Help! This summer I am to work with the third grade teacher during a Reading First Summer School. There will be 9 second graders in my room and 9 third graders in her room. We are to share Morning Message, Word Wall, On the Back and Making Words before breaking off into our separate groups.
They have changed the format for this year and are using this combined combination for 2nd and 3rd. They gave us some suggestions for Making Words and I think it will be a bit hard for the second graders that I will be serving.
For instance: in my second grade room currently, I might choose to do MW with "children". The next to the last word might be "child". Another example might be: "reporter" and the next to the last word might be "report".
However, they are suggesting that I use words like "telescope" with "scope" maybe the fifth word from the end. Or better yet, "hurricane" with the next to the last word as being "rancher". Now, if we were using this during the school year, then I would use it with my weather unit, but this Summer School is for struggling second graders that would benefit from a little extra push, so that they don't loose so much over the summer.
Our theme for the 13 days will be animals. I will be making several nonfiction selections to set the "stage" for this program.
What am I missing?
Thanks for any quick insight you might want to share.
On 6/05/07, KathyB2ndIA wrote: > Help! > This summer I am to work with the third grade teacher > during a Reading First Summer School. There will be 9 > second graders in my room and 9 third graders in her > room. We are to share Morning Message, Word Wall, On the > Back and Making Words before breaking off into our > separate groups. > > They have changed the format for this year and are using > this combined combination for 2nd and 3rd. They gave us > some suggestions for Making Words and I think it will be a > bit hard for the second graders that I will be serving. > > For instance: in my second grade room currently, I might > choose to do MW with "children". The next to the last > word might be "child". Another example might be: > "reporter" and the next to the last word might be "report". > > However, they are suggesting that I use words > like "telescope" with "scope" maybe the fifth word from > the end. Or better yet, "hurricane" with the next to the > last word as being "rancher". Now, if we were using this > during the school year, then I would use it with my > weather unit, but this Summer School is for struggling > second graders that would benefit from a little extra > push, so that they don't loose so much over the summer. > > Our theme for the 13 days will be animals. I will be > making several nonfiction selections to set the "stage" > for this program. > > What am I missing? > > Thanks for any quick insight you might want to share. > > KathyB
Not quick enough for you maybe, but my thinking is you might want to consider either Systematic Sequential Phonics or Prefixes and Suffixes with these students, rather than the traditional Making Words lessons featured in those books or Month by Month.
To third grade teachers using MW: What source do you use for MW, which seem to really work with lower third graders? Maybe in a classroom of 24 third graders, then it isn't as much of a problem. For WW, OTB and MW the two classrooms will be working together before splitting into our separate rooms. There should be 16-18 students; half third graders (going into 4th)and half second graders (going into 3rd).
Brad, so glad to get any type of response. I LOVE Systematic Sequential Phonics for Making Word lessons. Our district "requires" Word Walls, On the Back, and Making Words in their K-3 Reading First classrooms.
No problem, as I have loved WW, OTB and MW, since I observed in two Four Block classrooms about 8 years ago or so.
I preferred SSP over MxM for 1st and when we looped to 2nd, then I just continued to use SSP for MW. Once in awhile we would use Wordles to make-up our own, but it would follow the same sort patterns found in SSP.
We had to supply some of our own transfer words, as we are required to do two reading and two writing.
Our second graders were very happy. The mystery word was not so hard that they couldn't get hints, but hard enough that it left some mystery.
Now, remember I will be teaching second graders that are "on the bubble" for Reading First Summer School. Most probably got 1 frustration on the BRI with the other two categories getting a low instructional score. This program isn't meant for those getting two or three frustration scores.
Since it is the three weeks right before school starts, then it will be a boost for these struggling readers. My second graders will be going into a third grade classroom in the Fall.
The NEW focus for these 3 weeks was to reinforce the results of the PAT. We will give the PAT about six weeks into the school year, then again in the spring. However, the only score that COUNTS is the fall score.
Supposedly, we were to work on the following in WW, OTB and MW: syllables compounds consonant digraphs consonat blends vowel digraphs r-controlled vowels dipthongs
I love the idea of prefixes and suffixes, but that isn't tested on the PAT for second grade, so that's why it isn't listed above.
I am seeing this as a VERY DIFFICULT task for the 3 weeks. The other two classes were given 20 MW selections that were very similar to those that second graders used this year. They shouldn't have much trouble.
I think I need to go back in the make-up of the program: 4 teachers that have been trained by Reading First this year 36 students = 7-9 third graders, 13-5 second graders, 13-15 first graders
The teacher for the first graders will work with the teacher for the split class of first and second graders. I will be with the other second graders and working with the teacher for the third graders (going into fourth grade).
We are the only school allowed to have four teachers. Also, we are the largest population-wise, too.
I am going on vacation the two weeks JUST BEFORE the summer school starts, so I am putting my lessons together NOW. I have time to look for better answers, but I need more direction. Thanks for giving me some things to think about.
On 6/10/07, brad wrote: > On 6/05/07, KathyB2ndIA wrote: >> Help! >> This summer I am to work with the third grade teacher >> during a Reading First Summer School. There will be 9 >> second graders in my room and 9 third graders in her >> room. We are to share Morning Message, Word Wall, On the >> Back and Making Words before breaking off into our >> separate groups. >> >> They have changed the format for this year and are using >> this combined combination for 2nd and 3rd. They gave us >> some suggestions for Making Words and I think it will be a >> bit hard for the second graders that I will be serving. >> >> For instance: in my second grade room currently, I might >> choose to do MW with "children". The next to the last >> word might be "child". Another example might be: >> "reporter" and the next to the last word might be "report". >> >> However, they are suggesting that I use words >> like "telescope" with "scope" maybe the fifth word from >> the end. Or better yet, "hurricane" with the next to the >> last word as being "rancher". Now, if we were using this >> during the school year, then I would use it with my >> weather unit, but this Summer School is for struggling >> second graders that would benefit from a little extra >> push, so that they don't loose so much over the summer. >> >> Our theme for the 13 days will be animals. I will be >> making several nonfiction selections to set the "stage" >> for this program. >> >> What am I missing? >> >> Thanks for any quick insight you might want to share. >> >> KathyB > > > Not quick enough for you maybe, but my thinking is you might > want to consider either Systematic Sequential Phonics or > Prefixes and Suffixes with these students, rather than the > traditional Making Words lessons featured in those books or > Month by Month. > > brad
I have used Four Blocks in my 3rd grade classroom for the last couple of years so I'm familiar with the format. Next year I'm moving to 4th grade. In looking for resources on Big Blocks, I discovered 2 different books: Modifying the Four Blocks for Upper Grades and The Teacher's Guide to Big Blocks. Which would be a better resource for me? What's the difference between these two books (I've only shopped online so far, not actually looked through either book)?
In addition, would I be better off with the Month by Month Phonics book for 4th grade or the Prefixes and Suffixes book?
> My humble opinion is that you will want The Teacher's Guide > to the Big Blocks. There is new thinking in that book that > you will want to incorporate since the publication > of "Modifying." > > With that being said, in a fourth grade, you will want to > decide if you need to use a Four Blocks or Big Blocks > model. If the majority of your class is reading on a third > grade level upon entry, you will want to go with Big > Blocks. (Hopefully entering fourth, they will, but I taught > in a building where I'm sure this wasn't always the case). > If most of the class is still reading at below third grade, > you will want to revert to a Four Blocks format until you > get there. > > AS for Working with Words, you will want to buy the NEW > Phonics and Vocabulary for Fourth Grade. Good stuff and new > thinking in there. Prefixes and Suffixes is designed as an > intervention program for those needing assistance; the > lessons are not multi-level. You do not want to risk boring > students who don't need it. They are also "scripted" > lessons (although you certainly don't have to do the script) > so that a tutor, aide, or volunteer could deliver it with > little assistance. > > brad
Brad,
Thank you for your advice. I'm fortunate that I already know my class because my current class is moving to 4th with me. The majority of my students read at or above grade level so I will go with the Big Blocks guide and skip the prefixes and suffixes book for now. One last question for you: Does the new Phonics and Vocabulary book replace the Month by Month Phonics? It is my understanding that I wouldn't need both; just wanted to double check.
On 6/10/07, ILteach wrote: >> My humble opinion is that you will want The Teacher's Guide >> to the Big Blocks. There is new thinking in that book that >> you will want to incorporate since the publication >> of "Modifying." >> >> With that being said, in a fourth grade, you will want to >> decide if you need to use a Four Blocks or Big Blocks >> model. If the majority of your class is reading on a third >> grade level upon entry, you will want to go with Big >> Blocks. (Hopefully entering fourth, they will, but I taught >> in a building where I'm sure this wasn't always the case). >> If most of the class is still reading at below third grade, >> you will want to revert to a Four Blocks format until you >> get there. >> >> AS for Working with Words, you will want to buy the NEW >> Phonics and Vocabulary for Fourth Grade. Good stuff and new >> thinking in there. Prefixes and Suffixes is designed as an >> intervention program for those needing assistance; the >> lessons are not multi-level. You do not want to risk boring >> students who don't need it. They are also "scripted" >> lessons (although you certainly don't have to do the script) >> so that a tutor, aide, or volunteer could deliver it with >> little assistance. >> >> brad > > > Brad, > > Thank you for your advice. I'm fortunate that I already know > my class because my current class is moving to 4th with me. > The majority of my students read at or above grade level so I > will go with the Big Blocks guide and skip the prefixes and > suffixes book for now. One last question for you: Does the new > Phonics and Vocabulary book replace the Month by Month > Phonics? It is my understanding that I wouldn't need both; > just wanted to double check. > > Thanks again!
I know this was intended for Brad, but I thought I might mention that the older month-by-month book has more reproducibles than the newer version. I am new to 4 blocks and am wanting to implement the working with words section in my 4th grade class this year. I purchased the older version a few months ago and then learned about the newer one coming out. After reading the older one and most of the new one, I think I'll use some from both. Like I said the older one has the portable wordwalls already made for you and a couple of other things I think of off hand that I think would be useful. Just my two cents though. :)
I am currently reading Modifying the Four Blocks for Upper Grades. I really like what I am reading and I can easily incorporate what I am currently doing
I plan to do the following units based on state GLCEs (fortunately very similar for the two grades)
Some will be covered through novels and some through short stories. Grouping will be by ability as opposed to grade level.
Although I have been teaching for more years than probably some of you are old, this is the first time I will have a combined grade. I will have approx 90 min daily for Lit/Lang Arts together and 30 minutes where they will work independently while I teach SS to the other grade. (SS is a state tested subject so they need to be taught separately)
I am not concerned about my ability to o this - I am pretty flexible. But i would welcome any suggestions you may have.
> Wig, > > Just keep posting back with more questions and we are willing to > help. I'm thinking if you read the scheduling section of the > Big Blocks book, you won't have as much troubles solving the > timing issue. There are many ways that you can work out a two- > hour block of time to accomodate the four blocks and SS in an > upper-grade setting. (Although another 15-30 minutes would be > ideal ;-) > > > brad
Thanks. I am sure I will once I get start reading it all and not just parts of it. I did look at the schedules and it does seem pretty doable. It does not appear to be too difficult a switch to make. This is "one old dog that enjoys learning new tricks." The extra 15/30 minutes will not happen, but we all have to work within the time frames we are given. At least I don't have to squeeze everything into a 45/50 minute time frame like some middle schools do.
I taught a 5/6 split for 2 years. My low students were the 6th graders. Do you have any say on who you will get for the split? It helps to have low six and you can generally re-teach math, and throw in the extra stuff on a case-by-case basis.
Feel free to email me and I can share the SS,Math,Science I came up with. My 6th grade split had Language Arts with a full 6th class. Can you arrange for this?
Good luck. I felt like a ping pong teaching a split. The students did get to mummify a chicken, so they had a good time...
Francie Los Angeles
On 6/10/07, wig wrote: > I am currently reading Modifying the Four Blocks for > Upper Grades. I really like what I am reading and I can > easily incorporate what I am currently doing > > I plan to do the following units based on state GLCEs > (fortunately very similar for the two grades) > > Realistic fiction/Story elements Informational Reading > Historical fiction Tall tales/Myths/Legends Poetry > Fantasy/Science Fiction/Mysteries > > Some will be covered through novels and some through short > stories. Grouping will be by ability as opposed to grade > level. > > Although I have been teaching for more years than probably > some of you are old, this is the first time I will have a > combined grade. I will have approx 90 min daily for > Lit/Lang Arts together and 30 minutes where they will work > independently while I teach SS to the other grade. (SS is a > state tested subject so they need to be taught separately) > > I am not concerned about my ability to o this - I am pretty > flexible. But i would welcome any suggestions you may have.
I'm moving back to 3rd grade and 4 Blocks after a few years in middle school. I love 4B and have quite a few resources (Teacher's Guide, Guided Reading, Month-by-Month Phonics, Writing Mini-lessons, several Making Words, the new Book Clubs book). I see several others on the Carson- Dellosa site that I don't have. Of course, I want them all, but I'd like your opinion so I can prioritize.
These are the books I am considering:
1. Using Lit. to Enhance Reading. 2. Integrating Reading, Writing, and Words... 3. Writing the 4B Way 4. Prefixes and Suffixes book. (This seems so familiar, like I might have it or maybe I have just seen it a lot in the local school aids store.)
On 6/19/07, Carole/3rd/LA wrote: > I'm moving back to 3rd grade and 4 Blocks after a few > years in middle school. I love 4B and have quite a few > resources (Teacher's Guide, Guided Reading, Month-by-Month > Phonics, Writing Mini-lessons, several Making Words, the > new Book Clubs book). I see several others on the Carson- > Dellosa site that I don't have. Of course, I want them > all, but I'd like your opinion so I can prioritize. > > These are the books I am considering: > > 1. Using Lit. to Enhance Reading. > 2. Integrating Reading, Writing, and Words... > 3. Writing the 4B Way > 4. Prefixes and Suffixes book. (This seems so familiar, > like I might have it or maybe I have just seen it a lot in > the local school aids store.) > > Give me your honest opinions! > Thanks! Girl-Blah, blah, blah...I think you need an island vacation and a trip to the east coast before the 2007-2008 school year gets underway. Love ya-bb
I know I saw a list of guided reading mini-lessons for 2nd grade somewhere. It was a very comprehensive list- starting with the beginning of the year and progressing. I have done a search for it, but I can't find the one I'm looking for. Can anyone help? Thanks!!
jamesOn 6/26/07, Allie wrote: > I know I saw a list of guided reading mini-lessons for 2nd > grade somewhere. It was a very comprehensive list- starting > with the beginning of the year and progressing. I have done > a search for it, but I can't find the one I'm looking for. > Can anyone help? > Thanks!!
I am working on spelling activities for my Words block so that I have a systematic "spelling book" to use instead of the traditional speller used at school. Which is the best site to use for developing meaningful activities for homework, reinforcement, etc.? This won't take the place of my lessons but will have a more traditional look and feel for parents, administration, etc. I'm willing to pay, but I want to be sure I find a site that's worth it.
Cincinnati will host the Ohio Council of the International Reading Association conference October 5th and 6th at the Schiff Conference Center at Xavier. Go to [link removed]!
I've been reading a lot about 4 blocks today, and I'm going to implement it in my 4th grade class next year! Can someone give me some advice on the Working with Words segement? What is the schedule for the 30 minute time period - what all should I focus on?
Another problem is that I will only have a 90 minute period for reading/writing! What should I do??
I will be teaching a 4/5 class this year, and am interested in using Making Big Words in the class instead of a more traditional spelling approach. However, I am expected to have a spelling test and wondered the best approach to take.
I don't really like standing at the front reciting a list of words. I used to use poetry for spelling and choose words from the poems. On Fridays, we had a close test with the spelling words missing from the poem. But since I am teaching an older class, I want to try something a little different.
I am thinking of creating some sort of close for this year as well, but am not sure how to approach it. One friend suggested a paragraph with the spelling words misspelled.
I'm moving to 4th grade this year and on the advice of others here (thanks, Brad!) I've read The Teacher's Guide to Big Blocks. Now I have a question for those teachers that have been using the Big Blocks format in their classrooms...do you use the notebooks (binders) as described in the book? I've love the idea of them, but would like to hear from those that are already using them. Any tips, advice, suggestions? Have you modified the idea in a way that makes it work better? Do the kids take them home or always leave them at school? TIA! I'm looking forward to your responses.
On 6/05/07, KathyB2ndIA wrote:
> Help!
> This summer I am to work with the third grade teacher
> during a Reading First Summer School. There will be 9
> second graders in my room and 9 third graders in her
> room. We are to share Morning Message, Word Wall, On the
> Back and Making W...See More