I was a "Four Blocker" when I taught Second Grade, but I found it difficult to do so when I moved to First last year. I had such a range of reading levels that I had to incorporate small guided reading groups....I continued to have a Writing WOrkshop, Working With WOrds and SSR block, but the Guided Reading Block was the most difficult for me to do in the traditional Four Block way. I felt that for 20 minutes a day, children needed to read at their instructional reading level with children of similar abilities. I tried to incorporate 3 ring circus, etc. during many other reading activities throughout the day (content areas, etc.)
I also incorporated literacy centers OUTSIDE the 4 blocks because I found it impossible to teach a small group while children are in centers. These literacy centers actually worked out well as it gave the children time to work in mixed ability groups (listening center, overhead projector, read the room, sight word bingo, etc.), move around the room, provided multisensory activities, etc.
BUT how, please tell me how a First Grade Teacher who believes in the Four Block Framework "does" GUided Reading and meets everyone's needs by NOT meeting with small groups.
On 9/04/07, Jeanne wrote: > Hi Paula, > > I've been teaching 4B in first grade for 8 years now. I've never used small, > leveled reading groups. Most years I have a huge span of abilities, for instance > last year, in Sept., I had children reading on DRA levels 28, 20, 16, 10, 8, and > many below those levels. It's amazing to watch everyone grow in leaps and > bounds with this framework. If you follow the GR block and not worry about > children reading on their levels, you'll find that they will move forward in > reading abilities at their own pace, and it'll usually be faster than the pace we'd > set for them in small leveled groups. Partner reading is such a powerful thing! > Children will learn more from each other sometimes. It's important as teachers > to know when to stand back and give them more space. Instill a love of learning > and reading, model strategies, spark their flame, and watch them grow. Try it! > > On 8/24/07, Paula wrote: >> I was a "Four Blocker" when I taught Second Grade, but I >> found it difficult to do so when I moved to First last >> year. I had such a range of reading levels that I had to >> incorporate small guided reading groups....I continued to >> have a Writing WOrkshop, Working With WOrds and SSR block, >> but the Guided Reading Block was the most difficult for me >> to do in the traditional Four Block way. I felt that for >> 20 minutes a day, children needed to read at their >> instructional reading level with children of similar >> abilities. I tried to incorporate 3 ring circus, etc. >> during many other reading activities throughout the day >> (content areas, etc.) >> >> I also incorporated literacy centers OUTSIDE the 4 blocks >> because I found it impossible to teach a small group while >> children are in centers. These literacy centers actually >> worked out well as it gave the children time to work in >> mixed ability groups (listening center, overhead projector, >> read the room, sight word bingo, etc.), move around the >> room, provided multisensory activities, etc. >> >> BUT how, please tell me how a First Grade Teacher who >> believes in the Four Block Framework "does" GUided Reading >> and meets everyone's needs by NOT meeting with small groups.
I appreciate you getting backing to me as I was wondering if anyone out there was a First Grade teacher. I totally agree that partner reading can be very powerful....I'm still not sure if I'm ready to give up my small guided reading groups....being that they only take up 1/2 hour. I'm lucky this year because I teach an inclusion class and have a full time assistant and a special ed push in.....so I can have three groups going on simultaneously. Thanks again for responding, I'm hoping to hear from others as well.
Ok, everyone is gearing up for the new year and many of us are already back and sweating!
What is on everyone's agenda to do "just a little bit better" for the new school year? What are some 4B things you've never done or just dabbled in and want to try more? (Like Book Clubs and Three Ring Circus).
Just as important, what mandates are being handed down that is making it more difficult for you to do this model? (Thanks Dawn and Ace for your thread on daily PE!)
> Curious how you're dividing the Words block into 15 and 15, > jeanne...are you doing Word Wall and On the Back in first 15 > and then some other activity from Phonics they Use in the > other 15? Doesn't the activity take a bit longer than 15 > minutes? I know a lot of teachers have trouble getting Making > Words or Using Words they Know down to 20, let alone 15! > > Pull-outs stink, but I'm glad you're having a push-in. When > students are pulled out, I always find out what they are > getting "down there." If they are getting word work, then > usually I make sure that's when I'm doing Word Wall in my > classroom. If they are getting comprehension skills "down > there," then I see that they're pulled out during GR. That > way they're not really "missing" anything. It may not be > best, but pull-out's are not really best anyway. How are you > working it? > > brad Hi Brad,
Yes, I'll be doing the word wall practice and the OTB in the first 15 min., then in the 2nd 15 min. I'll do GTCW or making words or another activity. I have no trouble fitting making words into a 15 min. time frame. One day we'll do the making words, and the second day we'll do the sorting. I keep the lesson quick paced, as Pat Cunningham suggests.
In the pull out time, I vary between SSR and Writing Workshop. GR is so powerful that I simply cannot let anyone out of the room at that time, even if the pull out students are doing small reading groups with title one. I want them to be challenged, and to learn reading strategies and to be assisted by their peers. Basically I want them to be able to find their wings for reading, which happens when they realize that they CAN read. I'm most definitely not a fan of small leveled reading groups. I feel that they are prohibitive, and that teachers tend to move students along in small little increments, when sometimes students are ready to leap ahead. And although teachers deny that they group by ability, grouping by level is just about the same.
On 9/08/07, Jeanne wrote: >> Curious how you're dividing the Words block into 15 and 15, >> jeanne...are you doing Word Wall and On the Back in first 15 >> and then some other activity from Phonics they Use in the >> other 15? Doesn't the activity take a bit longer than 15 >> minutes? I know a lot of teachers have trouble getting Making >> Words or Using Words they Know down to 20, let alone 15! >> >> Pull-outs stink, but I'm glad you're having a push-in. When >> students are pulled out, I always find out what they are >> getting "down there." If they are getting word work, then >> usually I make sure that's when I'm doing Word Wall in my >> classroom. If they are getting comprehension skills "down >> there," then I see that they're pulled out during GR. That >> way they're not really "missing" anything. It may not be >> best, but pull-out's are not really best anyway. How are you >> working it? >> >> brad > Hi Brad, > > Yes, I'll be doing the word wall practice and the OTB in the first 15 min., then in the > 2nd 15 min. I'll do GTCW or making words or another activity. I have no trouble > fitting making words into a 15 min. time frame. One day we'll do the making words, > and the second day we'll do the sorting. I keep the lesson quick paced, as Pat > Cunningham suggests. > > In the pull out time, I vary between SSR and Writing Workshop. GR is so powerful that > I simply cannot let anyone out of the room at that time, even if the pull out students > are doing small reading groups with title one. I want them to be challenged, and to > learn reading strategies and to be assisted by their peers. Basically I want them to be > able to find their wings for reading, which happens when they realize that they CAN > read. I'm most definitely not a fan of small leveled reading groups. I feel that they > are prohibitive, and that teachers tend to move students along in small little > increments, when sometimes students are ready to leap ahead. And although > teachers deny that they group by ability, grouping by level is just about the same. > > Jeanne > > >
You sound like you're really working it, while remaining true to the model, jeanne. THanks for sharing!
I am considering the 4 blocks in my grade 1-8 class (21 students) Any advise? How do you decide the order to do the word wall words? Could we do the working with words as a whole group? How about guided reading? If I do work with smaller groups what should the others be doing?
I teach multiage and last year had 7-10 year olds in my class, so that was a spread, but not like yours. For awhile I was doing the 3rd grade word wall... but they were too easy for most or too hard for some. I ended up doing individual word walls, but on word rings. I followed the same idea, but the kids worked with one another to practice. I did have a word wall, but ended up using it for the youngest or lowest kids, and did the high frequency words instead... focusing on words 1-200 or so.
I did the writing and SSR together, whole group. We had a writing time daily, and I pulled small groups aside for mini-lessons at their level periodically. Sometimes I did a whole class lesson, but they were the general things, like how to overcome writer's block, using an editing checklist (different ones for different levels) and so on. Not every kid got a mini-lesson every day. But we did do LOTS of author chair, which was just as inspiring as any lesson I could do. The younger kids modeled the older kids in their writing style, and we had SO many books published. They were thrilled to see their books published and put in our library. The older kids tended to want to take their home, but that's ok. If they typed it, we just printed extra copies. I did have the journaling daily for about 35-45 minutes regardless, as well as the SSR daily.
For working with words, the older kids did prefix, root suffix, vocab and greek and latin roots, often independently, while the younger kids did [link removed].
During guided reading, I alternated the material. I did not do it daily either. I would do a 3rd grade one week, a 2nd grade another (both grades would read this together.) I would have the older kids do book club groups (4th and 5th grade level.) and they would do guided reading with me when I was not doing guided reading with the other kids. I ended up doing guided reading with one group every week. They were combined, 2/3 and 4/5, but there was some overlap, as I had some older kids who were a little low, and some younger kids who were very high.
I had an extended SSR time to make up for the lack of daily guided reading in the traditional sense. The older kids did response journals and book reports as well to continue to develop their skills. I did guided reading for a short time daily with poems for the younger kids and current events with the older kids, but this was probably only 10 minutes each, each day.
Anyway, I hope this is helpful and you haven't given up on the site! I am still trying to figure the whole thing out. I found it hard to do each of the 4 blocks daily with every child, though they all did take place daily. It was just that I would only meet with some of the groups each week or day. I think it worked well, but am THRILLED to have a closer range in age this year.
On 8/26/07, Vickey wrote: > I am considering the 4 blocks in my grade 1-8 class (21 > students) Any advise? How do you decide the order to do > the word wall words? Could we do the working with words > as a whole group? How about guided reading? If I do work > with smaller groups what should the others be doing?
Has anyone tried using a program called Interwrite or anything with an infocus projector when doing Guess the Covered Word? I have scanned the passages I want to use but can't figure out how to cover the rhyme part of the word...any ideas?
I'm submitting this question again in hopes that someone can help me!!!
On 8/29/07, Robin wrote: > Has anyone tried using a program called Interwrite or > anything with an infocus projector when doing Guess the > Covered Word? I have scanned the passages I want to use > but can't figure out how to cover the rhyme part of the > word...any ideas?
Wow! It seems like we're all asking a lot of questions here, and not getting many answers. I don't know if everyone is busy with the start of the school year or if the board has been down (which I think it was one day), but it's like we're all in a room yelling questions at each other and then everyone stops to look at each other like, Huh?, because we were so busy yelling a question we didn't hear the other persons'! ;-)
Someone has now responded to the first grade question. although I could've answered the question in theory, the truth is, I never used this model in a first grade classroom. (Been in quite a few classrooms that have, though!) I felt the OP on that thread wanted someone with practical experience, and I know many of you have it, so glad someone was able to respond and hope more do.
I am not familiar with InterWrite but it does sound interesting. I've seen people do GTCW with Powerpoint. Maybe if you explain the technology a little more, I can help?
From what I understand of the person in the multiage room, you have first through eighth grades? Gee, as big of a believer as I am in 4B, I'm not sure how to work it with THAT large of an age span. No matter what text you chose for GR or what words you put on the word wall, they are going to be entirely too easy for many or entirely to frustrating for many. I'm not sure why you are in that situation, and I'd love to talk it through, but I'm not sure how this would work on initial thinking. Is the class large?
As far as the NEW fourth and fifth grade Month by Month books, I know they were published earlier this summer. I haven't been to my two local "teacher stores" to see if they are available that way yet, but I'm planning a visit this week to a teacher store, so I can check then. As far as I know, though, it is up on Amazon.
On 9/05/07, brad wrote: > As far as the NEW fourth and fifth grade Month by Month > books, I know they were published earlier this summer. I > haven't been to my two local "teacher stores" to see if > they are available that way yet, but I'm planning a visit > this week to a teacher store, so I can check then. As far > as I know, though, it is up on Amazon. > > brad
I got a copy from Christianbook.com for $16.49--including shipping. See link below. (The 5th grade book is linked at the bottom of the page if you need that one.)
Thank you so much! I now have the attitude, "I CAN DO THIS!" I can't wait to get to school tomorrow! I wish I had known about this place during the summer!
On 9/16/07, Jackie wrote: > I started this last week, but did not do everything. I will keep you posted on how it > goes. > > This week we did whole class making words on Tuesday, then they went and did > their own after the lesson. It took maybe 45 minutes, but should take less time as > the year goes on. (This was new to them, as I'm the only one in the school doing > it.) They took a page home for homework and did that as well. I called it "Mystery > word" and they worked to solve the mystery word. This was from Big Words for Big > Kids. On Wednesday, we did it again, only we did a better word sort, focusing on > word endings/suffixes. I used the homework as an example and made the kids > who solved it keep it a secret until the end. > > On Friday, most kids had still not solved the "mystery word" as I called it, so when > they finished their work, they went back to look for more words. I found it took > two sessions with the making words. They kept their things in a ziplock. By the > end of Friday, MOST kids had found it. > > On 9/15/07, sc wrote: >> How do you manage the word work? THis is my first time >> implementing this. What do you do each day of the week? >> >> Thanks!!!!!!!
Thank you so much Jackie! I can use all the help I can get!!!
On 9/16/07, sc wrote: > On 9/16/07, Jackie wrote: >> I started this last week, but did not do everything. I will keep you posted on how it >> goes. >> >> This week we did whole class making words on Tuesday, then they went and did >> their own after the lesson. It took maybe 45 minutes, but should take less time as >> the year goes on. (This was new to them, as I'm the only one in the school doing >> it.) They took a page home for homework and did that as well. I called it "Mystery >> word" and they worked to solve the mystery word. This was from Big Words for Big >> Kids. On Wednesday, we did it again, only we did a better word sort, focusing on >> word endings/suffixes. I used the homework as an example and made the kids >> who solved it keep it a secret until the end. >> >> On Friday, most kids had still not solved the "mystery word" as I called it, so when >> they finished their work, they went back to look for more words. I found it took >> two sessions with the making words. They kept their things in a ziplock. By the >> end of Friday, MOST kids had found it. >> >> On 9/15/07, sc wrote: >>> How do you manage the word work? THis is my first time >>> implementing this. What do you do each day of the week? >>> >>> Thanks!!!!!!!
Please shed some light on a clear and explicit definition of modeled reading - especially in reference to shared reading. Is modeled reading a part of a shared reading lesson? Is it a separate lesson or can it be done both ways? Also, when doing a modeled reading lesson, do you follow a lesson plan format of before, during and after reading as you would do for shared or guided reading?
I teach reading with chapter books. Currenlty I chose 2 or 3 words per day to focus on in reading. I need help coming up with ways to actively engage my students with the new words. I want them to know the meaning of the words well enough that they could use it in a conversation and have the words stick in their memory. How do I do this?
my school formed a committee to answer questions such as yours. we instituted a school-wide initiative for the study of vocabulary words - literacy and all content areas. the kids discuss the words, and then create their own definitions with illustrations. these are recorded on 4x6 index cards and kept at hand for the kids to use in their writing, as well as for the foundation of word games they invent or that are introduced by the teacher. the basis of our committee work is the book, Building Academic Vocabulary: Teacher's Manual by Robert J. Marzano and Debra J. Pickering. don't give up - our committee met regularly over many months, and the process is ongoing. p.s. check out the vocabulary hat parade idea in the current issue of instructor magazine for a dynamic way to get the whole school involved in learning and using new words. hope this helps. On 9/19/07, t wrote: > I teach reading with chapter books. Currenlty I chose 2 or > 3 words per day to focus on in reading. I need help coming > up with ways to actively engage my students with the new > words. I want them to know the meaning of the words well > enough that they could use it in a conversation and have > the words stick in their memory. How do I do this?
On 9/04/07, Jeanne wrote:
> Hi Paula,
>
> I've been teaching 4B in first grade for 8 years now. I've
never used small,
> leveled reading groups. Most years I have a huge span of
abilities, for instance
> last year, in Sept., I had children reading on DRA levels
28, 20, 16, 10, 8...See More