Kathleen - We are here to discuss the 4-Blocks Literacy Model :-)
Kathleen - Hi 4-Block-ers:-)
Susan - Hello Kathleen.
Kathleen - Susan, thanks for taking time during this busy season to be here tonight!
Susan - Kathleen thanks for letting me be on line
Kathleen - 4-Blocks seems to be catching on all over, I'm happy that you can be here to chat about its implementation.
Kathleen - Susan Jenkinson is a classrom teacher who is expert at implementing the 4-Blocks Literacy Model.
Jessika - I have been reading Cheryl's articles about the 4 blocks model
Susan - I have been teaching the 4-block model for over 4 years. I have taught the model in second grade and know I'm teaching it in fourth grade
Jessika - I am in Queensland Australia and had not heard of it until a couple of days ago.
Susan - Cheryl's articles are really great. I have worked with Cheryl over the past four years, and she is really wonderful
sarahW - I have had a hard time keeping the momentum going. Esp since the end of Nov. It has been a tough year.
Susan - sarahW, I understand exactly what your talking about. My kids seem to wear down about now, but they always come back ready to go in January.
sarahW - LOL! I'll probably be more "rarin' to go then to!
Susan - sarahW, I tried mixing up the routine some and that seemed to help. Switching days for different word wall activities. I even did some activities which we normally don't do, like rounding up the rhymes which is more a primary activity.
Paula - Good evening everyone! Susan, I am the reading specialist at a school trying to convince staff 4 blocks is the way to go. With a couple of teachers willing to try, guided reading seems to be the most difficult block. How do you do it successfully?
sarahW - Susan-- sounds good. I'll confess here, I have never really gotten a good handle on the guided reading.
Jessika - I am wondering how possible it would be to implement the model here - when no one else has heard of it.
sarahW - our grade level basal stories are too long, not sure how to set a worthwhile purpose, grade level is way too hard for some--not sure the best way to help those--guess I am just a mess!
Susan - Paula, guided reading can be a little difficult at first, but it is a very important component. Just remember guided reading is for fluency and comprehension. Its real easy to try to put more into it than just fluency and comprehension, but that is the main focus of the blocks.
Susan - Jessika, you can implement the model by yourself, but it's much easier with support. Luckily Teachers.net has a lot of support to offer.
Jessika - I will give it a go and see use the Teachers Net as support
Paula - sarahW, what grade level are you at? The first grade teacher who I am working closely with in implementing this program feels that the range of students is so wide that some type of grouping is necessary to reach all. Any thoughts?
Susan - sarahW, when I do a guided reading level I divide the story up over the course of 3 or 4 days, covering each section like a chapter in a chapter book. We discuss characters, setting, plot, summarization. I have a class which 73% are reading below grade level, so I have to provided a lot of support. I also alternate between grade level material and fluency building material. My main source of fluency material is poetry.
Paula - Any suggestions for additional activities to do during Working with Words besides making words, and rounding up rhymes?
sarahW - Paula-- I teach 2nd. I can see the benefit of NOt grouping but I have a hard time monitoring everyone and making sure things are getting done.(such as the reading!)
sarahW - The month by month phonics books have some good ideas. Mine like "changing a hen into a fox"
Katha/CA/2,1,K - I have a hard time with 4-b guided reading too. I feel I'm not giving them enough scafolding
Katha/CA/2,1,K - Susan, are you saying you have your kids reading a book that is leveled above most of their reading abilities?
sarahW - Susan--so you do more whole group work on GR?
Kathleen - The 4-Blocks Chatboard: http://teachers.net/mentors/4blocks
Paula - Do you know of any other sources that have ideas similar to "hen to fox"? That's a great activity!
Susan - Paula, I know a lot of schools who group within guided reading. For some this works, for others it doesn't . I personally, think that not grouping is better because there is more flexibity My few stronger readers can be great partners for some weaker readers. I also have the story on tape in a listening center for those who really need the extra support, but can't read with me.
broph - What routines do you use to keep working with words fresth
Kathleen - To join the 4-Blocks e-mailring discussion group go to http://teachers.net/mailrings
sarahW - Paula there are a few more "change' stings in m by m for 2nd
Katha/CA/2,1,K - Susan, I'm not arguing, but want to know. If you are using the more able readers to teach the babies, when are the more able kids learning their next step?
Susan - Katha/CA/2,1,K, my district requests that we use the grade level basal for the majority of the guided reading block
Paula - Katha, do you use a basal for reading or other materials?
Katha/CA/2,1,K - Susan, my district won't even give us basals. Life is so inconsistant (lol)
Paula - We are currently looking at making a large purchase for primary level lang. arts materials - teachers undecided about whether they want a basal or something like the Wright Group. Any suggestions on what may fit easier into four blocks Susan?
sarahw/2/TX - It would be so nice to have others at school to bounce ideas off of (you folks are great, just hard to reach at 10:00 am!)
Susan - Katha/CA/2,1,K I use flexible grouping. When we do our "read with" time, I move the students around in various reading situations: read with the teacher, read with a partner, read independently, read in the listening center. I don't match high to low for partners. I match mid to high or mid to low. High to low, high wants to do it all, low goes along for the ride. High to mid or mid to low is more balanced
Kelly - Susan, can you address the writing block for grade 1...some hints on how to get them started..
Susan - Paula, I have seen the 4 blocks work beautifully with the basal and with book sets like the Wright group. I think it really is an issue of teacher preference. The only benifit of the basal is the support materials, if your district orders them.
sarahw/2/TX - Susan--so for your fluency (that might be below grade level?) you use poetry? what kinds of purposes do yo set for those (obviously depends on the poem, but just some ideas==please!)
Addie k/mo - wright group materials come with teacher support too! i use the story box set with my kinders and absolutely love it
Katha/CA/2,1,K - I've seen new basals that are just wonderful. Full of real literature -- I wish I had some, sigh.
Susan - Kelly, for grade 1it helps to start with teacher as model of all types of writing. If your students are still at the drawing and labeling stage, then you need to model that type of writing(driting). The kids will follow your lead when you model the writing.
Addie k/mo - true, many of the new basal are literature anthologies and are quite appealing
Paula - Addie, are you using the Building Blocks model? Thankfully the K teacher has no interest in basal at all (I wholeheartedly agree!) Any reason why you have StoryBox over Sunshine set?
sarahw/2/TX - Katha--careful what you wish for-some of that "real literature" is way over the kids--mine anyway
Katha/CA/2,1,K - I've been doing writers' workshp & readers workshop for years with my 2nds. Most of whom read very low & are LEP. Very effective. Thats' what drew me to 4-blocks. Kelly, read up on writers workshop -- you'll love it
Paula - Sarah, what gr.2 series do you use?
Katha/CA/2,1,K - Too true, Sarah. But they look soooo pretty!
Addie k/mo - i am using some ideas from the month by month in k book in class. the kids have really enjoyed using their names for all sorts of word study, especially....i liked the stories better in the story box...mrs. wishy washy, the meanies, monster party, etc the sets i have are the read togethers A, B, and C
Susan - sarahw/2/TX, the puposes I set with poetry are things like sequence, cause and effect, plot, characters, setting, mood. For example I did a sequence lesson with " The creature in the classroom" that really helped my students understand sequencing.
sarahw/2/TX - Paula-- McMillan
Paula - The 2nd teachers are looking at that but were wondering if it might be too difficult for many of the kids...interesting that you say that.
sarahw/2/TX - Paula-every story is very long and many do not hold my kids' interests (except the alligator story. LOL)
Chelle/K/PA - Hi! Susan, I teach K. If the 1st grade teachers do not use 4Blocks, will it still be an effective teaching style for K? I can pretty much do what I want to, as long as I cover the curriculum.
Susan - Chelle, yes it is effective. I know of a school in which only the kindergarten teachers were using Buidling Blocks, no four blocks, and the first grade teachers said they really could tell a difference between students with building blocks and those without.
katie - Hi. I read some of what was said about poetry. Do you use charts and then have individual copies for students? Not sure if I got enough info to ask. That is for below grade level?
Chelle/K/PA - I haven't purchased your book yet, but I will:) Can you tell me how I can do this with a 1/2 day program with28 kids per session and no aide? Can it be done??? (smile)
sarahw/2/TX - Chelle--that sounds like insanity! Bless you!
Addie k/mo - chelle, i think it will be difficult to do everything in the book with those constraints, but there are certainly ideas that you will be able to implement
Chelle/K/PA - Thanks, Sarah, ...you gotta love what you do!
Addie k/mo - i am thinking that there would not be time for everything by the time you have math and recess and centers and whatever else you have to do
Susan - Katie, I use charts sometimes and individual copies sometimes, it depends on the focus. The poetry I use if for fluency building/below grade level. There is a great deal of good poetry available. Nursey rhymes,Shel Silverstein, Jack Prelutsky , Bruce Lansky.
Paula - In Gr. 1 for instance, during guided reading, after taking a picture walk, etc., do you then give purposes for reading (i.e. main character and problem) send the kids off to read together, then come back as whole group to discuss?
katie - Thanks. I teach 2nd- my first year in 2nd. We started 4 blocks this fall, so i'm still fumbling.
sarahw/2/TX - Susan the site http://poetry4kids.com has some good ones too. My group loves it.
Susan - Chelle, what you may have to do is alternate some activities like shared reading and language experience charts. A kindergarten teacher I know in Darlington, S.C. who has 1/2 day kindergarten does one week with shared reading thent he next with language experience charts.
Kathleen - check here for all of your 4-Blocks needs: http://teachers.net/vendors/profiles/apples-n-acorns/
Chelle/K/PA - Addie, people ask what types of teaching methods/styles embrace and I always say I'm eclectic! I am always "stealing" good ideas and using them in my classroom. We never have enough money to actually purchase a program and the assorted materials. Does 4-Blocks require any purchases(besides the book) or can everything be done by hanc?
Addie k/mo - not really any major purchases...chart paper or overhead projector, books (but you could check them out of the library), big books would be preferable, sentence strips, nothing out of the ordinary
broph - Susan, what time frame should the four blocks fit into?
Paula - Susan, do you know of any resources available that discuss Building blocks beside month by month K?
Susan - Paula, I picture walked, then sent the kids to "read with " to find a treasure{purpose}, then come back together to share and have a mini lesson on a comprehension skill, but some people like to teach the comp. lesson at the beginning
Addie k/mo - i am pretty eclectic too, i am not totally using the building blocks program, but i really like the parts i have used and may begin to incorporate even more of the strategies
Susan - broph, for grades 1-2 you need a good 2 hours, for grades 3 and up 2 1/2 hours is helpful.
broph - Any ideas on communicating between grade levels about book levels, espcecially due to the fact that we don't have a reading series.
Susan - Paula, there is info about kindergarten in "Classrooms that Work" by Dr. Cunningham and some info in "Schools that Work" also by Dr. Cunningham
Addie k/mo - i am thinking about replacing our daily news with the lang exp. charts...they would accomplish about the same purpose and the kids are getting tired of the daily news....i think i will do a "theme" for what to write about each week and then let a fourth of the class state their sentence each day monday through thurs. then on friday do some of the sentence building and cut the sentences apart and make the classbooks
katie - Have any of you seen the book GOODBYE ROUND ROBIN-25 EFFECTIVE ORAL READING STRATEGIES? I saw it on Heinemann's website today. it sounded good.
Chelle/K/PA - Addie, I like that idea!!!!!!
Susan - katie, haven't seen that one yet, but it sounds interesting.
Addie k/mo - i need to reread that section of the month by month book
Paula - Addie, when you say "cut the sentences apart" do you mean having the children put the words back in sequence?
Addie k/mo - one thing...in the book it sounds like you make the entire chart at one sitting, but my kids would never sit through that and attend the whole time
Susan - broph, don't know what to tell you about the book levels, are you using a set of books like Wright group or just a group of books?
Addie k/mo - yes, i think that is what they did and then the kids glue them down to a paper and illustrate them. this can be bound into a classbook that everyone can read
Addie k/mo - the kids have actively build the sentences with large word cards all week long.
Susan - Addie, you would divide your kids into 2 groups, one group does writes their sentences one day, and the other the next. I tried doing a class of 28 in one day, didn't work to well
Addie k/mo - susan, would you eventually "share the pen" and let the kids fill in their word in the pattern on the chart and maybe later write the whole thing??? or would you want to use that time to model correct writing?
Susan - addie, I used that time to model correct writing, but you could let the kids fill in their word in the pattern, like "My favorite color is ____."
Addie k/mo - so you would rewrite "My favorite color is..." in front of the class, or have it already written on the chart for part of the writing?
Chelle/K/PA - I'm confused. How many sentences ar K kiddos writing by themselves each day?
Addie k/mo - i mean rewrite that each time for every student....after i reread my question i wasnt sure it made sense
Susan - Addie, I rewrote it in front of the class and as I wrote talked a little about letter formation, spacing, handwriting stuff
Addie k/mo - they arent writing those sentences by themselves, you choose a pattern for the kids to fill in and they dicatate to you and maybe later in the year, fill in a blank
Addie k/mo - so then a better schedule would be (if i divided the kids in two groups) would be write sentences on mondays and tuesdays, have kids "be the words" on wed and thurs and let them cut apart and illustrate on fridays???
Susan - Addie, one chart that I did that worked well was " The worst food in the world is __________". This really got them thinking. They were used to telling me about things they liked, not dislike. Yes, that would be a better schedule : )
Addie k/mo - i bet that they enjoyed that chart!!! thanks susan!
Chelle/K/PA - This all sounds very interesting Susan. i will have to read up on the 4 blocks so that I can ask better ?s and contribute more meaningfully.
Susan - Chelle, if I can be of any help, you can reach me at sjenkinson@ aol.com. I don't have all the answers but I know a collective group who might. : )
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