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Four Square (4 ) Four Square (4 I) Writing Method Writing Method for Early Learners

for Grades 1-3

Written by S. Gould Gouldand and Mary F. Burke Written byJudith Judith S. Evan Jay Gould
Cover and bookby designed by Kati Baker Illustrated Mary Galan Rojas

Teaching & Learning Company


Dayton, OH 45401-0802 www.LorenzEducationalPress.com a Lorenz company 1204 Buchanan St., P.O. Box 10 P.O. Box 802 Carthage, IL 62321-0010

This book belongs to ________________________________

Copyright 2010, Teaching & Learning Company ISBN 978-1-4291-1836-1 Teaching &Learning Company a Lorenz company P.O. Box 802 Dayton, OH 45401-0802 The purchase of this book entitles teachers to make copies for use in their individual classrooms, only. This book, or any part of it, may not be reproduced in any form for any other purposes without prior written permission from the Teaching & Learning Company. It is strictly prohibited to reproduce any part of this book for an entire school or school district, or for commercial resale. All rights reserved. Printed in the United States of America.

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This Book . . . . . . . . . . .5

Table of Contents nts How to Use This Book . . . . . . . . . . .5 nte etting Organized Table of Contents o anized C rg O g in tt earning the e f G Section 2: Other Forms of Section 1: o 1: Getting Organized g the . . rnin Four Square . . . . .6 Section Lea e Composition . .71 l .6 . . . . re bContents Learning the Squa a Four Table of T Four Square . . . . .6 ther Forms of Section 3: Samples Table of Contents of Four
ok .pl . es ... of .F . ou ..r . Section 3: Sam ares and .5 Squ Section 1: Gettin g Org s ized ssay Ean LearningEth ito os ry, e xp .5 e, ... Four Squ rativ ar . N ar . e f o . . .ivo .e .. .6 r .F . .1 th O How to Use Book .Squares .er . su .e.as .and .rm .s . .n . . ..k....... .7 iv :. .P Composition . . This . .71 ction 2 Se io e it tiv s o o ip p Section 2: Other Section cr m es o o 4 of ed D C 2: Other Forms and B.8 Form s of .. . iz . Essays How to Use This Book .s. .. .. s ..e .T .h .is . .5 Style gan How to Use This Bo

Table of Contents s t n e t n o C f o e l Tab Table of Contents


How to Use This Book . . . . . . . . . . .5 ting Organized
Section 1: Get ng the Learni .6 quare . . . . Section 1: Getting Organized Four S Ho

ection 4: Four Square and Beyond Across the Curriculum . . . . . .93

ection 5: Practice Prompts Expository, Descriptive, Persuasive and Narrative Styles . . . . . . . .104

.6 r Composition . to Composition . . . .71 amples of Four How r. .le g.O .Us u ... .7 o 1 Expository, to Writing Use This Book . .5 e f. F n o . Understanding the Process . . . . . . 5 i w h t p t t m o a S 3: ouH e and ction Ge Se r Squar drning Square Squares Se and na Section Getting F Organized ct 4: Narrative, ion 3: 1: 1: s a are ion u ct q SSe S am e n pl es r of L d o Fo on Section 3: Samples of ey Bur ctiOrganized ouFour 1 e Essays F Section 1: Getting the s Ss y a Persuasive s s E SLearning of . . . .7 qu e ar th es an os s cr d A Squares and Sorting and Classifying . . Square . .Descriptive . .o .s .lu .m .ry . . .3 . . .11 .9 rm .. xpository, o the Four ... , ... . . ...6 it Essay and ricu xp Eur C s Learning r Fo osition e h Essays t p ,: . O v.e. ti Expository,Styles Narrative, rr Four Square .C .o .m .6 Na . .a .m .n . .84 2 s ur pt ro P Expository, e o e ic i iv ct s ta Pra ar rs f Fo d cu 5: Persuasive n Pe tiv Section 2: N Other Forms of io e, o e ctra Emerging Levels of Writing Readiness Se S s ry, Narrative, ptive mple es an Exposito cri s. e.of Pers2: D dtiv ua nip si a ve and Descriptive Section Other Forms Composition .. .71 r e, Section 4: Four Square and 4 cr es .q.8 D ua with Practice . . . . . . . . . . . . . . . . . . . . .: . .S .a . .31 . . . an Persuasive 3 S s d d D le How to Use This Book . . . . . . . . . . .5 es an ty cr e S ys ip iv n tiv Styles . . . . . . . . .84 Composition ersuas ctio . . . .71 Pe Beyond ssa ry, e E StyHow S les . to and Descriptive e Use This Book . . . . . . . . . . .5 tiv . . . of to ra .N .ar .Four . .84 Section 3: Samples 04 xposi tive, Across the .1 . . d . . n . a . . re a s u le q E. . .a. SStyles e S ... . .84 rra ur of Section 1: Getting Organized o Fty 4:Books n Sect Using the Four Square for our Square and io Section 3: Samples Four io Squares and N ct n 4: asiv riptive . . .84 Se Curriculum . . . . . .93 Four u S quare an s d n o r y e c Section 1: Getting Organized d B Learning the Pe Des . . . . Beyond Bey and Across Genres . .4: . Learning .c. .s .s . and . .e . the . . . . . 64 onEssays d. . . . Squares th nd s . . ro a A Section Four Square and 3 Four . Essays . . Prompts . .6 .9 . AcrSquare . cross the . os . Expository, . s th Section 5: Practice m e tyle lu icu S urr C nd Four Square . . . . .6 Beyond Curricul ea Curriculum . . . . . .93 r Expository, Narrative, um a Expository, . . . . . .93 u Across ro the r Sq nd ts p SectionSe 2: Other Forms of 93 u m Narrative, Persuasive P o Descriptive, e c ti o c F ra Curriculum ... ction 5: Practice y : P 5 . n e : Section 2: Other Forms of io ct . . . . . .93 . e Se 4 B P ro . h mpt s ractice PromptsComposition .Persuasive . .E .71 and Descriptive itory, ection st osand xp Expository, Persuasive ros riculum Composition . . . .71 S c , e A v ti xpository, and Styles . .Descriptive .D .e .s .c.ri.p.84 Narrative Cur Descrip pts tive, d n Section 5: Practice Prompts a e iv s om a u r rs Descriptive, e Styles . . . .84 P Section 3: Samples of Four P Styles . . . . . . . .104 Persua sive an ce Section 3: of d Samples Expository, e Four arrativ acti itory, e, N Persuasive Section and r 4: Four Square and Squares and N arra P 4 tiv 0 e Squares . . . . . . .1 5: Expos criptiv and s . and tyle SDescriptive, Narrative on e Styles 4: Section Four and Beyond i t Essays ... c . . . . Square e Des suasiv 04 .104 S Essays Persuasive and . .1 r . Styles . . .Expository, . . . . .104 Across the e e Beyond . v P rati . Expository, Narrative ar s . . . N Across the Curriculum . . . . . .93 Narrative, le Narrative, Styles .. . .93 . . . . . .104 Sty Curriculum . . . . Persuasive Persuasive Section Practice Prompts and 5: Descriptive and Descriptive Section 5: Practice Prompts Expository, Styles . . . . . . . . .84 Styles . . . . . . . . .84 Expository, Descriptive, Descriptive, Persuasive and Section 4: Four Square and 4: Four Square and Section Persuasive and Narrative Beyond Beyond Styles Narrative . . . . . . . .104 Across the Across the Styles . . . . . . . .104 Curriculum . . . . . .93 Curriculum . . . . . .93

Section 5: Practice Prompts Section 5: Practice Prompts achin pyright Te Expository, TLC10188 Co Expository, Descriptive, Descriptive, Learning Company, Carthage, IL 62321-0010 Persuasive and Persuasive and Narrative Narrative TLC10188 Copyright Teaching & Learning Company, Carthage, IL 62321-0010 Styles . . . . . . . .104 Styles . . . . . . . .104
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Squares and Essays Expository, Narrative, Persuasive and Descriptive Styles . . . . . . . . .84
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How to Use This Book

ing basic writing skills that is applicable across grade levels and curriculum areas. Divided into four levels of writing readiness, this resource teaches prewriting and organizational skills through the use of a graphic organizer. This is one proven method. Please adapt and modify to fit the needs of your students.

In the following chapters, we present a method of teach-

Level One This section focuses on using pictures


to represent ideas within the Four Square.

Level Three This section allows students to copy

written words to fill in the graphic organizers.

Level Two Students will trace your written words


to fill in the Four Squares.

words can use these Four Squares to organize their ideas.

Level Four Students who are beginning to write


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Understanding the Writing Process

Lets look at the writing process. Ever wonder

why its such a challenge for so many students? Dr. Mel Levine, author of A Mind At A Time, tells us that writing is one of the largest orchestras a childs mind has to conduct.

Its true. Writing requires a simultaneous integration of

many critical elements. Dr. Mel Levine discusses these at length in his book, but we devised an absurd educational acronym (because lets face it, there arent enough of those in education) called GLOFA to help you remember the components.

GLOFA stands for: Grapho-Motor Function Language Production Organization Focused Attention Access to Memory

The G in GLOFA is all about handwriting, a Grapho-Motor

Function. Handwriting can derail at any or more of these stations:

Pre-visualization - if the student has trouble picturing the letters in his or her mind Motor memories - if the student has difficulty activating the correct motor sequences to make the letters Implementation - if the student is challenged assigning the muscles for the right motor sequence Localization - if the student has trouble tracking finger movements difficulties can be remedied with consistent and repeated letter formation drill and practice; about 15 minutes a day.

Its not all gloom and doom with handwriting. Dr. Levine insists that most handwriting

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ity to translate ideas and thoughts into word or sequence codes. This is at the heart of the writing process, and we have all seen students struggle with putting words on the page because they wrestle with expressive language.

The L in GLOFA stands for Language Production, which is the abil-

Heres the good news! If you have students that struggle with language production,
there are activities you can do to help that process become easier: Use instructor and peer sharing to provide the student with powerful models of the writing process. Demonstrate verbal rehearsals of writing through group brainstorming and partner sharing. Introducing drawing, sketching and mapping before or after verbalization can also help students who struggle with language production.

Primary-aged students without lots of real world experiences often lack the lan-

guage production for writing. Teachers reading stories about specific topics their class will write about will help these students build their prior knowledge. Listening and talking about these stories will help activate language production.

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know how to generate, organize and integrate ideas. Its also the ability to prioritize and manage time and materials.

The O in GLOFA stands for Organization, which is the ability to

The Four Square Method is a great tool for organization, that is certain. Using the

Four Square allows for sorting and categorizing of a topic in a visual manner. It is also helpful in the establishment and practice of the predictable routines and procedures that can help your students take the OH! out of organization.

To help in establishing the practice of predictable routines and procedures, we

have designed a daily behavior guide for students during the writing time - WHAT, as in WHAT are we doing today in writing?

WHAT stands for Walking, Helping, Activity and Talking. It lets students know what behaviors are expected for movement, asking for help, completing the assignment and talking.

Put up on the board, it might look like this


in your classroom: Walking: Stay in writing nooks Help: Put help card (red card each student has) on desk Activity: Start book on pets Talking: Whisper talk only to your partner

W H A T

Stay in seats Red cards Pet book Whisper share

Of course, each WHAT component can be


used with a picture or symbol to communicate behavioral expectations.

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with kids paying attention these days, right? Ouch. Children with attention difficulties is one of the biggest issues teachers face today. In writing, students have to pay close attention to the task of beginning, sustaining and ending their energy for writing. They must also curb social distractions and apply good judgment to plan, pace and monitor the quality of their writing.

The F in GLOFA stands for Focused Attention. No one has trouble

Step away from the tranquilizers! Theres some good news. Focused attention can be taught, practiced and monitored as a skill. Using such tools as the Observable Behavior Chart (see page 10), students can be easily identified for intervention and remediation. What is the Observable Behavior Chart? Its a chart that allows teachers to get a
quick check of the activities of the classroom. It also helps teachers set goals for behaviors and actions as well as measure progress at various intervals.

The OBC allows a teacher to establish spe-

cific behaviors of the writing class (start writing in a timely manner, sustain the writing, choose own topics, etc.) and observe the behaviors of the class during writing time. From the results of the observations, the teacher can therefore see which students are struggling with specific behaviors and create interventions and remediation lessons to help those students become more successful in demonstrating those behaviors.

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all about remembering what you need to remember about writing: rules about spelling, punctuation, grammar, capitalization, formatting, etc. Its also about remembering ideas and thoughts for writing.

The A in GLOFA stands for Access to Memory. This element is

Again, theres some good news! Certain planning tools like the Four Square can help with the memory of ideas, since the visual aspect of it makes it accessible to both drawing ideas and writing ideas. Also, practice and repetition of English language conventions can aid in student success in the mechanics of writing.

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Observable Writing Behaviors Record Keeping


Desirable behaviors head the columns. List student names in the rows. Keep that clipboard handy!

Student

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Sorting and Classifying


Why is it important to sort and classify? Weve included many practice pages for sorting

and classifying. Writers need to align main ideas and pertinent details. Understanding how things are related is a foundation for the organization of our ideas. Lots of practice within these pages will help your young writers apply this ability to their own topics when they begin using their own Four Squares.

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Name ___________________________________________________

People Fruit in my family

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Name ___________________________________________________

People Toys in my family

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Name ___________________________________________________

People my family Zoo in Animals

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Name ___________________________________________________

PeopleBugs in my family

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Name ___________________________________________________

People in my family Flowers

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Name ___________________________________________________

People in my family Transportation

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People in my family Sports

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Name ___________________________________________________

People in my family Things for School

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Name ___________________________________________________

People Pets in my family

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Name ___________________________________________________

People in my family Places to Play

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Emerging Levels of Writing Readiness with Practice

Level One
Because the Four Square can accommodate picture
writing, writing letters, writing words, or a combination of all, it is the ideal tool for your beginning writers! In the earliest stages of writing, students may communicate through pictures alone. These children may be just starting to learn about letters and letter sounds. Thats okay!

The bus

We play

At School

For students at this level, let them

Mrs. Burke

My friend Sarah

draw! During writing time, you (or a parent volunteer, perhaps) can scribe, lightly and in pencil, at the bottom of the square. Have the student tell you a word or a sentence about the picture. Reread it to the student. Have them track the words as you reread it. This is where writing comes from!
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Name ___________________________________________________

Adult writing: ___________________________ ______________________________________ ______________________________________

Adult writing: ___________________________ ______________________________________ ______________________________________

People in my family Family

Adult writing: ___________________________ ______________________________________ ______________________________________

Adult writing: ___________________________ ______________________________________ ______________________________________

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Name ___________________________________________________

Adult writing: ___________________________ ______________________________________ ______________________________________

Adult writing: ___________________________ ______________________________________ ______________________________________

People in my family Friends

Adult writing: ___________________________ ______________________________________ ______________________________________

Adult writing: ___________________________ ______________________________________ ______________________________________

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Name ___________________________________________________

Adult writing: ___________________________ ______________________________________ ______________________________________

Adult writing: ___________________________ ______________________________________ ______________________________________

People in my family Recess

Adult writing: ___________________________ ______________________________________ ______________________________________

Adult writing: ___________________________ ______________________________________ ______________________________________

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Name ___________________________________________________

Adult writing: ___________________________ ______________________________________ ______________________________________

Adult writing: ___________________________ ______________________________________ ______________________________________

People in my family Games

Adult writing: ___________________________ ______________________________________ ______________________________________

Adult writing: ___________________________ ______________________________________ ______________________________________

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Name ___________________________________________________

Adult writing: ___________________________ ______________________________________ ______________________________________

Adult writing: ___________________________ ______________________________________ ______________________________________

People in my family Summer

Adult writing: ___________________________ ______________________________________ ______________________________________

Adult writing: ___________________________ ______________________________________ ______________________________________

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Name ___________________________________________________

Adult writing: ___________________________ ______________________________________ ______________________________________

Adult writing: ___________________________ ______________________________________ ______________________________________

People my family Myin Tooth

Adult writing: ___________________________ ______________________________________ ______________________________________

Adult writing: ___________________________ ______________________________________ ______________________________________

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Name ___________________________________________________

Adult writing: ___________________________ ______________________________________ ______________________________________

Adult writing: ___________________________ ______________________________________ ______________________________________

People Pets in my family

Adult writing: ___________________________ ______________________________________ ______________________________________

Adult writing: ___________________________ ______________________________________ ______________________________________

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Name ___________________________________________________

Adult writing: ___________________________ ______________________________________ ______________________________________

Adult writing: ___________________________ ______________________________________ ______________________________________

People in my family At the beach

Adult writing: ___________________________ ______________________________________ ______________________________________

Adult writing: ___________________________ ______________________________________ ______________________________________

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Name ___________________________________________________

Adult writing: ___________________________ ______________________________________ ______________________________________

Adult writing: ___________________________ ______________________________________ ______________________________________

People Pets in my family

Adult writing: ___________________________ ______________________________________ ______________________________________

Adult writing: ___________________________ ______________________________________ ______________________________________

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Level Two
The students at this level are beginning to learn their
letter sounds, formations, and the conventions of text. Though they may not quite have the readiness or confidence to put their own words in the boxes, they can take a bit more responsibility in the completion of their Four Squares.

The bus

At School

We play

My Mrs. Burke friend Sarah

After you scribe their ideas in pencil, have them trace over the letters, being mindful of moving left to right. You can use this to reiterate the lessons in phonics and handwriting, and the children will love using colored pencils to do this!

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Name ___________________________________________________

Trace this

Trace this

People inSchool my family After

Trace this

Trace this

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Name ___________________________________________________

Trace this

Trace this

People in my family Lunch

Trace this

Trace this

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Name ___________________________________________________

Trace this

Trace this

People in my family Shopping

Trace this

Trace this

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Name ___________________________________________________

Trace this

Trace this

People in my family Dinner

Trace this

Trace this

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Name ___________________________________________________

Trace this

Trace this

People in my family Story Time

Trace this

Trace this

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Name ___________________________________________________

Trace this

Trace this

People in my family Vacation

Trace this

Trace this

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Name ___________________________________________________

Trace this

Trace this

People in Time my family Bed

Trace this

Trace this

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Level Three
The students at this level are almost ready to try to
add the words themselves! Help to build their confidence and use their own words to practice forming letters.

The bus The bus

We play We play

At School

Mrs. Burke Mrs. Burke

My friend Sarah My friend Sarah

to scribe for your students, but then make a space below your writing for the children to recopy their words. They are taking increasing levels of responsibility in doing their own writing!

At this level, you will continue

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Name ___________________________________________________

Adult: _________________________________

Adult: _________________________________

Student:

Student:

People inHolidays my family Winter

Adult: _________________________________

Adult: _________________________________

Student:

Student:

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Name ___________________________________________________

Adult: _________________________________

Adult: _________________________________

Student:

Student:

People in my family Halloween

Adult: _________________________________

Adult: _________________________________

Student:

Student:

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Name ___________________________________________________

Adult: _________________________________

Adult: _________________________________

Student:

Student:

People in my family Snacks

Adult: _________________________________

Adult: _________________________________

Student:

Student:

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Name ___________________________________________________

Adult: _________________________________

Adult: _________________________________

Student:

Student:

People in of mySchool family First Day

Adult: _________________________________

Adult: _________________________________

Student:

Student:

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Name ___________________________________________________

Adult: _________________________________

Adult: _________________________________

Student:

Student:

People in my family My Teacher

Adult: _________________________________

Adult: _________________________________

Student:

Student:

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Name ___________________________________________________

Adult: _________________________________

Adult: _________________________________

Student:

Student:

People in my family At the park

Adult: _________________________________

Adult: _________________________________

Student:

Student:

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Name ___________________________________________________

Adult: _________________________________

Adult: _________________________________

Student:

Student:

People in my family At the pool

Adult: _________________________________

Adult: _________________________________

Student:

Student:

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Level Four
These students have enough confidence and experience with letter sounds to try it on their own. Remind them that how do you spell isnt as important as trying to spell. When a child is ready for this level, we need to step back and let them try it alone, which may cause a bit of separation anxiety at first.

WRITING!

The bs
At School

Wiply

Reward any attempts at sounding


and spelling the words. Learning to spell and write for ourselves may be messy, but we all start somewhere!

MsBrk

Mi fnd srh

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Name ___________________________________________________

People in my family Watching TV

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Name ___________________________________________________

People in my family Babies

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Name ___________________________________________________

People in my family Parties

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People in my family Thanksgiving

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People in family Going tomy the Zoo

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People in Things my family Funny

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The Four Square for Book Making

The Four Square can be easily turned into books that your students can make, share,

and read again and again. Because Four Square practice in sorting and classifying has helped your students to record main ideas and details, making a book all about one topic is going to be a piece of cake!

on any topic. The back cover of the book is perfect for a self-portrait and an about the author, which you can help your students complete. Fill in the pages, cut along the dotted lines, and then staple together. They can use pictures, letter sounds, temporary spelling, or you can act as a scribe.

Use the template on the following pages to have your students create their own books

that a book looks like a real piece of writing, in a format familiar to your students. Invite students to sit in the authors chair and read their books to their classmates. Dont forget to share the illustrations too!

The best thing about it is

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Four Square Mini-Book Example


Fold, dont cut here!

Back Cover

Front Cover

staple

e c u a s e l p p

By: Judy

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Four Square Mini-Book Example


1 2

First we peeled the apples.

The moms cut them up.

Applesauce
3 4

They cooked in the hot water.


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It was delicious.

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Four Square Mini-Book Template


Fold, dont cut here!

Back Cover

Front Cover

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Four Square Mini-Book Template


1 2

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Writing in All Genres

The Four Square can be used in all genres for


writing, even with your beginning writers. Use the squares to plan a book review, an autobiography, a how-to, a description, and even an informational report.

tern for the thinking, drawing, and writing. Yes, your beginning writers can write in many genres, and the Four Squares help to define the work and make it accessible.

The squares provide a pat-

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Name ______________________________________________

My Four Square Book Review


In the beginning: In the middle:

At the end:

The Cat in in the Hat People my family Dr. Seuss

Author and title:

Did you like it? (happy face, straight-line face, or sad face)

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Name ______________________________________________ Name ___________________________________________________

My Four Square Book Review


In the beginning: In the middle:

Author and title:

People in my family
At the end: Did you like it? (happy face, straight line face, or sad face)

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Name ______________________________________________

My Four Square Autobiography


My family: My hobbies:

All about: My favorite thing to do:

People in my family Bryce

This is me!

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Name ______________________________________________ Name _ ___________________________________________________

My Four Square Autobiography


My family: My hobbies:

All about:

People in my family
My favorite thing to do: This is me!

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Name ______________________________________________

My Four Square "How-To"


First: Then:

Spread one with peanut Get 2 pieces of bread.


Next: How to:

butter and the other with

Make Peanut People a in my family Butter Sandwich

jelly.
Last:

Put them together.

Eat it!

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Name ______________________________________________ Name _ ___________________________________________________

My Four Square "How-To"


First: Then:

How to:

People in my family
Next: Last:

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Name ______________________________________________

My Four Square Description


Size: Shape:

My blankie is not big.


Color:

Topic:

It is a rectangle.
Touch:

People in my family My Blankie

The blankie is light blue.

My blanket is soft and fuzzy.

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Name ______________________________________________ Name _ ___________________________________________________

My Four Square Description


Size: Shape:

Topic:

People in my family
Color: Touch:

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Name ______________________________________________

My Four Square Report


Fact: Fact:

Brown bears are big and dark brown.


Fact: Topic:

They live in the forest.


What do you think?

People in my family Brown Bears

Brown bears like to eat berries and plants.

Brown bears are my favorite animals.

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Name ______________________________________________ Name _ ___________________________________________________

My Four Square Report


Fact: Fact:

Topic:

People in my family
Fact: What do you think?

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About the Authors

Judith S. Gould
Judy is a teacher, writer and educational speaker who has been sharing ideas for writing success in

e has taught schools nationwide. Sh ing Pre-K and nearly all grades, includ home in Florida, high school. When at d writing with she enjoys reading an hter Ilana and husband Evan, daug Figaro the cat.

Mary F. Bur ke

Mary has been a teacher for 23 years. She is curr ently the writing tea cher at Jacksonville Beach Elementary in Florida. S he enjoys w ing poetry a ritnd having a simple life w her husban ith d Cal and h e r d og, Mel and cat, Ripley.

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Four Square: Four Square: Writing Method with Enhanced CD The Personal Writing Coach
Teach writing skills using this innovative new approach that has been proven to work in classrooms just like yours. The Four Square method can be used with all forms of writing and will fit any reading or language arts program. This step-by-step approach is built around a simple graphic organizer that first shows students how to collect ideas and then helps them use those ideas to create clear and polished prose. Openended reproducibles make the technique accessible to writers of all ability ranges. Also great for content area writing.
TLC10578 TLC10579 TLC10580 TLC10581 Early Learner (no CD) Grades 1-3 Grades 4-6 Grades 7-9

This book in the popular Four Square series provides a personal coach for students to help them write. Included are 13 themed units designed to meet the interests and abilities of students. Each unit brings the prewriting through art, word association, questions, poetry, planning and composition of prose. The exercises will help students learn to be less fearful of writing assignments and actually make them fun! The topics are personal ones young writers will enjoy: themselves, their families and friends, their favorite places to go and things to do, etc.
TLC10446 Grades 1-3 TLC10447 Grades 4-6 TLC10448 Grades 7-9

The Four Square Series


Four Square: The Total Writing Classroom
At last! A companion activity book to the immensely popular Four Square Writing Method. Chock-full of projects and ideas that are tailormade to work with the Four Square Writing Method, this volume includes age-appropriate activities designed to take advantage of the language-learning connection and help students use what they know to learn new things.
TLC10333 Grades 1-4 TLC10334 Grades 5-9

Four Square: Writing in the Content Areas


When you give a writing assignment, do your students respond with, I have nothing to write about? Obviously, there are plenty of topics available. What your students need isnt topics, but the skill of organizing and clarifying their thoughts around a topic and developing that content into sentences and then paragraphs. Youll find all the help you and your students need about writing and learning across the curriculum in this book.
TLC10421 Grades 1-4 TLC10422 Grades 5-9

a Lorenz company P. O. Box 802 Dayton, OH 45401-0802 www.LorenzEducationalPress.com

Teaching & Learning Company

ISBN 978-1-4291-1836-1