I am currently the only one in my school doing 4 blocks. I use it along side our reading program... or rather, I use the reading program within 4 blocks. My class has made tremendous gains, and I have seen it consistently in the last two years that I have used the four blocks. My class has had the best reading scores in the school this year and last!!!
I would like to present this to the administration, as I see it could be an asset to everyone. We have a lot of teachers who use the basal rather loosely as it is, and the new teachers are really floundering as they have not provided us training with the current program in probably 5 or 6 years.
Any suggestions for getting everyone on board? What can I present to the school higher ups to get them to adopt the framework?
On 3/25/08, HBK wrote: > I am currently the only one in my school doing 4 blocks. I > use it along side our reading program... or rather, I use > the reading program within 4 blocks. My class has made > tremendous gains, and I have seen it consistently in the > last two years that I have used the four blocks. My class > has had the best reading scores in the school this year and > last!!! > > I would like to present this to the administration, as I > see it could be an asset to everyone. We have a lot of > teachers who use the basal rather loosely as it is, and the > new teachers are really floundering as they have not > provided us training with the current program in probably 5 > or 6 years. > > Any suggestions for getting everyone on board? What can I > present to the school higher ups to get them to adopt the > framework?
To get other teachers on board--anecdotes and/or video. Preferably video. Teachers are not as interested in the data as they are in seeing it work with their own eyes. THey need to see the energy and enthusiasm of the framework!
I had been one of the only ones at my school (just two of us) and when a committee was formed to look at a new literacy program, I begged to be on it. Not only that, I asked to chair it.
Lo and behold, we are now adopting 4 blocks! When you school is up for a new curriculum, get yourself involved and make your voice heard. Also, test scores should be really convincing. We don't do testing at my school (private) so it was all just salesmanship on my part!
This year my district ordered the writing kits for all of us to begin to do Lucy Calkins units of writing. I on the other hand am a 4 blocks die hard :). Is there a way to combine the two and still make the writing block effective?
While Calkins Units of study may not be "philosophically opposing the Four Blocks idea of a Writing > Block", Calkins's program is quite 'perscriptive' in its design. I have been successfully utilizing 4Blocks for about 5 yrs. now and am very happy with the results in all of the blocks...We too have been 'mandated' to use Calkins Units of Study in our Dist....this frustrated me...But, I feel a teacher can successfully teach with tools that 'fit him/her' like a 'glove'. I don't feel a professional should ever 'subscribe' to one specific program. We should be constantly researching, 'fine tuning' and melting theories along with our own professional experiences. I've chosen to make use of the best of both programs (they have many similarities)to help my students become better communicators this year. In fact Caulkins sites 4Blocks in her lists of resources and vice versa...
On 9/14/08, Denise wrote: > On 4/05/08, brad wrote: >> On 3/30/08, Marcella wrote: >>> This year my district ordered the writing kits for all of >> us >>> to begin to do Lucy Calkins units of writing. I on the >>> other hand am a 4 blocks die hard :). Is there a way to >>> combine the two and still make the writing block effective? >> >> >> I see nothing in Calkins Units of Study that is >> philosophically opposing the Four Blocks idea of a Writing >> Block. If you look at The Teacher's Guide to the Four >> Blocks, Cunningham and Hall suggest the use of some of this >> block be devoted to focused instruction in a particular >> genre. This type of focused instruction has also been >> lauded by Jim Cunningham in several presentations at Four >> Blocks conferences. >> >> brad > > While Calkins Units of study may not be "philosophically > opposing the Four Blocks idea of a Writing >> Block", Calkins's program is quite 'perscriptive' in its > design. I have been successfully utilizing 4Blocks for about 5 > yrs. now and am very happy with the results in all of the > blocks...We too have been 'mandated' to use Calkins Units of > Study in our Dist....this frustrated me...But, I feel a teacher > can successfully teach with tools that 'fit him/her' like > a 'glove'. I don't feel a professional should ever 'subscribe' > to one specific program. We should be constantly > researching, 'fine tuning' and melting theories along with our > own professional experiences. I've chosen to make use of the > best of both programs (they have many similarities)to help my > students become better communicators this year. In fact > Caulkins sites 4Blocks in her lists of resources and vice > versa...
How do you keep 1st graders focused during SSR? Even though it's April, I still have very fidgety kiddos. I have a handful that will not read on their own. I have been pulling those kids more often for conferences but they are not independent readers yet.
Saddly today, I bribed my kids with suckers. I have had it trying to get them to remain focused during SSR. For one of the few times this year, my kids were on task reading. I know it's a no no to bribe and use rewards - candy at that - but -hey, it worked.
On 4/10/08, ANITA wrote: > How do you keep 1st graders focused during SSR? Even though > it's April, I still have very fidgety kiddos. I have a > handful that will not read on their own. I have been > pulling those kids more often for conferences but they are > not independent readers yet. > > Any tips?
This might help your struggling reader:
What I did was read three read alouds every day.
I read an everyone book aimed at the reader who is still struggling reader. Sometimes we accidentally only 'bless' the harder books in April and the easier books in Sept. I found that my strugglers needed me to quickly read a book that they could read every single day. I would find a book I had 6 copies of or an author that I had 6 copies of that author. For example if your strugglers are reading Mercer Mayer books, like the "I was so mad" series, I would read three pages of one or half the book to the whole class to catch their interest. Then I would give them ALL a Mercer Mayer book. Hopefully, I would give them all I was so mad, if not I would at least get out Little Critter books in my special purple basket of special read alouds that 'no one' was 'aloud' to read 'unless' I loaned them out - LOL.
On Tuesday my everybody book would be a little poem I had typed up. We would read the poem (written on chart paper). Then I would give everyone a copy. The reading level was at the struggling kids reading level.
On Wednesday my everybody book might be a little nonfiction, 8 page book from Scholastic that I bought for 95 cents. I bought and bought and bought so that I could have 200 of these in my room. They are predictable text. I would read one. One of the 6 kids who are struggling would get this text but they all would get a little nonfiction book. Now they have poem, Mercer, and nonfiction book plus whatever 'they had picked' to read.
Etc.
I mentioned three read alouds a day - I believe in this. I read a nonfiction piece daily. Maybe not the entire picture book of Gail Gibbons, Pigs, today, but at least a two page spread or so. This way we could actually discuss nonfiction, captions, etc.
Another read aloud then was 'book I love'. I would always say, "This is a book I love!" The kids just rolled their eyes or giggled depending on personality. I haven't met a book I don't love. Sometimes it was a picture book, sometimes it was a chapter book, sometimes it was a part of a picture book, but sometimes I read the WHOLE THING!
Now what I never forgot was that I already passed second grade and they needed to read. (or first or third)
I built a love or reading.
I let them practice during their reading time while I conferenced. It worked.
I loved this block! I love my books!
Sometimes when I had little squirrels or rugrats who would not sit still or cooperate, I would pull them up on the rug and have them sit around me after the read aloud. I would get down face to face and explain how important this time was. I would make them read their everyone book in a mumble voice to themselves. I would make them read their poem to themselves. I would make them make them make them....
If others thought it was fun, I fixed that illusion, by having the 'children who won't read at ssr kids' read outside by me in mumble voices. They were allowed to go outside with me. They were allowed to move around (kinda). They were not allowed to 'read to me' I did not want to encourage the little ones who wanted attention to join up in this group.
A child rarely had to join the practice the procedure for mumble read loud enough so I can hear it out at recess crowd more than once or twice.
deb, you have saved my life and career once more! After 40 years of teaching, I keep looking for just one more new idea and you always come across! Barb Scott
I am thinking of ordering this book, to help me teach writing to my first graders, but I am curious if anyone else has used it and do you like it? Thanks - It is by Carson Dellosa Writing Mini-Lessons for First Grade: The Four-Blocks Model
On 4/14/08, yes - if it's like the 2nd grade one wrote: > not sure about the 1st grade book but I have the 2nd grade > book and find it VERY beneficial, easy to read, and easy to > implement!
Thanks, as one of the authors, I appreciate the compliment. deb
On 4/14/08, Tracy/1st wrote: > I am thinking of ordering this book, to help me teach > writing to my first graders, but I am curious if anyone > else has used it and do you like it? Thanks - It is by > Carson Dellosa > Writing Mini-Lessons for First Grade: The Four-Blocks > Model
I've used this book for several years now and I have found it to be a great resource. I would also suggest Cheryl Sigmon's "Just Right Writing Mini-Lessons: Grade 1" to expand your ideas for teaching writing the Four Blocks way in 1st grade.
I just got "What Really Matters in Vocabulary" by Pat Cunningham, published by Pearson. Can't wait to read it! The copyright actually says 2009. I think my vocabulary instruction is sadly neglected, so I'm really looking forward to delving into new ideas. I love Pat C!
I am FINALLY going to have my sixth graders for two consecutive class periods next school term. This of course will allow me more time to implement 4 Blocks "the right way" instead of bit by bit. I have the Modifying 4-Blocks book as well as GOBS of other guided reading and writing resource books. My biggest question will be this: In a 100-minute class, what is my best attack with struggling readers who are typically 2 or 3 grade levels behind? =)
Do whole group guided reading with SHORT books and poems. I find you get through them quickly and they feel they are having success as they are reading more books than they normally would.
Sadako and the Thousand Paper Cranes by Eleanor Coerr and Hiroshima by Lawrence Yep are great books that go together well, and could both be read in a couple weeks each. They are very short, and at about a late third- mid fourth level, but the content is good for sixth graders.
After you have done those two books, do non-fiction books about Japan for a week or so, then transition into letting them research their own countries. I just did this with my 3/4 class, and it was good for them.... I imagine it would work in your group as well, providing they haven't read the books yet. For a read aloud, pick another book along the same theme. I read one called "Hachiko Waits" It was so-so. I'm sure there are better books... for example, Journey to Topaz, which would demonstrate what was happening to the Japanese in the uS around the same time as Hiroshima.
-- You certainly don't have to do a unit like that, I am just suggesting it because I just did it so it's on my mind!
You could also do a lot of poetry, as I find that is less intimidating than other reading materials for struggling readers.
30 min- guided reading and a 10 minute response journal or writing activity connected (not in the 4 blocks I do necessarily with 3/4th, but probably good for 6th)
20 minutes more of writing something else, either journaling or integrated assigned topics (if you don't do response to literature, then have a longer writing time.)
30 minutes silent reading/read aloud (if they are really struggling, you might pull a couple small groups at this time.... some people do this.)
20 minutes mxm phonics.
On 4/18/08, Theresa wrote: > I am FINALLY going to have my sixth graders for two > consecutive class periods next school term. This of course > will allow me more time to implement 4 Blocks "the right > way" instead of bit by bit. > I have the Modifying 4-Blocks book as well as GOBS of other > guided reading and writing resource books. > My biggest question will be this: In a 100-minute class, > what is my best attack with struggling readers who are > typically 2 or 3 grade levels behind? =)
> On 4/18/08, Theresa wrote: >> I am FINALLY going to have my sixth graders for two >> consecutive class periods next school term. This of course >> will allow me more time to implement 4 Blocks "the right >> way" instead of bit by bit. >> I have the Modifying 4-Blocks book as well as GOBS of other >> guided reading and writing resource books. >> My biggest question will be this: In a 100-minute class, >> what is my best attack with struggling readers who are >> typically 2 or 3 grade levels behind? =) >
1. How far are the students behind?
2. What specifically are the weaknesses?
In my opinion, 100 minutes is not going to be sufficient for a class where the majority of readers are two to three grade levels behind. There is probably nothing you can do about that; you get what you get; I'm just saying...
If the majority of the students need phonics/decoding instruction, 15 minutes a day is not going to cut it. I also cannot recommend writing instruction enough. Writing, writing, writing.
I HIGHLY suggest purchasing The Teacher's Guide to Big Blocks if you are going this route. There are sample schedules in there.
After spending time with Pat down at IRA this week, we are more convinced than ever that short text is the way to go in upper grades. You might want to check out Less is More which explains the implementation of the idea. Dick Allington, who is also here, is speaking about fluency and the importance of appropriate text at an independent level during the Self- Selected Reading block, not to be confused with Sustained Silent Reading. If you want your students to be engaged with reading, books MUST be at their level. Since you are dealing with students several years behind, this point is critical.
The push is on in my district to do small guided reading groups. I have to admit that I have tried it and...I like it. I'm thinking of meeting with one or two groups a week, while the other students read independently, with partners, or in small groups. I think it will really give me an opportunity to foster conversation and understanding for some students who really need it. I am not giving up four blocks and am not expected to strictly do guided reading groups. It's just another way of reaching students. Any thoughts on the matter? Dawn/FL
On 4/26/08, Dawn/FL wrote: > The push is on in my district to do small guided reading > groups. I have to admit that I have tried it and...I like > it. I'm thinking of meeting with one or two groups a > week, while the other students read independently, with > partners, or in small groups. I think it will really give > me an opportunity to foster conversation and understanding > for some students who really need it. I am not giving up > four blocks and am not expected to strictly do guided > reading groups. It's just another way of reaching > students. Any thoughts on the matter? Dawn/FL
Dawn, I do coaching groups, as recommended by Pat C. and I enjoy it too! It is a great way to provide that mandated extra 30 minutes of instruction (for struggling readers) outside the mandated 90-minute literacy block. I just make sure that I include a few of the better readers with the struggling readers every time to model good reading behaviors.
I tried the Fountas and Pinnell approach and just didn't see the energy, excitement, and growth that I see in my Guided Reading block. I also found it took far too much time to plan and execute and too many kids weren't doing good reading when they were in their centers despite weeks and months of practicing the procedures. The Guided Reading block allows me to differentiate my instruction and make it truly multi-level and the Coaching Groups allow me to provide that extra bit a help to those who need it.
OK, so I really have a LOT of questions, but I'll just post one at a time!
I used Building Blocks for several years when I taught K. I used 4-Blocks for a brief one-year period when I taught 1st. But now, I am teaching 4th. I started in the middle of the year (long story I won't bore you with!!) and this year is already almost over, and most of what is left is already planned out. SO....I'm looking toward next year. I'm going to return to my 4-Block roots, and have ordered the upper grades teacher's guide, and both the making big words books, but I'm waiting for them to arrive. So, that brings me to my question.
In the WWW block, do you do making words AND nifty thrifty fifty AND brand name phonics? Or, do you just some of it? How does it all fit together? Is there anything additional in the MbM book that gets taught during this block? It just seems like there is a lot out there that goes in the WWW block, and I don't really know how to fit in all in.
I have a very short amount of time with my kids because I teach in a magnet school where they go to 2 expressive arts classes a day instead of just one specials class like most do. So here is how my schedule for next year looks:
7:50-9:50 In class with me 9:50-12:15 Gone to expressive arts classes/lunch 12:15-3:00 In class with me
That's pretty close anyway. So, considering I have to teach 90 min of math, and fit in science and SS, how should I schedule my time?
I don't do the brand name phonics in my class... if I had younger grades, It would be more likely. I have seen it in the book, but also this is one part of the program I have never really used. We have a population that doesn't generally use the national brands, and I want to limit the consumerism around us- but that's ME. (Like, most people wouldn't use Tide, they probably use some earthy brand. I used an example about toothpaste the other day in another subject and we compared crest to Tom's of Maine. My kids are very convinced that Crest is no good because of chemicals! Every day it would be a debate if I did brand name phonics.) I TOTALLY understand and support the idea for people it works for. I really believe the four blocks is about finding the things that work for you, and really like the way that with month by month phonics allows you to choose what YOU think is right for your class.
I do the nifty-fifty, word wall and making words every week. I also do guess the covered word, rivet, and a few other activities as I see fit. I actually only do it 2-3 times a week for a half hour, as it works better for my schedule that way. We have a SUPER disjoined schedule as well, and 3 days a week have 2 specials, and 2 days a week have 1. I just have to make the time work when I can. I was looking at your schedule and though 3 days for 15 minutes might be as much as you could do. If you don't have morning meeting, try for 5 days a week.
I do some other activities like Timothy Rasinki's Word Ladders, which my kids beg for. Today they asked me for a challenge packet to do on their own time. I do a lot of work with latin and greek roots and some other things that are not from the 4 blocks as well. I mix it up and have not followed it 100% by the book.
On 4/27/08, Steph/4/TX wrote: > Thanks! To answer your questions, yes they do have recess but > it's during the time they are already out of the room. I didn't > do a morning meeting this year, but have wished I did on many > occasions. I just don't know how to fit it all in. With them > having 2 pull-out classes instead of just one, coupled with the > fact that we have 3 TAKS tests in 4th grade (writing, reading > and math), I feel like I don't have time to do anything! It's > really frustrating! > > As for the WWW block, you only do 15 min 3 times a week? What do > you do during that time? I know once the books I ordered get > here, many of my questions will be answered, but I'm not a > patient person! :) Do you do Nifty Thrifty 50, Brand Name > Phonics, making words, or something else? All three of these > look fabulous, but I just don't know if you are supposed to do > ALL of them, or a combination of 2, or just one. It seems like > they all have components that are important, and that are not > present in the others. Again, I just don't know how to fit it > all in. > > On 4/27/08, JJ wrote: >> Here is a scheduling idea, and a bit based on what I do: >> >> 7:50-8:00- arrival activity (putting things away, attendance, > lunch count and I do >> geography question of the day) at Lakeshore I bought a set of > US maps in a tablet >> and laminated them, and also bought enough posters of the > world map to have >> every 2 kids share one. I laminated those, and they have a > geography question a >> day and use the maps. This also allows for a bit of social > interaction first thing in >> the morning. This also could be social studies.) >> >> 8:00-8:30 SSR and conferences >> 8:30-:45 Working with words >> 8:45-9:50 Guided reading, novel studies (Also counts as part > of social studies so >> it's longer than the normal guided reading block. You might > do your ss text book >> at this time as well if you have one.) Writing could also > take place at this time >> frequently, as they will have responses in their social > studies and probably papers >> to write as well. >> >> 12:15-1:45 Math >> 1:45-2:15 Writing block >> 2:15- 2:45 Science (this may also count as some of the guided > reading and writing >> depending on what sorts of materials you have in science (text > books or science >> kits.) >> 2:45-3:00 clean up, dismissal, go over hw etc. >> >> This is a jam-packed day... do your kids have recess? Do you > do a morning >> meeting? All of those things will interfere with the schedule! > I would only do www >> 3 days a week in 4th grade, and maybe on Monday and Friday use > the 15 minutes >> for a morning meeting, which I think is important at that age, > just to do >> community building and problem solving. I think you shouldn't > worry about >> scheduling quite so much because they will be applying their > learning in reading >> and writing in social studies and science so it is more > integrated. >> >> >> >>> On 4/27/08, Steph/4/TX wrote: >>>> I have a very short amount of time with my kids because I >>>> teach in a magnet school where they go to 2 expressive arts >>>> classes a day instead of just one specials class like most >>>> do. So here is how my schedule for next year looks: >>>> >>>> 7:50-9:50 In class with me >>>> 9:50-12:15 Gone to expressive arts classes/lunch >>>> 12:15-3:00 In class with me >>>> >>>> That's pretty close anyway. So, considering I have to teach >>>> 90 min of math, and fit in science and SS, how should I >>>> schedule my time? >>>> >>>> Thanks! >>>> Stephanie :) >>
On 3/25/08, HBK wrote:
> I am currently the only one in my school doing 4 blocks. I
> use it along side our reading program... or rather, I use
> the reading program within 4 blocks. My class has made
> tremendous gains, and I have seen it consistently in the
> last two years that I have used ...See More