Hernando+-+Kristin

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Week 1 Q&A


 * Q: How do I work with the special education teacher to support the children with disabilities in my Four-Blocks classroom?**

I chose this questions because it is essentially a goal I strive for in all the professional development I provide. This year Gail, Caitlin, and I are providing assistive technology training for 1 teacher from each school for 2 days. We are hoping these teachers can be technology mentors for other teachers at their school. We hope that teachers will see the benefit of working together to make appropriate technology decisions for students with disabilities. A team approach and the inclusionary model is already in place for many students with disabilities in Hernando County. We find that teachers really struggle with collaborative strategies even in the inclusive model. I’m hoping that Four-Blocks will provide some ideas in this area.


 * Q: Is there research to support the use of Four-Blocks with children with disabilities?**

Research-based practices are really important in this time of RtI ,Differentiated Instruction, and Differentiated Accountability. It’s helpful for me to know before I read about Four-Blocks that there is documented research to support it. However, the studies identified don’t provide me with a lot of information on specific gains. The statements below from page 134 just don’t give me enough information: · “…led to improved student achievement across two formal measures of reading ability...” · “…demonstrates the success of the components of Four-Blocks…” · “Making Words and Using Words You Know were also instrumental in supporting successful outcomes…”


 * Q: As a classroom teacher, do I include my special education students who haven’t learned to identify letters or developed concepts about print in my Four-Blocks instruction?**

This question helps guide my thinking by letting me know that all students with disabilities can be included in the Four-Blocks model no matter how significant their cognitive disability may be. I’m anticipating that the Four-Blocks model will demonstrate how to include students with disabilities who are at various cognitive levels in meaningful reading and writing activities. Teachers often struggle with providing support for a variety of learner needs within the same classroom.

Author's Purpose - This book was written to provide teachers with a framework for understanding how to implement The Four Blocks approach. They recognize that children do not all learn the same way. Four Blocks provides for systematic phonics instruction while supporting the other areas of reading. They note that six general areas children with disabilities differ from their classmates: communication, cognition, physical abilities, senses, affect, and attention. They note the importance of sharing strengths and needs of students with special needs as opposed to their disability label. They also want to share assistive technology that can be incorporated into literacy instruction. They point out that technology does not replace good instruction, but provides the tools for access.
 * Week 2**

Overview: Sample Four-Blocks Day in an Inclusive Classroom 1. Scanned text with illustrations and text-to-speech. (Surprised to read the OT did the scanning!) 2. Word processor (Microsoft Word) to reduce key strokes with Auto capitalization 3. Color coding on word wall 4. Row scanning with switch selection 5. Word prediction 6 Talking word processor 7. PowerPoint to recreate books 8. Eye gaze 9. Bigmac with recorded message for Alyssa to participate 10. Center selection - tickets with pictures and labels
 * Week 3**

Overview: Sample Four-Blocks Day in a Special Education Classroom It was interesting to read about all of the adaptations made for students with special needs in this classroom. Preparing a large set of adapted books for students to choose from takes time and preparation. The collaboration between the ESE teacher, the OT, and the SLP provided needed support for students in a special setting. This Special Education classroom probably made scheduling the OT & SLP a bit easier.
 * Week 4**

Self-Selected Reading - It is important for students to see the connection to reading for pleasure; providing self-selected reading opportunities gives students choice. It gives them an opportunity to choose based on interest. I loved the example that reading is NOT like eating your spinach! Also noted that students were taught self-regulation strategies to stay engaged - including music, legs wrapped around the chair legs, etc. Students often work/read in pairs. Mini lessons - teachers help students find books of interest that they can read independently. Resources for reading and sharing were noted.
 * Week 5**

Self-Selected Reading - Conferencing: The teacher must make decisions about where, how and what children will read and whether the books need to be adapted. Many ideas for adapting books were identified - including recorded books, BookWorm, electronic text, and a varitiey of internet resources.
 * Week 6**

Conferencing Variations - I really liked this section! The purpose of conferencing is to help students find books that fit interests and abilities. Teachers can use conferencing for informal assessment. With Self-Selected reading and conferencing, students receive support needed to become fluent and independent readers. Teachers need to use reciprocal questioning. They teach children "In the Book and In My Head questions. Four questioning strategies were identified. I also liked that they shared a typical week for self selected reading.
 * Week 7**

I also like that they share IEP goals!

Guided Reading! OK - I like this section BEST now! This section clearly points out the explicit steps teachers need to take when teaching reading to struggling learners! It sets the urpose of guided reading and provides many resources.Stpes teachers should use before children read are: building & accessing prior knowledge making connections to personal experience develop vocabulary essential for comprehension taking a picture walk making predictions setting purposes graphic organizers exploring text structure
 * Week 8**

I'll be sure to share this book, and especially this section when I do the next PDA-ESE Differentiated Reading Instruction class!

Variations during reading -
 * Week 9**