On 1/21/08, Dawn/FL wrote: > I will be going to a sitton spelling workshop in a couple > weeks. How does it work with 4 blocks? Is it possible to > combine the two? Dawn/FL
Yes absolutely. Many teachers use the words from Sitton on their word wall. You will have to decide how to cycle the practice that Cunningham recommends with the weekly practice that sitton recommends.
Sitton only has 20-30 words in first grade maybe????
These fit EASILY on the wall in Cunningham's style.
Cunningham's words are based on the idea of sight and rime. So as long as Sitton has both you are all set.
Deb (or anyone else) I think I remember helping young writers write stronger endings using a "wish or promise." Can you please give some insight or teaching strategies for this? Thanks
On 2/08/08, sj/1st wrote: > Thank you, Deb for the suggestions on endings. > Thank you to the individual who took the time to post a request > to further explanation. > > This is an excellent example of why I continue to visit this site. > sj/1st
I teach kindergarten in a private school that begins using spalding phonics in 1st grade. For various reasons, I am considering my options for next year, and I am not crazy about the language arts curriculum I am required to use. I have recently begun reading Patricia Cunningham and the 4 blocks, and I like what I'm seeing. However, it does not seem compatible with Spalding. Am I correct in this assumption? Or do the two share similarities, and if so, what are they?
On 1/26/08, Curious wrote: > I teach kindergarten in a private school that begins using > spalding phonics in 1st grade. For various reasons, I am > considering my options for next year, and I am not crazy > about the language arts curriculum I am required to use. > I have recently begun reading Patricia Cunningham and the > 4 blocks, and I like what I'm seeing. However, it does > not seem compatible with Spalding. Am I correct in this > assumption? Or do the two share similarities, and if so, > what are they?
I apologize for not being able to help, but I don't know enough about Spaulding to answer your questions. I have a willing spirit, but not enough information on my end.
I'm not sure on the ins and outs of the Spalding program except that it is a research based program and is primarily phonics... is this correct? If you MUST do the Spalding, perhaps you could do that as your Working with Words block and do the other three blocks instead of whatever reading and writing component go with Spalding?
I am just guessing as I don't really know the program except through word of mouth.
All I have to say is that I love the 4 blocks and it does work.
On 1/26/08, Curious wrote: > I teach kindergarten in a private school that begins using > spalding phonics in 1st grade. For various reasons, I am > considering my options for next year, and I am not crazy > about the language arts curriculum I am required to use. > I have recently begun reading Patricia Cunningham and the > 4 blocks, and I like what I'm seeing. However, it does > not seem compatible with Spalding. Am I correct in this > assumption? Or do the two share similarities, and if so, > what are they?
We are ability grouping during reading (which I don't like) and I have the group of low readers. I team teach with the title reading teacher. We teach writing together then she takes half the class during reading instruction. I am wondering if 4-blocks would be a good format to use with this group or would the lack of role models be a problem? I used to teach using 4-blocks before we started switching for reading by level. Since then I have not figured out how to make it work. I have two hours with my reading class and I have the title reading teacher for the first 90 minutes. Can anyone offer any advice? Thanks!
I just got back from attending a Sitton Spelling seminar and really liked what I heard. I'd like to hear from teachers who are combining Sitton Spelling with Four Blocks and find out exactly how you are doing it. Dawn/FL
Anyone know of a functioning site where you can find all the words within a word for making words activities. I have all the books but I am using some specialized vocabulary and would like to see if I could find a site/program instead of having to take my time to do this. Thankyou
On 2/17/08, Ruby wrote: > Anyone know of a functioning site where you can find all > the words within a word for making words activities. I > have all the books but I am using some specialized > vocabulary and would like to see if I could find a > site/program instead of having to take my time to do this. > Thankyou
Try [link removed]
It's intended as a scrabble helper, but it will work the same way.
On 2/17/08, Ruby wrote: > Anyone know of a functioning site where you can find all > the words within a word for making words activities. I > have all the books but I am using some specialized > vocabulary and would like to see if I could find a > site/program instead of having to take my time to do this. > Thankyou
I teach 1st grade and we use 4 blocks, our district wants us to now use task rotation. Does anyone have any suggestions of how to use task rotations using the 4blocks program. I thought about having 3 groups and each group doing one of the blocks. I need HELP!
On 2/18/08, deb wrote: > I also have >> some kids who can do it entirely on their own, and I give > them the letters and >> they can find like 25 words in there, including the mystery > word no problem. I >> let those kids do it on their own. > > > Teachers are obviously "allowed" to do anything they want. > But in Pat Cunningham's defense! This is NOT Making Words. > > When it is an independent activity of finding words it is not > making words. It is something else. > > Not good. Not necessarily bad. BUT.... Pat Cunningham the > original CREATOR of the concept of making words would not > consider this making words. > > Making words is teacher directed and has instruction involved. > > Like, I started with... Teachers are absolutely allowed to > make changes and they do. BUT CHANGE THE NAME too
I know I don't have formal training and everytime I ask for help I am just given more websites to browse, but isn't the purpose of Making Words word sorts and transfers?
My colleagues and I use WordPlays to create our own Making Words. We always spend our time finding the best word sorts for our current students' needs and then transfers that lead them beyond.
Leaving out these two steps is definitely something, but not Making Words the Cunningham Way.
Actually, if you examine the MxM Phonics for Third Grade, you will find some interesting things on USING WORDS YOU KNOW.
This is very MULTI-LEVEL, as students are encouraged to go beyond one and two syllable words.
I think you would really be challenging your students beyond just seeing how many words you can make from the letters and what is the mystery word.
On 3/29/08, transfers? KathyB2ndIa wrote: > On 2/18/08, deb wrote: >> I also have >>> some kids who can do it entirely on their own, and I give >> them the letters and >>> they can find like 25 words in there, including the mystery >> word no problem. I >>> let those kids do it on their own. >> >> >> Teachers are obviously "allowed" to do anything they want. >> But in Pat Cunningham's defense! This is NOT Making Words. >> >> When it is an independent activity of finding words it is not >> making words. It is something else. >> >> Not good. Not necessarily bad. BUT.... Pat Cunningham the >> original CREATOR of the concept of making words would not >> consider this making words. >> >> Making words is teacher directed and has instruction involved. >> >> Like, I started with... Teachers are absolutely allowed to >> make changes and they do. BUT CHANGE THE NAME too
I really want to start teaching with 4-blocks, but I am worried about the struggling readers. Do your struggling readers find success with 4-blocks or do you need to do something extra for them? How often do you meet with the after lunch small groups that include some of your struggling readers. I don't think I have any extra time in my schedule for this.
On 2/20/08, first grade teacherrrr wrote: > I really want to start teaching with 4-blocks, but I am > worried about the struggling readers. Do your struggling > readers find success with 4-blocks or do you need to do > something extra for them? How often do you meet with the > after lunch small groups that include some of your > struggling readers. I don't think I have any extra time in > my schedule for this.
Many if not most schools now require an intervention block due to the Reading First sweep across the nation. This is when the 'lunch bunch' would happen.
You will be amazed at the learning that happens in a Four Blocks classroom.
That said, after all your blocks are established, sometimes teachers will pull a group OCCASIONALLY during ssr. The reality is that in an ideal world this never happens. In real classrooms, it does. It does not happen every day. It does happen sometimes. What do I mean? You read to the kids (read aloud) then pull 3-ish kids. Have them read a book that they can read with you (think small group rdg BUT ONLY FOR 8-10 minutes AND NOT EVERY DAY). THEN this book that you just blessed and read with the three goes WITH THEM back to their book baggies. THEY READ IT AGAIN TODAY and TOMORROW. You now conf with other kids.
NOW>.... different situation, different day. High group or middle group. Pull 3 kids teach them w similar book to ask questions or how to ask questions in a Book Club.
Does this make sense? Ideally you won't ever have to pull a group. Sometimes teachers do. It is not a part of Four Blocks to pull ability groups. It IS a PART to do whatever it takes to teach kids how to read. NO ROUND ROBIN. NO ABILITY GROUPING.
Thank you for your response. That sounds very doable. I will try the ssr block with one-on-one conferencing first and then try the small groups with students who seem to need it. Thank you.
On 2/21/08, deb wrote: > On 2/20/08, first grade teacherrrr wrote: >> I really want to start teaching with 4-blocks, but I am >> worried about the struggling readers. Do your struggling >> readers find success with 4-blocks or do you need to do >> something extra for them? How often do you meet with the >> after lunch small groups that include some of your >> struggling readers. I don't think I have any extra time in >> my schedule for this. > > > Many if not most schools now require an intervention block > due to the Reading First sweep across the nation. This is > when the 'lunch bunch' would happen. > > You will be amazed at the learning that happens in a Four > Blocks classroom. > > That said, after all your blocks are established, sometimes > teachers will pull a group OCCASIONALLY during ssr. The > reality is that in an ideal world this never happens. In > real classrooms, it does. It does not happen every day. It > does happen sometimes. What do I mean? You read to the > kids (read aloud) then pull 3-ish kids. Have them read a > book that they can read with you (think small group rdg BUT > ONLY FOR 8-10 minutes AND NOT EVERY DAY). THEN this book > that you just blessed and read with the three goes WITH THEM > back to their book baggies. THEY READ IT AGAIN TODAY and > TOMORROW. You now conf with other kids. > > NOW>.... different situation, different day. High group or > middle group. Pull 3 kids teach them w similar book to ask > questions or how to ask questions in a Book Club. > > Does this make sense? Ideally you won't ever have to pull a > group. Sometimes teachers do. It is not a part of Four > Blocks to pull ability groups. It IS a PART to do whatever > it takes to teach kids how to read. NO ROUND ROBIN. NO > ABILITY GROUPING. >
My school is wanting to implement L. Calkins writing next year. I am very happy with the 4 blocks model that I use in my room. How well will L. Calkins mesh with 4 blocks?
When we were looking into revamping our literacy program, we thought about using the units of study... but decided to stick with the four blocks mini lessons. Reason-- just like the name implies, they are units of study. A study in narrative, then in poetry, expository, memoir, etc. The kids have freedom to write on a topic of their choice within the unit, but the unit is defined by the genre. I feel I can introduce the genres I want them to explore through the mini-lessons, through projects in other subjects (like reports in science, or step by step directions in making up a math game, etc.) I like them to have the journal writing time where they can write what they like.
I really love watching the stories that emerge from my students lives and imaginations. I like the freedom of the four blocks. I think the units are much more teacher directed in the Calkins books.
It will probably mesh well enough, in that the focus is on getting the students to write while you conference with them (like in 4 blocks) but the difference is that I think there is a lot more teacher direction and step by step procedures for getting a piece completed. You will also work on less pieces, and publish just about everything they work on as it is decided by the teacher that now we will do such and such, and the students will publish their piece. In four blocks they can decide not to publish a particular piece if they don't want to.
On 2/20/08, similarities ??? wrote: > My school is wanting to implement L. Calkins writing next > year. I am very happy with the 4 blocks model that I use > in my room. How well will L. Calkins mesh with 4 blocks?
Many many of the schools I work with use the Lucy Calkins units "their" way. Meaning that the teachers do not do the lessons as they are scripted, but take the wonderful ideas and teach them in the Four Block Model.
I think that Four BLocks and Calkins are very compatible. I taught Calkins based Writing Workshop in my classroom and I a co-author of the second grade mini-lessons book.
My school adopted Four Blocks two years ago while I was a Reading Recovery teacher. Now I am teaching 1st grade and I need tips for managing SSR and implementing SSR in my classroom. Please help!
On 2/23/08, Twila wrote: > My school adopted Four Blocks two years ago while I was a > Reading Recovery teacher. Now I am teaching 1st grade and > I need tips for managing SSR and implementing SSR in my > classroom. Please help!
I start ssr in first grade like this:
Have first grade books that first graders can read in about 4-5 boxes. Let them choose from these 4-5 boxes. Let them choose 3-5 and put them in their individual boxes/baggies.
You need 3 levels of organization in your classroom:
Level 1: The classroom library is organized so that the kids can find your books. Junie B are located in one box or shelf so they can find Junie b. (organized by author)
BAT books are in a box or tub so that all the same theme books are organized together. (THEME organization...obviously doesn't have to be bat.)
You will have valentine books; christmas, whatever you are studying, weather, etc.
In first grade it is ALSO vital to make sure you actually have books that kids can actually read. Do you have level a=b=c=d books? Those books that say I can read. I can eat I can I can I can????
If you really want kids to stay on task during ssr they have to have books they can actually read.
I always had the basal story they read available as an option. I had the predictable chart typed as an option in their box.
I had a weekly poem sheet we added. I had reader's theatre weekly to add.
Do you see LOTS OF TEXT THEY CAN REALLY READ. have three hole punch in your room. have three prong notebooks for poetry and another one for reader's theatre.
On 1/21/08, Dawn/FL wrote:
> I will be going to a sitton spelling workshop in a couple
> weeks. How does it work with 4 blocks? Is it possible to
> combine the two? Dawn/FL
Yes absolutely. Many teachers use the words from Sitton on
their word wall. You will have to decide how to cycle the <...See More