My principal gave the four blocks book to me and a couple colleagues to look at. I'm wondering what the results really are? There are comments from teachers in the back of the book, but it looks a little hokey.
I like most of the ideas, but it seems to mean 2 hours at least a day devoted to the blocks. Can you do 2 a day and alternate? Our morning block is 1 1/2 hours for reading. We also teach social studies in the morning. We already do responsive classroom and that means a 1/2 hour morning meeting every day. The only thing I can guess is that we would have to quit doing that, but it has proved so valuable to the school.
Any ideas? We switch groups for math and science, so those times are not available. Our school has lots of specials, music, art, library, computers, Spanish, PE and drama. I just don't know what to do. He didn't say we were definitely going to use four blocks, but he usually has his mind made up before he even gives us a task of examining a program.
Also, are there rubrics to go with the program. We have rubrics that we send home weekly with a grade for the parents to know what has been happening in the classroom for the week in each subject. It also keeps the other teachers up to date since we switch kids a lot. I didn't notice very much about assessment in the program.
On 2/29/08, deb, absolutely it works. wrote: > On 2/27/08, Mrs. L/2nd grade wrote: >> My principal gave the four blocks book to me and a couple >> colleagues to look at. I'm wondering what the results >> really are? There are comments from teachers in the back of >> the book, but it looks a little hokey. >> >> I like most of the ideas, but it seems to mean 2 hours at >> least a day devoted to the blocks. Can you do 2 a day and >> alternate? Our morning block is 1 1/2 hours for reading. We >> also teach social studies in the morning. We already do >> responsive classroom and that means a 1/2 hour morning >> meeting every day. The only thing I can guess is that we >> would have to quit doing that, but it has proved so >> valuable to the school. >> >> Any ideas? We switch groups for math and science, so those >> times are not available. Our school has lots of specials, >> music, art, library, computers, Spanish, PE and drama. I >> just don't know what to do. He didn't say we were >> definitely going to use four blocks, but he usually has his >> mind made up before he even gives us a task of examining a >> program. >> >> Also, are there rubrics to go with the program. We have >> rubrics that we send home weekly with a grade for the >> parents to know what has been happening in the classroom >> for the week in each subject. It also keeps the other >> teachers up to date since we switch kids a lot. I didn't >> notice very much about assessment in the program. > > > > You are misunderstanding what this is exactly. Hopefully > this might help to clear it up: > > This is a philosophy of teaching of reading and writing not > a program. You keep the assessments for your materials in > place that you already use. > > There are Four Blocks of time because the belief is that > there are four approaches to reading. Kids need instruction > in Self Selected Reading, writing, and Working with Words > (phonics) and Guided reading (comprehension). > > How does this instruction work: > > Self Selected Reading: > Segment 1: Teacher Reads aloud (might lightly reinforce a > previous taught skill/thinking strategy: blessing books, > etc.) > Segment 2: Students read books they have chosen previously > while the teacher confers individual with students > Segment 3: Sharing time > > Writing: > Segment 1: Mini Lesson usually has demonstration > Teacher writes in fronts of students on transparencies or > chart paper > Segment 2: Students are writing while teacher confers > Segment 3: sharing time > > Guided Reading > Before: Teacher teachers skill/thinking strategy > During: Kids read in different formats for teaching point > After: what did you learn today related to teaching point > > Working with Words Grades 1-2 > Segment 1: Word Wall Work > Segment 2: Another Activity > > Working With Words Grade 3 > Segment 1: Word Wall Work > Segment 2: Another Activity > > OR > ONE Activity depending on previous experience with Four > Blocks > > > Working with Words Grades 4-5 > One Activity sometimes a word wall activity, usually not > word wall, includes lots of Nifty Thrifty Fifty based > activities (prefix, suffix, base word work) > > +++++++++ > > The actual materials used to teach Four Blocks are your > reading series, your science books, your social studies > books, books that kids can read for self selected reading, > the writing materials that you already have. > > Four Blocks is not materials or assessments, it is an > approach to teaching. You teach kids how to use their > phonics, how to think during comprehension, how to write in > writing and how to apply it all in self selected reading. > > Hope this helps. > > Pat wrote an article in the Reading Teacher about Poverty > Schools in Dec 2006/Jan 2007 I think maybe Dec 2005/Jan > 2006. It was all about schools where this works. I have > trained Large Urban schools and Medium Urban schools and > small single schools where this works and one single > classrooms where this works. It is a matter of > understanding the principals behind it. > > deb > > Remember New math, Chisanbop, 6 traits writing, Writers' workshop, assertive discipline, and any other educational tools? 4 Blocks will work as well as any of them. If you already have a method that is working, DON'T change it just for the sake of change. If you are struggling with methods that work, then try it, but it is not a fix-all.
I really like teaching the 4 blocks method. It is easy and provides consistent structure and routines in the classroom which aides in student achievement. My class has shown much progress with the 4 blocks method to teaching. There are lots of resources available both on line and in print to help aide in teaching with the 4 blocks.
Does anyone have a chant for March? I believe these came from the Reading Lady but I can no longer find them. Mine got lost in our building move. Sandi
I know this is an old post I have the chants if your st...See MoreOn 2/29/08, deb wrote: > On 2/28/08, Sandi wrote: >> Does anyone have a chant for March? I believe these came >> from the Reading Lady but I can no longer find them. Mine >> got lost in our building move. Sandi > > > all the chants are on the mosaic site
I know this is an old post I have the chants if your still want them,
I'm trying my best with the four blocks, and doing guided reading with scholastic news and books I get from book orders on sale or at thrift shops when I can find multiple copies. I don't have a collection of books to choose from, such as a leveled book room, so I am pretty much on my own. I do the SSR daily, and guided reading pretty much daily, if not with a book or magazine, with a poem.
I want the kids to do some kind of book project every couple weeks until the end of the school year. I am thinking of doing picture books only so that they can focus on responding to literature, rather than the reading itself. My 3rd graders are all at or above level readers, and mostly read chapter books. We have not read many picture books this year except for some guided reading, or for some read alouds.
1- should this be part of the writing block? Right now they have complete choice in writing topics most of the time. The only exception is that we respond once a week to the scholastic news. We have not written any reports or book reports at all this year! I also have only given one big writing assignment, which was in November... I am feeling like I have not guided their writing enough, though am seeing progress in the types of stories they write and in their responses to the scholastic news.
2- If I do it as part of the reading block, should I do it during guided reading or SSR? They won't be exactly self selected, but also, since everyone will have a different book, it's not exactly guided reading. The part that will be guided will be how we approach looking at the books. The librarian will help me find appropriate books for each book project.
I am thinking of modeling my response with a book of my choice, and then having them work on theirs. We will then go through the editing process and revise and publish the book reports. Each book report will be short, maybe a few paragraphs and include an art project of some kind. I thought we would do one on setting, conflict/resolution, character, and then do a report on a famous person (biography) and a then choose an informational book to summarize. I have 14 weeks left of the school year, and probably 10 good weeks to work on this. I will have to start right away!
I really like the four blocks format, but am finding this is an area that has lost some attention. Normally, I do at least 3 major book reports in a year, and at least 2 research projects. Somehow I was so excited with fully implementing the framework this year, the other stuff escaped me.
I don't think you missed anything, it is a process. Kids first learn to read, then learn to verbalize about their reading, then we teach them to write about their learning. THis is where the written response comes in.
This is different then the writing block.
You are on the right track. I think. The kids like different things. Turn and Talk, think pair share, they like talking. I had my kids write in some way one or two days a week to show me their thinking. Most kids were way more verbal and needed lots of modeling, but I kept puttering away at it.
Just like the book reports get better by the 10th time you do them. LOL
or the summaries are good by the end of the year. Practice makes better, if not perfect.
I had a tendency to have my kids write on sticky notes, write in reading response journals and write little learnings after reading a couple days a week. I just kept modeling and pushing kids to improve.
Does this helP????? I am sure you are on the right track. I told my kids I don't know what is in your brain if you never write anything down.
This is 3rd grade by the way. I want them to be prepared for next year, cause it will hit them hard if they have to write 5 paragraph essays and lengthy reports. I haven't had them do anything like that. Most of their responses are usually just a paragraph, and for some who have a lot to say, maybe 2-3 paragraphs.
It's been different for me because I always treated 3rd like intermediate, and it's more like primary according to four blocks (and I'm sure there is validity to both sides.) My kids are mostly all strong academically, so it's probably time they had a bigger challenge.
On 3/02/08, Ms. Johnson wrote: > I'm trying my best with the four blocks, and doing guided > reading with scholastic news and books I get from book > orders on sale or at thrift shops when I can find multiple > copies. I don't have a collection of books to choose from, > such as a leveled book room, so I am pretty much on my own. > I do the SSR daily, and guided reading pretty much daily, > if not with a book or magazine, with a poem. > > I want the kids to do some kind of book project every > couple weeks until the end of the school year. I am > thinking of doing picture books only so that they can focus > on responding to literature, rather than the reading > itself. My 3rd graders are all at or above level readers, > and mostly read chapter books. We have not read many > picture books this year except for some guided reading, or > for some read alouds. > > 1- should this be part of the writing block? Right now they > have complete choice in writing topics most of the time. > The only exception is that we respond once a week to the > scholastic news. We have not written any reports or book > reports at all this year! I also have only given one big > writing assignment, which was in November... I am feeling > like I have not guided their writing enough, though am > seeing progress in the types of stories they write and in > their responses to the scholastic news. > > 2- If I do it as part of the reading block, should I do it > during guided reading or SSR? They won't be exactly self > selected, but also, since everyone will have a different > book, it's not exactly guided reading. The part that will > be guided will be how we approach looking at the books. The > librarian will help me find appropriate books for each book > project. > > I am thinking of modeling my response with a book of my > choice, and then having them work on theirs. We will then > go through the editing process and revise and publish the > book reports. Each book report will be short, maybe a few > paragraphs and include an art project of some kind. I > thought we would do one on setting, conflict/resolution, > character, and then do a report on a famous person > (biography) and a then choose an informational book to > summarize. I have 14 weeks left of the school year, and > probably 10 good weeks to work on this. I will have to > start right away! > > I really like the four blocks format, but am finding this > is an area that has lost some attention. Normally, I do at > least 3 major book reports in a year, and at least 2 > research projects. Somehow I was so excited with fully > implementing the framework this year, the other stuff > escaped me. > > Thanks for helping!
i'm wondering what other four blocks teachers give for reading, writing or spelling homework. i teach second, and we are required to give 40 minutes of HW. i do not personally agree with this, but it is school policy. i tend to give what i think is 40 minutes for my lowest students, not my highest, as then my lowest kids may have an hour or two of homework! this does NOT count the required 20 minutes of reading per night, which is whole school. i think it is too much homework, but i feel like i am alone on that opinion. other people and even parents want MORE believe it or not.
anyways, i have really struggled with this. i have been giving the making words for home or school sheet all year, but really i think they only take about 5-10 minutes to do. i also give a writing topic once a week (they can pick the topic or free write.) and while it's not part of the program, i have them write sentences with the 5 www or illustrate them, alphabetize them, etc. this is only because i need "filler" and don't know what else to do.
BTW- they get a packet on monday and return it the following monday.
we have a math page a night from the curriculum but that also is only about 10-15 minutes. . any suggestions about how I can send home appropriate homework that would be in line with the four blocks I'm doing in class? i was thinking that on m-w-f i might give them a writing prompt or let them choose their own topic, then on wed they edit and revise w/ the checklist and publish on friday. what do you think?
this isn't something i WANT to do, it's something I HALF to do. if i had my choice i would probably only ask them to read at home each night.
On 4/11/08, deb wrote: > >> >> I am currently taking my first literacy class for my master's >> program, and I am happy that I have this site where I am pick >> up so much information. I believe this is an effective way to >> ensure the child is reading but also encouraging parents to be >> part of the learning experience. Parents could actually see >> how much their child reading skills have improved and it shows >> the child that their parents are interested in what they are >> learning. > > Thanks, many parents sat down at the November conferences and > told ME about their child's reading. LOL > > I loved it! Easiest conferences I ever had!
Hello, I am a 7th Grade Humanities teacher and reading is very important in my class. My students are required to read everyday for 30 minutes and are required to get a parent signature once they are done reading. Everyday during AR time I check their logs and they are always missing parent signatures. I have not been able to get parent involvement as much as I want to. Do you have any recommendations?
I teach third and had a terrible time getting my kids to read at home without decimating my classroom library. ALL of them would tell me they had nothing to read at home, etc. Parents wouldn't sign slips, etc. Soooo... I found a Reading warm-ups book that has a grade level appropriate passage with 4 comprehension questions. Since I started giving that out, my students actually do more of the work themselves, their parents can help them read the hard words and they get practice answering test type questions. It would be easy for you to run off the pages you need for the week. Also, it helps parents see what level of difficulty of words their child is expected to be able to read. My test scores went way up after implementing this system.
On 3/09/08, kelli teaches 2nd wrote: > i'm wondering what other four blocks teachers give for > reading, writing or spelling homework. i teach second, and > we are required to give 40 minutes of HW. i do not > personally agree with this, but it is school policy. i tend > to give what i think is 40 minutes for my lowest students, > not my highest, as then my lowest kids may have an hour or > two of homework! this does NOT count the required 20 > minutes of reading per night, which is whole school. i > think it is too much homework, but i feel like i am alone > on that opinion. other people and even parents want MORE > believe it or not. > > anyways, i have really struggled with this. i have been > giving the making words for home or school sheet all year, > but really i think they only take about 5-10 minutes to do. > i also give a writing topic once a week (they can pick the > topic or free write.) and while it's not part of the > program, i have them write sentences with the 5 www or > illustrate them, alphabetize them, etc. this is only > because i need "filler" and don't know what else to do. > > BTW- they get a packet on monday and return it the > following monday. > > we have a math page a night from the curriculum but that > also is only about 10-15 minutes. . any suggestions about > how I can send home appropriate homework that would be in > line with the four blocks I'm doing in class? i was > thinking that on m-w-f i might give them a writing prompt > or let them choose their own topic, then on wed they edit > and revise w/ the checklist and publish on friday. what do > you think? > > this isn't something i WANT to do, it's something I HALF to > do. if i had my choice i would probably only ask them to > read at home each night.
On 3/21/08, deb wrote: > On 3/21/08, Shirley wrote: >> Do you know if there are many differences between edition 4 and >> edition 5? >> Shirley > > It is twice as thick
On 3/23/08, 4th edition has 224 pages wrote: > On 3/21/08, deb wrote: >> On 3/21/08, Shirley wrote: >>> Do you know if there are many differences between edition 4 and >>> edition 5? >>> Shirley >> >> It is twice as thick > > According to Amazon: > > 4th Edition > 224 pages (9 x 7.4 x 0.5 inches) > > 5th edition > 288 pages (9 x 7.4 x 0.6 inches)
if you don't want to buy it don't. If you are interested do.
We used to have a 120 min; literacy block (when I do the 4 blocks) and 60 minutes for math.
Now our scores are back and the math went down this year. Admin wants us to do 90 min of math, and 90 min of literacy.
How can I fit all 4 blocks each day in 90 min? There really is no other time that i can use.
Our schedules are strictly monitored, and I can't take time from the other parts of the day. Everyone does math, literacy, science, social studies at the same time.
Just curious - Why two recess periods a day, especially since they are getting PE? Also, does it really take 25 minute to get them ready to go home? That seems like a lot. Maybe you can streamline what you are doing and fit in a read aloud. I can't imagine having math for 90 minutes a day with first graders. There is just so much they can absorb in one session. We are scheduled for one hour and that is more than enough time with my second graders. Good luck to you. Dawn/FL
On 3/17/08, busy! wrote: > My schedule: > > 7:35-7:50 Breakfast... during this time they are in the classroom eating, but not > everyone is there. The kids who are there eat and we usually play math or spelling > games like hangman. I have 24 students, and 18 eat breakfast, so it's not the full > group. This is 1st grade. > > 7:50-8:00 Attendance, unpacking for day, a.m. business like lunch count, etc. > > 8:00- 10:00 literacy block (now this will have to change) > I do read aloud first thing, then SSR > We move into working with words > then the writing block > Finally, we do guided reading > > At our school we have been told to be very consistent and follow the blocks for 30 > minutes each. During observations they even time us. People have been criticized > for not following perfectly but when we asked the admin what was going to > change they said nothing, we still had to devote equal time to each block. I actually > already lose some time each day taking them to their special class > > 10:00-10:30 Music, Art, Library or Computers, depending on the day > > 10:30-10:45 Transition and bathroom break (this is walking down 4 flights and > then stopping for water and the bathroom before going back to class on some > days, as both the music room and computer lab are on the top floor. The Art room > is on the first floor like us but on the other side of the building and Library is on > the 3rd. All this takes time.) > > 10:45-11:45 Math (this will have to change) > > 11:45- 12:30 Lunch and recess (again it takes time to clean up and move on to the > cafeteria... fortunately we are close to it, otherwise it would cut in even more!) > > 12:30- 1:00 Science Lab (daily) this is like a special, they go to another teacher > > 1:00- 1:30 Social Studies... this can't be changed as it is taught by another teacher > who comes into my room and gives me a prep time (this teacher also is in the > room during literacy. This can't change either, because she is there as a triad > teacher. > > 1:30-1:45 recess > > 1:45-2:20 PE daily > > 2:20-2:45 Pack up, homework, time to go home > > We have a program at our school where teachers work in triads. The purpose of > this is so that there are 2 teachers in each room during literacy. (we had failing > reading and writing scores which have now gone up.) The triad teacher (Associate > teacher) works with both classes during the literacy block and teaches social > studies on her own. In my case she teaches social studies in the afternoon and > literacy in the morning. She does literacy for 2 hours in the afternoon with the > other teacher and does social studies at the end of the day in the other class, since > they have PE at another time. > > Here is what I am thinking... > > keep SSR and read aloud at 30 minutes > working w/ words for 15 > writing block 30 > Guided reading 15 (with big books) This could alternate with SSR, but then I would > have to make SSR 15 minutes on some days and guided reading 30. I can't see > cutting the writing because I need time to model and they need time to write. Even > with 2 teachers we can't seem to get to conferences and editing and all that. > > Then, I will have to start math immediatly after the literacy block for 1/2 an hour > and pick it up after the specials. I just can't see how this will work. They allow very > little flexiblity even though this program is supposed to be about flexiblity. > > > On 3/17/08, deb wrote: >> On 3/16/08, busy! wrote: >>> We used to have a 120 min; literacy block (when I do the 4 >>> blocks) and 60 minutes for math. >>> >>> Now our scores are back and the math went down this year. >>> Admin wants us to do 90 min of math, and 90 min of >>> literacy. >>> >>> How can I fit all 4 blocks each day in 90 min? There really >>> is no other time that i can use. >>> >>> Our schedules are strictly monitored, and I can't take time >>> from the other parts of the day. Everyone does math, >>> literacy, science, social studies at the same time. >> >> Post your schedule we can help. >> Guided Reading can fit in science and ss some of the time >
Recess is scheduled by the admin. And K-2 have 2 recess times, 3-5 just have lunch recess. It just so happens my PE is right after recess. The 25 minutes at the end of the day is some businessy types of things, like packing bags, cleaning the classroom, stacking chairs, etc. I like having 25 minutes, because on birthdays we do the treats right at the end of the day with a song and a favorite story. Also, we have sharing at the end of the day and do some community types of things. Often this includes a read aloud, but because it's the only time I can do social/community stuff I would hate to be bound to the daily read aloud at this time. We do appreciation circles, friendship building role plays and things like that. I call it closing meeting. If the kids clean up quickly and get ready we do a read aloud as a reward. I can't do anything about the math now. The admin has changed it. I started this week and we are doing 40 minutes (which I did before,) games for another 20, which I also did before, but what I added was a half hour of critical thinking and group work activities on some days, and then another lesson after the games on the other days. We are also doing some brain gym types of things right after the game time. They had a tough time this week with all the math, but a lot of it is games, manipulatives, and things like that so it's not so bad.
On 3/20/08, Dawn/FL wrote: > Just curious - Why two recess periods a day, especially since > they are getting PE? Also, does it really take 25 minute to get > them ready to go home? That seems like a lot. Maybe you can > streamline what you are doing and fit in a read aloud. I can't > imagine having math for 90 minutes a day with first graders. > There is just so much they can absorb in one session. We are > scheduled for one hour and that is more than enough time with my > second graders. Good luck to you. Dawn/FL >
Can someone please post a typical 5 day schedule that you would use in a 2nd grade classroom for word study? My kids usually whine about having to doing the front and back activities on the half size sheets of paper every day - plus I haven't been able to shorten this time smaller than 15 minutes (what am I doing wrong here).
In the past I have done:
Monday front: cheer and write new word wall words back: words in abc order activity: making words (which goes on forever)
Tuesday front: cheer and write new word wall words back: inflectional endings activity: readin/writing simple rhymes
Wednesday: front: cheer and write old words on word wall back: make rhyming words activity: rounding up the rhymes
Thursday: front: cheer and write old word wall words back: syllable decoding activity: changing a ___ to a ___
Friday: saddly - spelling test (very old fashioned school - can't get away from this)
We do it all together - it's kind of modelled and discussed together as they write down the correct responses. I really don't have any quick finishers since the words are given orally.
On 3/20/08, ? wrote: > Can someone please post a typical 5 day schedule that you > would use in a 2nd grade classroom for word study? My > kids usually whine about having to doing the front and > back activities on the half size sheets of paper every > day - plus I haven't been able to shorten this time > smaller than 15 minutes (what am I doing wrong here).
This is a typical 5-day plan. It isn't possible to do Word Wall and Making Words in 15 minutes. Therefore, I don't do them back to back. I do Word Wall during my 90 minutes (I am in a Reading First school). Then, first thing in the PM after lunch, then I do Making Words 2 to 3 times a week. On the other days, I can do writing or a skills lesson, that I can't do during my 90 minutes.
The RF schools in my district can't give spelling tests any more. BOO HOO HOO! NOT!!!
WWW green large off part really
On the Back Monday – Cross-Check The large frog is very _____. The Red-Eye Tree Frog is not very ___________. The frog jumped ____ the tree limb. Only _____ of the frog is red. The frog is _______ beautiful.
On the Back Tuesday – Rhyme green/screen large/barge part/chart off – no rhyme, so have them spell “cart” really – no rhyme, so have them spell “seen”
On the Back – Review Words Wednesday – Endings green/greener/greenest large/larger/largest smart/smarter/smartest small/smaller/smallest big/bigger/biggest* (special lesson on adding the consonant before the ending)
On the Back – Review Words/Rhyming words with endings Thursday - car/stars thing/rings brother/mothers sister/blisters boy/boys
On the Back – Review Words – Word Riddles/opposites Friday - off/Number one is the opposite of on. part/For Number two write the opposite of whole. right/For Number three write the opposite of left. float/For Number four write the opposite of sink. new/For Number five write the opposite of old.
MAKING WORDS chartacters a a e c c h r r s t Make: cat scat scar star stare scare crash crust crate crater characters Sort: cr- st- -st -ar -are Transfer: spar spare bar bare
sweater a e e r s t w Make: saw tar star were stew steer stare straw sweet sweat sweater Sort: sw- st- -ar Transfer: far swipe car swim
smarter a em M r r s t Make: at sat rat rate mate art mart arm arms Mars tar star smarter Sort: -at -ate -ar -art Transfer: far chart slate flat
Not only can't we give Spelling tests, but ABC order would not be allowed either.
Okay, it is that time of the year, when all of the words are up on the Word Wall, so everyday is now a review.
Can't figure out what I must have done last year, so this year I feel like I am re-inventing again.
Would someone at the second grade level just give me a week's worth of what words they reviewed and what they did for On the Back after all the words are up on the wall?
For instance, "kicked" is on the Wall. Could I review "kicking" instead or do I have to reserve that for the On the Back Lesson?
Here is the problem, last year I would have the students come up and write the "reviewed" word on the whiteboard in front of the class. Then, we would "cheer" using a cheer chosen by that student. However, this Fall the RF Evaluators (I mean Observers) wanted me to spend less time and start using a yardstick to point to the word being reviewed. I HATED this SUGGESTION, but I have made it work rather successfully. Last Friday, I got a surprise observation during WW and On the Back, and I got a Thumbs- Up. (One of my review words was "float" and my On the Back was "throat", and I didn't really have much of a voice, as I had a sore throat!)
My student teacher is incharge for the next three weeks, so I won't have to come up with anything until it is nearly May. However, we will still have lots of days left, as we have plenty of snow days to make-up sending us into the first week of JUNE!
I looked through the 3rd Grade MxM Phonics for new ideas, but discovered that On the Back is more Using Words We Know and Sorts and Hunts.
On 3/22/08, KathyB2ndIA wrote: > Okay, it is that time of the year, when all of the words > are up on the Word Wall, so everyday is now a review. > > Can't figure out what I must have done last year, so this > year I feel like I am re-inventing again. > > Would someone at the second grade level just give me a > week's worth of what words they reviewed and what they did > for On the Back after all the words are up on the wall? > > For instance, "kicked" is on the Wall. Could I > review "kicking" instead or do I have to reserve that for > the On the Back Lesson? > > Here is the problem, last year I would have the students > come up and write the "reviewed" word on the whiteboard in > front of the class. Then, we would "cheer" using a cheer > chosen by that student. However, this Fall the RF > Evaluators (I mean Observers) wanted me to spend less time > and start using a yardstick to point to the word being > reviewed. I HATED this SUGGESTION, but I have made it > work rather successfully. Last Friday, I got a surprise > observation during WW and On the Back, and I got a Thumbs- > Up. (One of my review words was "float" and my On the > Back was "throat", and I didn't really have much of a > voice, as I had a sore throat!) > > My student teacher is incharge for the next three weeks, > so I won't have to come up with anything until it is > nearly May. However, we will still have lots of days > left, as we have plenty of snow days to make-up sending us > into the first week of JUNE! > > I looked through the 3rd Grade MxM Phonics for new ideas, > but discovered that On the Back is more Using Words We > Know and Sorts and Hunts. > > Thanks for any suggestions! > KathyB
I'm not sure what you mean for "examples?" What we did when we were reviewing the words? well, I'm not sure we did anything different than we did when introducing the words. We clapped, chanted, wrote the five word wall words on front. Sometimes I chose them based on student writing errors or convenient rhymes; sometimes the students chose them. We played a lot of WORDO as time went on as students liked it, and it was a way to review a lot of words. (We went around the room, each student picking a word from the word wall to write in the WORDO squares; this took up the 10 minutes spent on Word Wall/On The Back; then we played WORDO for the twenty minute activity).
As for On The Back, we did On The Back Endings, Rhymes, Synonyms, Antonyms, Cloze, Sentence Dictation, Be a Mind Reader, and on occasion, since we were introducing cursive, we would use this time to rewrite the words on front on the back in cursive.
So, I'm not sure if this is answering your question, but at least it's not a website. (???)
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Hi deb. I am teaching in a Reading 1st school and am wondering if I could incorporate "Phonics They Use" within the framework of RF. We have to teach our kids in small groups while others are doing centers and this would be where I would probably use it most. I teach 2nd grade so I want something that enables me to find appropriate activities quickly. Is this book leveled for K, 1st, 2nd, etc. or do you have to spend a lot of time searching out the activities that fit one's grade level? With RF, I don't have much time or energy to dig for activities.
On 3/24/08, mcr wrote: > Hi deb. I am teaching in a Reading 1st school and am > wondering if I could incorporate "Phonics They Use" > within the framework of RF. We have to teach our kids in > small groups while others are doing centers and this would > be where I would probably use it most. I teach 2nd grade > so I want something that enables me to find appropriate > activities quickly. Is this book leveled for K, 1st, 2nd, > etc. or do you have to spend a lot of time searching out > the activities that fit one's grade level? With RF, I > don't have much time or energy to dig for activities.
It is not labeled, this is a first grade activity. It is instead, here is the activity. If you want the grade level activity, buy the month by month books
On 2/29/08, deb, absolutely it works. wrote:
> On 2/27/08, Mrs. L/2nd grade wrote:
>> My principal gave the four blocks book to me and a couple
>> colleagues to look at. I'm wondering what the results
>> really are? There are comments from teachers in the back of
>> the book, but ...See More