What is the 4-Square writing program? The Four Square Writing Method (Judith Gould) is built around...
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Transcript of What is the 4-Square writing program? The Four Square Writing Method (Judith Gould) is built around...
What is the 4-Square What is the 4-Square writing program?writing program?
The Four Square Writing Method (Judith Gould) is The Four Square Writing Method (Judith Gould) is built around a graphic organizer. It is a square box built around a graphic organizer. It is a square box divided into 4 smaller squares similar to what you divided into 4 smaller squares similar to what you get when you fold paper into fourths. In the middle get when you fold paper into fourths. In the middle of the page there is another box. For the younger of the page there is another box. For the younger children, the middle box is the topic sentence and children, the middle box is the topic sentence and the surrounding squares are statements on the same the surrounding squares are statements on the same topic. The squares are filled in a specified order and topic. The squares are filled in a specified order and in the last box is a feeling sentence. Then the in the last box is a feeling sentence. Then the sentences are recopied into paragraph form.sentences are recopied into paragraph form.
For older kids, each box becomes a paragraph For older kids, each box becomes a paragraph instead of a sentence. There is more to this method instead of a sentence. There is more to this method including topic development, transitional devices, including topic development, transitional devices, different genres of writing conventions like spacing different genres of writing conventions like spacing and punctuation, but the main gist is organization of and punctuation, but the main gist is organization of information about a topic.information about a topic.
Four-Square Writing Four-Square Writing Method in the Method in the
Primary GradesPrimary Grades
WHY 4-WHY 4- Basic language arts skills vital to successBasic language arts skills vital to success
Helps to fill gap between elementary writing Helps to fill gap between elementary writing experience and expectations of secondary levelsexperience and expectations of secondary levels
Disturbing results of assessments show children Disturbing results of assessments show children lack fundamental writing skills-cannot produce a lack fundamental writing skills-cannot produce a focused, well-supported, and organized focused, well-supported, and organized compositioncomposition
4-Square provides a method of teaching basic 4-Square provides a method of teaching basic writing skills writing skills
Should be accompanied by other writing Should be accompanied by other writing practices (e.g. shared writing, journals, practices (e.g. shared writing, journals, letter writing, etc.)letter writing, etc.)
Getting OrganizedGetting OrganizedLearning the Four Learning the Four
SquareSquare
Adding Details
UnderstandingRelationships
Brainstorming
Connecting Words
Steps 1-5 Steps 1-5 Sequential- Kindergarten Sequential- Kindergarten
through Firstthrough First Step 1 Categorizing-Understanding Step 1 Categorizing-Understanding
SimilaritiesSimilarities Step 2 Labeling Writing with a Step 2 Labeling Writing with a
Summary Summary Sentence Sentence Step 3 Placing a Sentence in the Step 3 Placing a Sentence in the
Center of the Center of the Four-Square Four-Square Step 4 Writing a ParagraphStep 4 Writing a Paragraph Step 5 4-Square +1Step 5 4-Square +1
Steps 1-5 Steps 1-5 Sequential- Kindergarten Sequential- Kindergarten
through Firstthrough First Step 1 Categorizing-Understanding Step 1 Categorizing-Understanding
SimilaritiesSimilarities Step 2 Labeling Writing with a Step 2 Labeling Writing with a
Summary Summary Sentence Sentence Step 3 Placing a Sentence in the Step 3 Placing a Sentence in the
Center of the Center of the Four-Square Four-Square Step 4 Writing a ParagraphStep 4 Writing a Paragraph Step 5 4-Square +1Step 5 4-Square +1
Step 1- CategorizingStep 1- CategorizingUnderstanding SimilaritiesUnderstanding Similarities
Initial activities use manipulative Initial activities use manipulative materials-concrete to abstractmaterials-concrete to abstract Brown bag sortBrown bag sort –real items to separate into groups –real items to separate into groups Picture card sortPicture card sort - -4-square organizer is introduced4-square organizer is introduced Cut and paste picture activityCut and paste picture activity - -4-square/topic 4-square/topic
given (See handout)given (See handout) Blank 4-square / journal page-topic Blank 4-square / journal page-topic
suppliedsupplied -students draw pictures of examples to fit -students draw pictures of examples to fit topic (See handout)topic (See handout)
Blank 4-square / journal pageBlank 4-square / journal page –topic teacher or –topic teacher or student supplied-students draw and label pictures of student supplied-students draw and label pictures of examples that fit topic (See handout)examples that fit topic (See handout)
Topic with 4 Topic with 4 examplesexamples
CandyBars
TootsieRolls
Caramels
Mints
Step 2-Labeling Writing Step 2-Labeling Writing with with
a Summary Sentencea Summary Sentence Students now give three examples of Students now give three examples of
the topic.the topic. The fourth square is completed by The fourth square is completed by
using a concluding “feeling” using a concluding “feeling” sentence.sentence. (Refer to handout) (Refer to handout) The sentence should have the topic and an The sentence should have the topic and an
emotion word.emotion word. Supply a cloze activity if needed (__makes Supply a cloze activity if needed (__makes
me feel __.) A word bank of emotions might me feel __.) A word bank of emotions might help.help.
Provide ample modeling and practice.Provide ample modeling and practice. Practice reading in the correct order.Practice reading in the correct order.
Step 3-Placing a Sentence Step 3-Placing a Sentence in the in the
Center of the Four SquareCenter of the Four Square Using Reasons Instead of Using Reasons Instead of
ExamplesExamples Provide practice in distinguishing fact/opinion. Provide practice in distinguishing fact/opinion.
(See handout “Prove It”.)(See handout “Prove It”.) The four square now has a complete sentence The four square now has a complete sentence
in the middle.in the middle. Boxes 2, 3, and 4 now contain sentences which Boxes 2, 3, and 4 now contain sentences which
prove the topic. Encourage illustrations.prove the topic. Encourage illustrations. Box 5 remains a feeling sentence.Box 5 remains a feeling sentence. Share stories orally or create mini books. (see Share stories orally or create mini books. (see
handout)handout)
Step 3 Four-Square Step 3 Four-Square /Reasons/Reasons
It gives me quick energy.
I enjoy the taste.
I think candyis great.
It stimulatesendorphins.
I like candy.
Step 4 Writing a Step 4 Writing a ParagraphParagraph
Taking It Off of the OrganizerTaking It Off of the Organizer Because the completed 4-squares Because the completed 4-squares
have been shared orally in previous have been shared orally in previous steps students are familiar with steps students are familiar with movement through the 4-squaremovement through the 4-square
Use whole class modelUse whole class model Present Two Rules For ParagraphsPresent Two Rules For Paragraphs
Two Rules for Two Rules for ParagraphsParagraphs
1. Indent the first word only.1. Indent the first word only. (Two fingers placed on the paper’s (Two fingers placed on the paper’s
edge or margin) (No blank spaces edge or margin) (No blank spaces at the end of the line. Each sentence at the end of the line. Each sentence need not start on its own line.)need not start on its own line.)
2. Fill the line completely.2. Fill the line completely. I like candy. It gives me quick I like candy. It gives me quick
energy. It stimulates endorphins. I enjoy energy. It stimulates endorphins. I enjoy the taste. I think candy tastes great.the taste. I think candy tastes great.
Students check for five capitals and Students check for five capitals and periods.periods.
Step 5 - Four Square + 1Step 5 - Four Square + 1
Adding More DetailsAdding More DetailsFiveFive-sentence paragraph to -sentence paragraph to eighteight-sentence -sentence
paragraphparagraph
Move writing back into four-square formatMove writing back into four-square format
Add one additional detail in each box to Add one additional detail in each box to elaborate on original reason, example, or elaborate on original reason, example, or explanation. Use complete sentences.explanation. Use complete sentences.
Mastery usually achieved by end of first Mastery usually achieved by end of first gradegrade
Four Square Plus OneFour Square Plus One
Use the same prompt repeatedly to Use the same prompt repeatedly to introduce the steps because the introduce the steps because the familiarity will aid in instruction.familiarity will aid in instruction.
We learn here.I like to learn
science.
We meet friends.My best friend is
in the class.
We play in school.I like to work at
learning centers.
I love school.
School is great.
Our example would read:Our example would read:
School is a great place. We School is a great place. We learn here. I like to learn learn here. I like to learn science. We meet friends. My science. We meet friends. My best friend is in my class. We best friend is in my class. We play at school. I like to play at play at school. I like to play at learning centers. I love school.learning centers. I love school.
Step 6-Writing a Wrap-Up Step 6-Writing a Wrap-Up SentenceSentence
The First Step in Preparing for the Multiple-The First Step in Preparing for the Multiple-Paragraph EssayParagraph Essay
Place writing back into four-squarePlace writing back into four-square
““Feeling” sentence replaced with “wrap-up” Feeling” sentence replaced with “wrap-up” sentencesentence
Abbreviate supporting ideas to a word or short Abbreviate supporting ideas to a word or short phrase phrase
Conjunction (because, since, due) introduced in Conjunction (because, since, due) introduced in “wrap-up” sentence“wrap-up” sentence
Wrap-up sentence includes both topic and Wrap-up sentence includes both topic and supporting ideas together.supporting ideas together.
Writing a Wrap-Up Writing a Wrap-Up SentenceSentence
Learn
We learn here.
Friends
We meet friends.
Play
We play in school.
School is a great placebecause we learn,
meet friends, and play.
School is a great place.
Step 7 Step 7 Four-Square +3Four-Square +3
Adding Supporting Details Adding Supporting Details
Boxes 2, 3, and 4 will be 4-squared Boxes 2, 3, and 4 will be 4-squared independentlyindependently
These details make up body paragraphs of These details make up body paragraphs of essayessay
No repetition of details from one box to anotherNo repetition of details from one box to another
Repetition equals boredom!Repetition equals boredom!
Prompt elaboration with questionsPrompt elaboration with questions
Read 4-square aloud to show formation of essayRead 4-square aloud to show formation of essay
4-Square + 34-Square + 3
Learn
• reading• math• science
Friends
•share lunch•invite over•do homework together
Play
•in centers•on playground•on play day
School is a great placebecause we learn,
meet friends, and play.
School is a great place.
StepStep 88 4-Square + 3 + C4-Square + 3 + C
Adding Connecting Words to Provide Adding Connecting Words to Provide Transition Between IdeasTransition Between Ideas
• Provide smooth transition between Provide smooth transition between paragraphsparagraphs
• Critical to successful writingCritical to successful writing• Provide color-coded connecting words to Provide color-coded connecting words to
ensure successensure success• Student selects word from appropriate list: Student selects word from appropriate list:
block 1 block 1 whitewhite, no connector word; block 2, , no connector word; block 2, greengreen list; blocks 3 and 4, list; blocks 3 and 4, yellowyellow list; list; block 5, block 5, red red listlist
4-Square + 3 + C4-Square + 3 + CRemember to read aloud the completed 4-square. This Remember to read aloud the completed 4-square. This
will facilitate the change over to composition,will facilitate the change over to composition,
FirstLearn
• reading• math• science
AlsoFriends
•share lunch•invite over•do homework together
NextPlay•in centers•on playground•on play day
So you can see
School is a great place because we learn, meet
friends, and play.
School is a great place.
Green Wall Poster WordsGreen Wall Poster Words
Transition Words for Block 2Transition Words for Block 2
One reasonOne reason
FirstFirst
For exampleFor example
One example One example
To begin withTo begin with
To start withTo start with
Yellow Wall Poster Yellow Wall Poster WordsWords
Transition Words for Blocks 3 and 4Transition Words for Blocks 3 and 4 SecondSecond ThirdThird
Another ReasonAnother Reason Another exampleAnother example
AlsoAlso As well asAs well as
TooToo In additionIn addition
AdditionallyAdditionally
Red Wall Poster WordsRed Wall Poster Words Transition Words for Block 5Transition Words for Block 5
LastLast In conclusionIn conclusion In summaryIn summary
In shortIn short So you can seeSo you can see As one can seeAs one can see To summarizeTo summarize
HenceHence
Step 9Step 9 4-Square + 3 + C = 5 4-Square + 3 + C = 5 ParagraphsParagraphs
Taking the Writing Off the OrganizerTaking the Writing Off the Organizer After building the 4-Square together, build After building the 4-Square together, build
essay together essay together Model and have students copy one sentence at Model and have students copy one sentence at
a timea time Self-checking mechanism for sentence buildingSelf-checking mechanism for sentence building
Four items in boxes 2,3,4 means four Four items in boxes 2,3,4 means four sentences-four capitals and periodssentences-four capitals and periods
All items in each box should not form one long All items in each box should not form one long sentence. This avoids run-on sentences.sentence. This avoids run-on sentences.
Our essay would read as Our essay would read as follows:follows:
School is a great place.School is a great place. First, school is a great place because we learn. First, school is a great place because we learn.
It is important to learn how to read. Math is an It is important to learn how to read. Math is an interesting subject to learn. When we learn interesting subject to learn. When we learn science it is lots of fun.science it is lots of fun.
Also, school is a great place because we meet Also, school is a great place because we meet friends. I like to share lunch with my friends. I can friends. I like to share lunch with my friends. I can invite my friends over after school. My friends and invite my friends over after school. My friends and I do homework together. I do homework together.
Next, school is a great place because we play. Next, school is a great place because we play. At center time everybody plays. We play on the At center time everybody plays. We play on the playground during recess. Play day in the spring is playground during recess. Play day in the spring is a day when we just play and do not work at all.a day when we just play and do not work at all.
So you can see, school is a great place because So you can see, school is a great place because we learn, meet friends and play.we learn, meet friends and play.
Four Square and BeyondFour Square and BeyondAcross the CurriculumAcross the Curriculum