Kathleen - Dr. Dottie Hall is the co-creator, with Pat Cunningham, of the 4-Blocks Literacy Model. We are happy to have her here tonight for open chat about implementing the 4-Blocks Model
Michele - How do you meet the need of the most challenged students during guided reading, Dottie? Advice greatly appreciated!!!!
Tena/1/AR - I would like to know what other teachers do during guided reading besides introducing a new story and teaching reading strategies for that story.
Lynn/SC/3 - We just reached a milestone today... our county mandated 4blocks this fall, but our school put it in the SACS report, that it will be FULLY implemented by all teachers with support by 2001.... I think we have a handle on balanced literacy... i am grinning about this...
Kathleen - Is Guided Reading the most challenging block for most of you?
kristi - My system is implementing a balanced approach but it levels children and uses lots of centers. I don't like it. I have felt more comfortable with the real 4 blocks.
dsf - I am the only one doing it in 2nd grade. I am hopiing it will be successful and I can convine my other 2nd grade teachers to give it a try next year.
Lisa/3/MO - The discussion going on earlier about how to help the struggling readers during guided reading applies most to my district
Lisa/3/MO - Kathleen...my district is under BIG pressure to improve reading scores and the way i'm doing guided reading at this time isn't going to do it
Dottie - Hi, Deb and everyone else! I see you are discussing Guided Reading again. In Guided Reading we try to give struggling readers as much support as they need. . .sometimes the teacher helps, sometimes a peer. We also give them help one-on-one or in small flexible groups at other times also.
kristi - My writing block seems to struggle. How can I get m kids to really to edit and fix their work?
dsf - I am getting a lot out of the word wall. I use the 2nd grade Phonics book and it has great suggestions!
Tena/1/AR - I love the guided reading block; it really helps me see which level my children are reading.
deb - During guided reading I picture walk and build vocabulary, maybe start a graphic organizer, then set a purpose for reading. They read in the variety of groupings, and then gather together to discuss the set purpose and then write a few sentences in their reading resonse journal about what they learned.
ellen/ca/3 - There are parts of GR that are very challenging...the range and not having the materials to support the students who are so below grade level...on the 2 days of 'their' level...
Lynn/SC/3 - We are studying volcanoes, and are using encyclopedias, the internet, books, and old weekly readers, doing G/O's to do main idea/details, then carrying that into the writing block with form and structure of a paragraph... it is going well this week...
Susan - I have a tough question<s> re guided reading for the upper grades
Cece/1/GA - I haven't gotten brave enough to try 3 ring circus yet. Any specifics on getting that going?
Michele - What about "mastery"? I try to revisit the previous week's story during book conferencing or other times I can listen to individuals read. What about those challeneged students who still are not fluent with a story after support and the 3 days of grade level reading?
Leah/2/IN - 3 ring circus works the best in my room. Just go for it!!
Cece/1/GA - Michele, what grade do you teach? I have been spending 4 or 5 days on a story with my first graders. We may go to 3 days later.
ellen/ca/3 - My 3rd graders who are at pre primer level...who are savy enough to know that they want to fit in with what they read..getting them to select books for SSR that is at their independant level is so hard
kristi - What is play school reading groups?
deb - Leah -- tell us more since this is hard to get up and going
Susan - If people at the primary level are having trouble meeting the range of needs oif the lower achiever I wonder how to make it work in the upper grades....
dsf - This program really doesn't lend itself to using workbooks or worksheets. What do you do for grades?
deb - kristi -- when someone "plays" teacher and leads the group
dw - My problem with the writing block is that the children really don't have the experiences to begin with and they want to write the same ideas that I model on the overhead projector. Is it okey to give a prompt after modeling?
deb - dsf - reading response journals, authentic work sampling.
Cece/1/GA - Leah, can you email me later at btillman@farmerstel.com with some specific plans you've done?
Susan - My question is -- I have a tough question about quided reading with a low-achieving group. The idea is to spend a couplkeo of days on grade-level material -- but none of my students are anywhere near grade level. Their LISTENING level is not even anywhere near grade level! These are Grade 7 kids but their listening level is around a 4 (5 is poushing it -- they really can't follow a fifth-grade story) and their independent reading level is from K to 2. Most choose Dr. Suess or "baby" books to read altho a few will try the Magic Treehouse. What to do! Is 4 blocks the right approach for these kids? There is almost no selection of readsing material in the school so that's another problem
Kathleen - To visit Pat Cunningham's web site, with lots of info about 4-Blocks: http://www.wfu.edu/~cunningh/fourblocks/
deb - dw, it is strongly recommended not to. I have a BUNCH of brainstorming ideas on the 4 blocks lessons for early writing specifically aimed at first grade
ncteacher - I have been splitting our stories into thirds. We read Mon. - Wednesday and complete a literature activity each day for the portion of the story we have read. Thurs. - Fri. we review a specific skill. I hope that is ok.
Leah/2/IN - 3 ring circus in my room is some children reading with partners, some independently and some with me. Each of those has a purpose for reading the material. Then we go back to it at the closure.
REI - This is our first year trying the 4 Blocks. Some classes are attempting all of the blocks. My question is: How many of you have had training in 4 blocks? We are muddling through.
Leah/2/IN - I also use this great pocket chart of a bus to show the students how they will read each day.
Kathy - I have trouble with second grade writing block. They are all so depending on help from me that they don't each work on their own levels. It seems easier to all work on the same topic one day, edit another, and publish another. What about this??
kristi - How do meet the needs of all my children? I have reading levels from 1 to 5.
Dottie - CeCe When you start GR start with shared reading and partner reading even play school groups before you attempt the three ring circus be sure your class knows what each one will be doing. The teacher will be helping a small flexible group in that format.
dsf - No training...just using the manual that was written.
Cece/1/GA - Leah, are you all using the same text?
Lynn/SC/3 - I took courses two summers running in the model.... gave me a good jumping off point, but then, our district has mandated 4blocks.....
ncteacher - REI I am also muddling through.
dw - deb: I teach second grade. I feel that I am pulled in all directions during the writing block because the children want my attention immediately. They don't want to wait for their particular day to conference etc.
deb - susan -- I would personally have the on grade level material be at their listening, understanding level. Are these kids sped? Then do the below grade level lessons with poems, dr suess, the things they love
Leah/2/IN - Cece yes we are all in Houghton Mifflin
Lynn/SC/3 - kristi, not one block is going to meet all the needs of all the children, but parts of each block will meet the needs...... you have to trust the system..
Lisa/3/MO - If I follow the GR method as suggested in the books I have trouble reading chapter books....what am i doing wrong?
REI - Has anyone been to the 4 Blocks conference in NC that is held in Feb?
Anna - I've had extensive training and have piloted the 4 blocks program in my district. I love it! The writing block is where everything comes together. They use the wordwall, editor's checklist, they read what they have written, they get ideas from what they have read, to all the blocks are intermingled in the writing block. My children groan when the timer goes off.
Lynn/SC/3 - i am begging to go, but by the time they decide to let me, there won't be any space left....
Katharine/CA/1 - Dottie, I'd just like to thank you (again) for all you've done. 4-Blocks is what I've been looking for my entire career. It works wonderfully for me and my kids -- I have documented proof! Thanks always
deb - kathy, writing in the workshop approach recommends against doing it this way all the time. You might want to get a writing workshop book from the teacher's stores and see the lessons on the 4 blocks lessons for early and fluent writers.
Cece/1/GA - We have done small group and partner, but not playschool group. Dottie, I can't say enough about how I enjoyed Tue. hope to see some positive changes as a result.
Leah/2/IN - I am wanting to go to the NC conference but I'm afraid that it is already full.
Susan - The kids are not all (or mostly) sped, the whole school is extremely low. Most of our grade 7 and 8 students read at a 3 level or lower
Lisa/2nd/CA - Lynn -- you are so right! It is so hard to trust it though -- but I just saw my 1st graders SAT9 test scores -- they did really well on Reading Comprehension
deb - dw - email me d-smith@cybersol.com and I can help you with writing. I have a ton of writing information. I have helped a lot of teachers with this block.
Lynn/SC/3 - i am begging to go, but by the time they decide to let me, there won't be any space left....
Lisa/3/MO - Anna..what was involved in piloting the program..i'm thinking of doing that next year while i work on my thesis
REI - I and a teaching partner have been approved to attend. :-) But would like a bit more idea of what to expect.
kristi - During the writing block and conferencing, what should I be doing? Do I correct their work?
deb - Leah, are you going to the 5th or the training trainers?
Kathy - Thanks, Deb. I've read the correct way to do it, but it isn't going that well for me. They don't want to work on different things. I guess it will take some time. This is our first year. We've had only 2 days of workshops and all of the reading that we've done on our own. I think I own every four block book that has been published!
dw - Anna: What grade do you teach?
Leah/2/IN - We don't know which one to go to
dw - We are using Accelerated Reading during the self selected reading block
deb - Kathy, I don't do the "4 blocks" writing straight. I do more of a workshop approach based on Lucy Calkins. Dottie and I have discussed this, it is ok. :)
ncteacher - I thiink the problem I am having is using mini lessons. I use to using a 6 point lesson plan and sometimes end up running out of time.
deb - ncteacher, clarify 6 point lesson plan please
REI - dw~we also use AR during self selected in my school.
dw - Does everyone have class sets of novels for all of their students to use during the guided reading block ro does everyone jsut use the basals
Anna - I live in SC, and two schools from each district in the state were designated as pilot schools, with 4 teachers from each school. We heard Dr. Cunningham at a two day workshop, then met once a month and 3 days in the summer with people who had already been trained. We went to see Dottie at Clemmons Ele. Then we began the program, and trained the other people in our district, Lisa.
ncteacher - Focus and Review, Teacher Input, Guided Practice, Independent Practice and closure.
dsf - Where does anyone fit in English? I am using it in conjunction with the writing...about 10-15 minutes of English (grammer, nouns, etc) then about only 15 minutes of writing. Any suggestions?
Cece/1/GA - Thanks to whoever mentioned Ralph Fletcher's Craft Lessons on the ring. I got the book and love it!
Kathy - We use AR as well. Even thought the program haas been criticized, we feel that it has children reading and finishing books like never before.
Leah/2/IN - Deb are you going to either NC conference?
Michele - Dottie, I am still concerned that I am going too fast for my challenged students with the gradelevel GR. I use echo reading, choral reading, partner reading, individual reading, etc. during the 3 days of grade level GR. What else should I be doing?
deb - Cece, I use that book a lot!
DeeBee - Hi! Just joining this chat for the first time ever! I am very impressed with the 4 Building Blocks program - use it all the time in my 3rd grade with word wall and other phonics/spelling activities - just wondering...has anyone used the Scholastic Spelling program which seems to align very well with the 4 Bldg Blocks activities? We are thinking of ordering the program for our grade....
REI - dw~we use basal 3 days and supplemental readers 2 days. Mini books that are constructed.
ncteacher - For what grade REI?
dw - DeeBee: No we don't use scholastic spelling, but I would be interested in seeing a copy. We have Saxon Phonics and I do not like it at all
Candace/K/MO - Hi everyone! I am new to all of this, but I was wondering is there a manual or book for the kindergarten level -- building blocks?
Dottie - Month by Month Reading and Writing for Kindergarten is the book we have written about Kindergarten. Many Kindergarten teachers want a Guide and it is coming in the near future but MbyM in K is the best source for activities that help young children see themseves as readers and writers.
Cece/1/GA - dsf, use the writing to teach the grammar. For example, do a short lesson on nouns and have them find nouns in their writing. It goes faster and is more interesting to them, it's in their writing!
Kathy - I try to model English skills in the writing block as well. In addition, we complete daily language review sheets and follow the English curriculum. We're afraid that important points will be missed if we don't do this.
deb - Dottie, how did you develop the writing format? I think people would be interested in how the three of you developed the parts of 4 blocks
Kathleen - Perhaps with Dottie here, we should address all questions directly to her and Dottie will select some to respond to.
Anna - Dottie, we use mini-books for our off level days. What do you think about using above level reading material for advanced readers on the same day you do lower level for struggling readers?
REI - ncteacher~2nd grade. I found these wonderful books called pocketbooks that can be ran off and put together. Many of the books match our themes or stories from basal.
Dottie - aren't they reading something "just write" in SSR everyday?
Kathleen - While you type, I have greetings for Dottie from Richard Gentry, just hung up the phone from a conversation with him. Richard sends his best wishes to his former Carolina neighbor. Richard will be online with us on Nov. 30
DeeBee - Dottie - Where and when are the workshops offered to primary teachers on 4-Bldg Blocks in Northern California? Do you have a web site where I can access that information?
ncteacher - Dottie, I am a brand new teacher and also new to 4 block. What advice would you give me to help me better become an effective 4 block teacher?
kristi - Dottie - how can I get my children to READ during the SSR block. Many are, but some still just flip through - like it is a race.
deb - ncteacher, read all the material, go to conference if you can, get a support group (at school or on the internet)
Cece/1/GA - Dottie, I have a 3rd grade teacher who sends some students down to read with mine each day. We want to do some collaborative activities. Any suggestions on which block to combine 1st and 3rd grade?
Dottie - Anna, We have found that accelerated students often gain from SSR and Writing so test results show more gains for these students even though they do not read at their level during GR---except during book club groups. You could use your mini books in that format.
kristi - Leah - sounds like we are feeling a lot of the same stuff.
Kathy - Same here. I feel that we should be getting more out of this block. I feel that this is everyone's time to shine as an individual, but they don't take advantage of it. I wonder if it's just that we don't have enough lower level books...
Susan - I realize that it is unusual to have whole classes that are so far below grade level, but our entire school is like this. Some teachers feel they cannot justify working at the students' actual level -- which may be only k-1 -- when we are supposed to be getting them ready for high school! I confess I don't know what to do, and vacillate. What I DON'T do is sit them down in front of the textbooks for the grade. They can't understand them even read aloud (most teachers give all test questions and answers ahead of time so kids can memorize them).
Michele - Dottie- please elaborate on meeting the needs of a wide range of students in GR......do you go for "mastery" with lower level students on grade level material?
kristi - My school exactly. Those who struggle, just give up and get overlooked. Our media sp. wants total control of this and so we can't do much with it. I am new to AR myself and don't really know much about anyway.
dw - Leah: My students are doing great with it. The "bad" may need some extra support and encouragement from the teachers and staff, including the community.
Dottie - If most of my class was below grade level (say PP at Gr2) I would spend time with PP materials. But I would teach grade level skills and strategies so they would not be surprised when they saw "the tests" and I would see that they practiced these skills and startegies in materials that are just right for them and often that is on sveral levels---not 3!
deb - susan, if you don't teach the kids to read and understand, what is the point of continueing to be in school. It would seem to me that I would take the opportunity to teach them to read.
Anna - I'm sure that I heard Pat say that children should not receive extrensic rewards for reading such as in AR and Book-It. Is that not right, Dottie?
Susan - OK, Dottie, but these are Grade 7 students at PP and 1 -- does that still hold?
Susan - I agree about what is the point but we have Curriculum Police going around to make sure we are teaching "the program for the grade" so it gets iffy
deb - anna, Cheryl's articles here on the net #27 is a wonderful one to read in terms of the ar issue
Lisa/2nd/CA - thanks again Dottie for the wonderfu program! I just saw SAT9 test scores on my 1st graders -- incredible! I am a true believer in 4Blocks!!
Dottie - I think we have to realize that we are teaching four methods and no one method is goijng to do it for all children. We want to see progress but if the students are showin growth in 3 of the 4 blocks and see themselves as readers we are doing a great job. I like to see progress not perfection!
Kathleen - For Cheryl Sigmon's 4-Blocks articles go to http://www.teachers.net/4blocks/column.html after this session
Leeann - Dottie, We are helping other staff members in our school system implement four blocks. Do you have any suggestions on how much time we should spend with them per week or month?
Susan - Likely if these kids had had 4 blocks earlier they would not be in this position
Cece/1/GA - That si true, Dottie. most kids have a block they prefer, and some kids really dislike a block. Luckily there are 3 others to meet their needs.
kristi - Back to my question on the writing block, what am I to do during the conference?
Michele - To the teacher of very low 7th graders - can you create materials for functional reading? i.e. menus, job applications, do it yourself simple manuals for building things, etc. that might encourage them to read..........just brainstorming so they don't feel like they only get to read "baby stuff."
Leah/2/IN - Kristi During my conference time I either help them edit or heklp them generate the meat of their story. Then I make notes about their writing.
dsf - To those who are experience at 4 blocks...how long it it take until you felt comfortable and secure with the program?
Dottie - When implementing the Four Blocks I think it is good to have "meetings" which are really discussions. For every question someone has the answer if not you can e-mail Pat or I. Cherly's articles are good starting points. Choose a block, find an article and talk. The teachers who are finding sucess are wonderful teachers and they are all over this country.
deb - dsf -- it took me a few weeks.
Anna - kristi, during the writing conference, you help a child edit one piece of writing that the child picks. You have the child read the piece, and help him fix it. I don't fix every mistake, but fix the one's we've covered on the editor's checklist.
kristi - My kids want me to fix their mistakes. So much of my frustration is it seems that they have been so spoon fed over the years.
Kathleen - Dottie, our mailring for 4-Blockers serves that purpose nicely: http://teachers.net/mailrings
Leah/2/IN - Comfortable and Secure? We are always finding some other 4 Blocks obsession to fixate on!
jb2/tx - which block do you recommend starting first...or do you implement all at once?
Leeann - dsf, I started implementing four blocks last year with 2nd graders and tried to make each block pure by the end of the years. This year I'm teaching first and have started pure from the beginning. I can't believe what a difference it has made. My students don't want to quit writing!
deb - In terms of writing, the emphasis should be on revising ideas. Editing can be a small part but it should NOT be the focus. That's when kids start thinking that spelling everything the right way the first time causes a problem.
Susan - The seventh graders actually seem to PREFER the baby stuff, much to my surprise! I have some age appropriate teen stuff, but they like HOP ON POP better! I figure they will do enough of that functional stuff in HS, we have a track system here and the low kids will all end up in the dead-end track :(
Cece/1/GA - krist, just refuse!! I have mine circle words when they are unsure of spelling, and refuse to "spoon feed" them. It has to stop sometime!
dsf - Thanks for te encouragement. I am feeling pretty good about most of it but I haven't gotten to the conferencing in writing yet. All the other aspects are set and running.
ncteacher - A lot of my lids as so afraid of doiing something wrong they want me to stand right beside them all the time. That is just not possible. The other large section of my class rushes through everything too fast and it shows.
deb - dsf, I do the grammar thing and modeling etc. during conferencing. It seems to work better. They are very attuned to their writing instead of all those lessons
kristi - After a child gets a set amount of writing, then they can publish. What do they do after that? Do they start over or just add another story to publish from.
Dottie - Susan, I have found that students at any grade level like to read if they find the right materials ---and sometimes those "babyish" to others. Sucess is not in points or stickers for some but it is being successful!
dsf - When the kids are writng any time, I never require correct spelling unless it is a word wall or they are copying from a paper. They try to ask me spelling, but I tell them I am not worrid aobut it. When we publish, we will edit first and that's when we will take care of it. Most of the kids respond.
deb - kristi -- I use a paperclip to hold the pages they are done with down so they write five more stories. Then when they want to publish, they can still choose from any of the ten stories ( not just the previous 5).
Lynn/SC/3 - dsf..... I get my kids to take one of those red/blue grading pencils and circle words they are unsure of spelling in blue.... it gets their minds off the obsession and lets them get onto the task of writing.
Kathi - Dottie, I'm trying to implement the model in a departmentalized 3rd grade. I have my rdg group for 1:20. Right now I'm focusing on trying to become self-contained next year, spreading the news about 4Blocks. In the time I have I do a words block and GR. I fit SSR & writing into homeroom time. Any suggestions for making this work this year?
Marcia/sub/Ca - One teacher used his class spelling words and that's ok..but there were words all over the walls..I didn't recognize it as a word walll....then today at a k/1 there was a neat word wall but none of the kids knew the words...I did "Be a mind reader" they loved it..
kristi - That is a good idea. Now, even with a editor's checklist, some students rush and don't find many mistakes. What can I do?
dsf - Lynn. thanks, that's a good idea. It also makes them aware that they will need to look up the word when editing.
Dottie - Pat and I are setting up a spring schedule but I do not know of any Texas days I have been there every year for the past 3 years---Dalas or Houston---hope to go back again. As soon as we have definite dates we will put them on our web site.
Genie/GA/k - Thank you, Dottie, for having a progam for Kindergarten teachers to use....we love it and are having a LOT of success with it. Many teachers in my school are so curious about what is going on in my room...I figure this is the way to get them interested...thank you again! I look forward to the guide coming out...
Susan - Dottie, too bad you can't pursuade our new high school program reformers -- they are set to "weed out" all these "low achievers." Can't read in ninth grade? Drop out and shovel snow! Very frustrating, as I have seen kids make amazing progress and HS terachers say the same but now they may not have the chance
deb - edit checklist, have you tried CUPS? Capitals, Understanding, Punctuation, Spelling
kristi - The colored pencils is good. Then I can see better their editing.
Cece/1/GA - Dottie, If 1st graders and 3rd graders are working together which blocks would lend themselves to this?
Cece/1/GA - deb, I love CUPS and many of my students use this all the time!
Barb - What do you recommend for kindergarten and writing?
Dottie - Barb The MbyM Readign and Writing has lots of ideas for writing for children, with children, and letting kids write by themselves.
REI - CUPS?????
ncteacher - I have started to have my kids write on every other line to help with the editing process.
deb - I have the kids put a C on their paper, then look for capitals, then put a star by the c. Then I have them write a U and read their sentences, do they make sense? then I do a P -- look for punctuation, fix, and put a star, then Spelling, check for word wall words and words that rhyme with word wall words.
Anna - Lynn, I do the same thing about circling the work they're unsure of. It was so funny last year when they wrote messages in each others yearbook and circled the words they were unsure of. I hope they don't do that always, though.
REI - Deg~oh...that sounds great for my kiddos.
deb - rei -- any questions on cups?
Leah/2/IN - Anna That is funn. My students write to me and they circle words too. HaHa!
Dottie - CeCe They could read to each other in SSR or become opartners in Guided Reading. Older students could partner with younger students to do words activities. Third grade students learn alot while helping first graders.
deb - it works like a charm. It is truly amazing!
REI - Nope....sounds very similar to my 5 star sentences.
kristi - Dottie - I struggle with the grade issue. Can you help?
ncteacher - 5 star sentences?
Laura/1/OK - Do you do a formal assessment with your five word wall words each week?
ncteacher - I don't. Should I?
Lynn/SC/3 - Dottie, I am struggling with the written expression grade... our whole grade level is.... we hate "grading writing", but spelling word wall and grammer mini-lessons just aren't enough ... what do you suggest?
Dottie - Pat was suppose to be here---how about answering some questions?
Leah/2/IN - Dottie - On the mailring I read that the new Houghton Mifflin reading series has been aligned somewhat with 4 Blocks. Any info on that?
deb - If you are struggling with getting kids to write, I suggest having a morning journal where they write two to three sentences about what they did last night. They write complete sentences, but it is brief. We do the CUPS every morning, it is quick and easy. Then at writing workshop block, they can look at their writing journal and get ideas for a longer story. We do the grammer the editing and I can focus on revision during writing! :)
Cece/1/GA - Laura, I do. They are tested on these in a spelling test. Then I might use old words or rhymes and dictated sentences. This is because we have to give spelling grades.
dsf - Laura, I use the 5 word wall words for my spelling test (we must give a plling grade). I also include 10 rhymmingwords based on two of the word wall words. It emphasizes rhyming/patterns. I hope this goes with the program, Dottie!
Anna - Laura, I do a Word Wall test, in which I have sentences in which there is one misspelled word. They have to find the word, circle it, and write it correctly above the word. The misspelled word is always a wordwall word.
deb - We came up with a description of the writing steps that I give a grade from. Basically a rubric of our expectations.
kristi - But if the words are on the word wall, is it really checking their ability to spell them?
Cece/1/GA - Anna, neat idea!
Laura/1/OK - I am doing something similar to this, for grading purposes and to see how many of the kids are getting it. I don't have the five words up during the assess. then we celebrate adding them to the wall afterward.
Dottie - Kristi, I have not seen the perfect grading and though I want parents to know just how their children are doing I think it is too complex to put on a form or checklist. I think that we will continue to find the right way to report progress.
REI - We HAVE to use a spelling book and a phonics book! Hopefully, we can persuade the district to let us drop them next year.
Fritz - I am a little confused - I have been reading your comments - Is the 4 block model for all grades? I teach 5th
lexustx - Laura...we use a sentence that is made up former word wall words...it is their dictation sentence...they must punctuate, spell and write neatly..they get 3 grades from one sentence...
Cece/1/GA - Kristi, I don't put up the new words until after the test. As for the old words, I don't mind them looking. most don't because they don't need to. THose who do at least know where to find the word! I think each time they write it they are practicing correct spelling.
Kathleen - Fritz, have you looked at Pat Cunningham's site for more info about 4-blocks:http://www.wfu.edu/~cunningh/fourblocks/
Lynn/SC/3 - since 4blocks was mandated, our report card changed to read "reading" and "written expression"... the reading is easy... the written expression, without grading the writing is a real question.... and I hate putting a grade on a piece of writing...
dsf - Kristi, I don't put the words up until the following week. The week's words are ona separate chart that I take down during the test. I also give dictation sentences using present and past words. Rhyming words are fair game, too, since we have worked with them all week. I am amazed how many kids don't check the wall for past words! Old habits are hard to break!
deb - Fritz-- the model was developed for first and second, however, it is being adapted and implemented in higher grades
kristi - That is what I did at first, but it seemed that as I was reading - I should put them there when introduced. I feel better now.
Dottie - Many schools that use the Four Blocks use HM. There are other basals that work well too. HM editors visited Clemmons but neither Pat nor I worked on the new edition. Pat was a consultant for some HM work in the past.
deb - lynn, do you give letter grades? We mark on grade level and below grade level -- either YES or NO!!!!
Lynn/SC/3 - we give letter grades.. A, B, C, F
lexustx - kristi...i put them up when I intro them as well...we play a game with the flashlight each day...we call it "Spot the word" and sing a little chant with it
Rita - Dottie, how do you feel about the new reading assessment that NC is wanting K teachers to do? We are even being asked to score their drawings and writings similar to the way they do in upper grades. Most of us object to this and feel that it is not a DAP for k's.
sb - we give E, S,N,or U
kristi - i have to give a separate grade on Reading, Spelling, and English. It is tough.
lexustx - kristi...our 1st grade report cards are a check list..
deb - Dottie, I would like to say it is once again a joy to have some time with you! I look forward to our January meeting!!! Thanks for all you do!
kristi - I teach 4th.
Laura/1/OK - Before everyone has to go, I just have to share that I had my observation from my principal today. She was thrilled with all the literacy activities she saw. She stayed for 2 hours, and watched three blocks!
Cece/1/GA - Kristi, I agree. They want us to teach Dev. Approp. and then won't replace letter grades!
Dottie - and I are working on a piece about how closely alaigned BB is with the new state mandate. You can do BB and accomplish all these goals!
Leah/2/IN - Dottie- Is there any way of knowing if the 5th Annual Conf. is full?
REI - I check word wall words every other friday in our "Word Wall Challenge". We have chant races, word wall writeoffs (who can spell it correctly yet neatly). All of the kids face the opposite direction from the word wall when we do our Word Wall challenge. The kids love it and my entire class (including spec. ed students) is at 95% mastery of all introduced word wall words in all work.
anna - I put the words up on Friday afternoon. We point out the new work with a baton. I want the children to get used to where the word is on the wall right away. I don't like the idea of isolating the words first and then putting them up at the end of the week. We look at the configuration of the word, the background color, and the position of the word on the wall as identifing characteristics.
Kathleen - Dottie, thank you for making time in your very busy schedule for our Teachers.Net community of enthusiastic 4-Blocks teachers!
Kathleen - And thank you to all participants! Goodnight :-)
Dottie - Thank you the teachers out there who do these blocks day in and day out and get such sucess. I look forward to meeting some new faces and seeing all my four block friends again. Good Night!
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