Boardmaker Studio for Literacy Support

Jane FarrallSpeech PathologistAAC Support Services Manager

Literacy Learning

• Literacy

• Speaking

• Writing

• Listening

• Reading

Four-Blocks Literacy Model

•Guided Reading •Self-Selected Reading

•Writing •Working with Words

• Four-Blocks Literacy Model

Cunningham, Hall & Sigmon,1999. www.four-blocks.com

Four-Blocks and Students with Disabilities• 4-Blocks method:

• is multi-method• is multi-level• lends itself well to adaptation• has guidelines for adaptation (see Erickson &

Koppenhaver, 2007)

Student Differences

• Communication• Cognition• Physical abilities• Senses (vision & hearing)• Affect• Attention

Guided Reading

Goals: • Teach comprehension skills and strategies• Develop background knowledge,

meaningful vocabulary, and oral language• Teach to read all types of literature• Provide instructional level reading• Maintain motivation and self confidence• Set purpose for reading that encourages

processing of whole text

(Cunningham, Hall, Sigmon, 2008)

Guided Reading• Time during the day when

the teacher reads with a set purpose.

• Focus is comprehension• Mini lessons with

students to teach them how print and language conventions work in the world.

• Specifically important to children with disabilities

Guided Reading• Before Reading:

• Teacher introduces; activation of prior knowledge, introduce key vocabulary, think-aloud, graphic organizers, etc.

• During Reading• Supports for all student to read the text, may be

in pairs, whole group, reading teams, etc.• After Reading:

• Review purpose, strategies, complete a story map, acting out the story, completing a graphic organizer, etc.

• Example Adaptations

(Cunningham, Hall, Sigmon, 2008)

Boardmaker Studio in the Guided Reading Block• Before reading:

• Build background knowledge (Explore and Slideshow activities)

• Make connections (KWL Chart; Ogle, 1986)• Take a “picture walk” with electronic book (no

auto-read)

Boardmaker Studio in the Guided Reading Block (cont’d)• During reading:

• Do group reading on interactive whiteboard• Use symbols button as way of discussing

book• After reading:

• Use KWL Chart as part of discussion• Story Paper template to write a response to

reading

Let’s take a look....

Self-Selected ReadingGoals: • Introduce all types of literature• Encourage students’ reading interests• Provide instructional level reading• Build intrinsic motivation

(Cunningham, Hall, Sigmon, 2008)

Self-Selected Reading• Opportunity to practice his/her

skills and understanding across tasks, texts and environments.

• Students select books from wide range of topics and formats.

• Encouraged to read at own level

• Build love of reading!

Boardmaker Studio in the Self-Selected Reading Block• Book Template to create a library of

electronic books• Turn off automatic reading to support

independent student reading• Use symbols button to support understanding

of difficult/unfamiliar words• Use Text to Speech as a read-aloud, before

students read on own• Can make-up published books or make

custom books to activate/reinforce learning.

Let’s take a look....

WritingGoals: • Help students view writing as a way of

telling about things• Develop fluent writing• Use correct grammar and mechanics• Teach particular word forms• Allow student to read through writing• Maintain the motivation and self confident of

struggling writers.

• (Cunningham, Hall, Sigmon, 2008)

Writing• Develop the skills to

construct or build text for real purposes for real audiences.

• Embed writing instruction in meaningful contexts.

• Particularly important for children with disabilities

Writing• Mini-lesson:

• Teacher models writing• Children Write:

• Students start, continue or edit a piece of writing• Teacher conferences with students

• Authors Chair:• Students share their writing• Other students ask questions or offer

compliments• Example adaptations

• (Cunningham, Hall, Sigmon, 2008)

Boardmaker Studio and the Writing Block

• Topic Writing Template:• Talking word processor with adjustable symbol

support• Symbol word prediction• Editing Tools

• Choice Writing• Quick participation

• Context Writing Templates

Let’s take a look....

Working With Words• Goals:

• Automaticity with accuracy• Teach to read and spell high-frequency words• Teach how to decode and spell other words

using patterns from known words

(Cunningham, Hall, Sigmon, 2008)

Working with Words

• Not only teaching children to read individual words but also to extrapolate to words they haven’t yet encountered

• Repetition with variety• Teaching children what to do when they

are having difficulty reading a word.

Working With Words• Word Wall:

• Five words of focus each week• Teacher calls out, students follow with a rhythmic chant

spelling• Students write the words• Students check their writing• “On-the-back” activities are introduced (when appropriate)

• Phonics and Spelling Activities:• Making Words• Word Sorting• Reading/Writing Rhymes• Guess the Covered Word• Using Words You Know

(Cunningham, Hall, Sigmon, 2008)

Word Wall• Draw attention to letters

and spelling patterns

• Activities focus on building automaticity and accuracy

• Activities include things like clapping, chanting, writing, making words, guessing words, rhymes

Bingo with Word Wall Words

Onset Rime

Making Words

(Cunningham, 1995; Cunningham & Allington, 1999; Pinnell & Fountas, 1999)

References• Cunningham, P., Hall, D., & Sigmon (2008). The Teacher’s Guide to the Four-

Blocks Literacy Model• Cunningham, P.M., Hall, D.P., Sigmon, C.M. (1999). The Teacher’s Guide to the

Four Blocks.• Cunningham, P. (1995). The Teacher’s Guide to the Four Blocks• Cunningham, P. (1991). Phonics They Use: Words for Reading and Writing• Cunningham, P. & Allington, R. (1999). Classrooms That Work: They Can All

Read and Write (4th Edition) • Donnelly, M. (2010). Supporting Literacy with Boardmaker Studio, Closing the

Gap Conference. • Erickson & Koppenhaver (1999). Children with Disabilities: Reading and Writing

the Four-Blocks Way• Ogle, D.M. (1986). K-W-L: A teaching model that develops active reading of

expository text. Reading Teacher, 39, 564-570.• Pinnell & Fountas (1999). Phonics & Spelling Active Word Study in the

Reading/Writing Classroom