaker Studio;
• TarHeel Reader;
• Start-to-Finish books.
• Guided Reading packs at
http://www.janefarrall.com/html/guided.html

48.
Picture, Symbols and Text
• Symbols appear to improve access to
literacy..... But do they really?

49.
Why no picture-supported text when
teaching reading?
• Pictographs can be distracting for developing readers
who may pay more attention to the pictures than the
text they are learning to read/decode
• After a review of literature Hatch (2009) found “the
outcomes of several research studies that investigated
the use of pictures to support the development of word
identification in readers with and without disabilities
indicated that children learned more words in fewer
trials when words were presented alone than when
paired with pictures (Pufpaff, Blischak & Lloyd, 2000;
Samuels, 1967; Samuels et al, 1974)

50.
Why are pictographs distracting?
• Symbols representing function words are typically
opaque and unrelated to the meaning of the text.
• The lack of consistency of symbols and symbol-sets
used to represent words across AAC user’s
learning environments, and;
• The multiple symbolic representations and
meanings for single written words e.g. play.

51.
When should we use symbols?
• To support COMMUNICATION
– All day, every day
– During reading instruction
– During writing instruction
• To support behaviour and self-regulation
– Visual supports
– Visual schedules

52.
Self-Selected Reading

53.
Self-Selected Reading
• Primary purposes are to assist students to:
– Understand why they might want to learn;
– Become automatic in skill application;
– Choose to read after they learn how.
• It isn’t self-directed if you don’t choose it
yourself;
• You can’t get good at it if it is too difficult.

54.
Self-Selected Reading
• How do we create in our classrooms the
conditions that lead students to a love of
reading?
• How do we provide our students with successful
practice that will make them fluent readers?

55.
Self-Selected Reading
• Most receptive vocabulary growth occurs
through exposure to written language rather
than direct instruction
• Reading volume is the prime contributor to
vocabulary growth
– True for poor readers and good readers

56.
Self-Selected Reading
• Help students to:
– Understand why they might want to learn to read
– Become automatic in skill application
– Choose to read after they learn how
• It isn’t self directed if you don’t chose it yourself
• You can’t get good at it if it is too difficult

57.
Self-Selected Reading for Students with
Disabilities
• Need to make books accessible to ALL students
• Many children with disabilities have fewer
opportunities to practice than their peers and
when they do they are often passive
participants (Koppenhaver and Yoder, 1992)

58.
Electronic Accessible Books
• Accessible books allow students to do
independent reading
• Talking books also give them the option for
support from the computer if needed

59.
Encourage Repeated Reading
• Easy texts
• Read the same passage in guided reading for
several days for a different purpose each day
• Pair older readers up with young reading
buddies to validate reading of “baby books”

60.
Self-Selected Reading Resources
• Commercial books
• Custom books
• TarHeel Reader books
• Other digital storybook website e.g. Starfall,
MeeGenius
• Digital storybook apps on iPads

61.
Re-Creating Picture Books
• One of the most common Accessible Books are
re-created standard picture books
• These let students of all abilities read these
books independently
• Also lets us modify the books to suit individual
students – make the text bigger for students
with vision difficulties, simplify the presentation
style for students who are visually distractible,
etc

62.
Picture book in Clicker 6

63.
Creating Custom Books
• Books with familiar photos can be more
meaningful and motivating for many children
• You can make older content with simple text
• Students can get involved in book creation

64.
Created Book in Clicker 6

65.
Tar Heel Reader
• www.tarheelreader.org
• Lots of simple books on a wide variety of
topics suitable for older students (and students
of all ages)

66.
Writing

67.
Writing
• Students who write become better readers,
writers and thinkers
• Writing without standards
• Learn in classroom writing communities:
– Write for real reasons
– See others do so
– Interact with peers and teachers about written
content, use and form

68.
Writing
• Writing consists of a large number of sub-skills
• These include:
– Ideas, language, spelling, sensory motor skills, word
identification, word generation, etc
• Many of these skills, especially operational skills, need
to be automatic before a writer becomes fluent
• Need to address both:
– The development of skills for writing
– Meeting current requirements for writing (record school
work, demonstrate knowledge, write to friends, etc.)
From Erickson and Koppenhaver, 2000

69.
Writing and Reading
• Without a pencil writing doesn’t improve
• Without writing, reading development will be
limited
• If a student doesn’t have a pencil, you need to
find one!

70.
“Pencils”
• Without a pencil writing doesn’t improve
• Without writing, reading development will be
limited
• If a student doesn’t have a pencil, you need to
find one

71.
Writing and Emergent Literacy
• The function of literacy is as important as the
form
• Students need to understand why writing is
important

72.
Function Versus Form

73.
Emergent Writing

74.
Emergent Writing
Malakye’s name

75.
Emergent Writing
Malakye’s picture

76.
Developmental Spelling Stages
• Print has meaning (emergent writing) – scribble,
numbers, letter-like strings, letters
• Visual Cue – read/spell in environmental context,
tuned to distinctive visual features
• Phonetic Cue – sound it out, “glue to print” (initial
sound, initial + final, initial, medial + final)
• Transitional – rule based e.g. putting past tense on
every verb
• Conventional

77.
Print Has Meaning Stage

78.
Print Has Meaning Intervention
• Must learn that print has communicative function
– Point out environmental print
– Create language experience texts
– Use Big Books and point to text as you read
– Use predictable books and pattern books
• Provide daily opportunities to write for real
reasons

79.
Visual Cue Stage

80.
Visual Cue Intervention
• Must learning that letters and sounds are
systematically related
– Use patterned, rhymed text to foster phonological
awareness
– Encourage invented spelling
– Informal phonics instruction (there’s a B like in your
name Bob)
– Use voice output during writing activities

81.
Phonetic Cue Stage

82.
Phonetic Cue Stage
• Tyrone – typed his name perfectly
• Brum Tyrone Nan baefg – then typed this
• Tyrone told me that this says that Brum, Tyrone
and Nan are friends, using his page set on
Proloquo2Go.

83.
Phonetic Cue Intervention
• Must learn automatic application of decoding
strategies and develop large sight vocabulary
– Read, write, listen across tasks and texts
– Use words on the wall
– Begin using word prediction as soon as student can
pick first letter or the word represented

84.
Transitional Stage

85.
Conventional

86.
Conventional
Three rabbits went to Canberra

87.
Personal Connection
The power of starting from the things children
love the most!

88.
Writing Intervention
• Inherently multilevel and individualised
• Typically chaotic in classroom context
• Goals: creating skills, experiences and interest
to help children write well and use writing to
accomplish their own purposes
• Plan volume of writing versus quality of writing,
number of pieces versus length of pieces

89.
Models
• Present the form to teach the form

90.
Sentence Combining
• Direct instruction in producing more complex
syntactic structures
• Give students sets of two or more sentences to
combine into one
– E.g. The box is heavy
– The box is big
– The box is full

91.
Scales
• Also called rubrics – providing example of
good writing on a specific area e.g. here’s a
piece of writing with good action verbs. Now
you write one.

92.
Inquiry
• Pose a problem
• Compile data as a group
• Write about it as individuals

93.
Free Writing
• Also called “Can’t stop writing”
• Writing without standards (ie not even
teaching)
• Big Paper Writing

94.
Writing Intervention
• Focused mini-lessons on various aspects of the
writing process e.g. brainstorming
• These happen daily for the majority of the
writing time

95.
Writing Mini-Lessons
• Examples are:
– Using a spell checker
– Capitalising the first word of every sentence
– Brainstorming
– Revision (thinking like your audience)
– Poetry forms
– Using mind mapping

96.
Writing for Students with Disabilities
• ALL students must be provided with a pencil
before they can start writing

97.
Writing With Alternative Pencils CD

98.
Some Options for Production Difficulties
• Talking Word Processor
• Word Prediction
– On computer
– In communication software

99.
iPad as a Writing Tool
• Difficult for many students
• However – easier for some
• Some Apps now with word prediction e.g. Typ-
O, AbiliPad
• Speech recognition e.g. Dragon Dictate, iPad 3

100.
Writing
• Does every student you work with have an
appropriate pencil?
• What is it?
• If not – what can you try?

101.
Lachie

102.
Working with Words

103.
Working with Words
• Primary purpose is to help students become
strategic in reading words;
• Make words instruction:
– Words based;
– Experience based;
– Age appropriate;
• Should results in students who read and write:
– More;
– More successfully and independently;
– With greater enjoyment.

104.
Early Reading Instruction
• Three primary views on what to emphasise in
early word level instruction:
– Predictability
– Decoding
– Sight words
• Treated as mutually exclusive, yet are not
• Question is not which is best, but how to make
the most of each

105.
Inner Voice
• People who use AAC talk about an “inner”
voice
• Typically developing children sound things “out
loud” then move to inner voice “saying in their
head”
• Essential that we teach people who use AAC to
develop their inner voice early
• Helps them to encode and recode, spell,
produce language, etc

106.
Working with Words
• Needs to be done very regularly
• Skills taught are essential for reading and
writing development

107.
Getting Started by Teaching the
Alphabet

108.
Teaching Alphabet Knowledge
• Read alphabet books
• Point out letters and print in the environment
• Talk about letters and their sounds when you
encounter them in every day activities
• Provide opportunities to play with letter shapes
and sounds
• Explicitly reference letter names and sounds in
shared reading and writing activities
• Use mnemonics and actions
• Use student NAMES!

109.
Alphabet Books
• There are dozens and dozens of commercially
available A-Z books for readers of all ages
• Tar Heel Reader has more than 50 accessible
alphabet books
• You can make your own alphabet books
– Not all alphabet books include A-Z
– You can focus on a single letter or contrast two
letters that a student confuses often

110.
The Letter D Book

111.
dig

112.
door

113.
dog

114.
doughnut

115.
Word Wall
• Used to teach words that you don’t want
students to have to work to decode or spell
• Learning not exposure – about learning 5
words not being exposed to 20
• Need/want/use vs curriculum driven direct-
instruction

116.
Word Wall

117.
Onset and Rime Families
• E.g. ack, ail, ain, ake, ale, ame, an, ine
• Teach one word representing each of these
endings, then in other activities teach the
children what to do to transfer “back” to “sack,
hack”

118.
Onset Rime
• Make your own
• Lots of free ideas on the web:
– Google for Onset Rime Activities
– Google for Word Family Activities
• Pre-made resources from Intellitools, AbleNet,
Crick and many other options
• For older students Applied Word Reading
Intervention
www.cddh.monash.org/access/accessability2/awri

119.
Making Words
• Cunningham and Cunningham (1992);
• Scaffolded program to encourage students to
become confident about making individual
words;
• Teaches students to look for spelling patterns in
words and recognise the differences that result
when a single letter is changed.

120.
Willans Hill Four Blocks
• Rural special school in NSW;
• In 2011 began Four Blocks in every classroom
for a minimum of 2 hours a day;
• 70 students – wide range of disabilities;
• 27 students assessed completely at beginning
of year.

121.
Emergent vs. Conventional

122.
Emergent Students
• Doubled their knowledge of concepts about print
• Increased letter identification
• Slight improvement in phonological awareness
• HUGE decrease in “no response” particularly in
letter identification
• Every student able to contribute a writing sample
at end of year as every student had a pencil
• Three emergent students became conventional
readers and writers

123.
Conventional Students
• At beginning of year averaged:
– Word identification – Grade 2
– Listening comprehension – Pre-Primer
– Reading comprehension – Below pre-primer
• At end of year averaged:
– Word identification – Grade 3
– Listening comprehension – Primer
– Reading comprehension – Primer
• On average across all areas, students improved
one grade level

124.
Other outcomes
• Decreased challening behaviour
• Increased attention span
• Increased language skills

125.
“No student is too
anything to be
able to read and
write”
David Yoder, DJI-AbleNet
Literacy Lecture, ISAAC
2000