I am a second grade teacher, responsible for administering the ORF portion of Dibels. It bothers me that some seem to think this is the best thng since sliced bread! It bothers me when individual progress is not recognized because a student has not moved out of the intensive group...even though that student's 'words read per minute' has drastically increased. It bothers me when I am asked to lower a child's overall report card reading grade because his ORF score is categorized as intensive or at risk. He may read slow, but I have to take all things into consideration, not just a red line on a bar graph. Right now, I'm just bothered!
does anyone know how I could get information regarding training in Wisconsin for building blocks? Also, if this is not possible, will following the month by month book be the best route to go to create a building blocks classroom? Thanks
Hey! Loved the Month by month for kinder, but I do have a question. We are expected to start GR groups early on....The Month by Month doesn't address GR groups. Please let me know when you start this or do you?
On 4/11/07, mcolella wrote: > When using Building Blocks, do you teach strictly with themes or > do you follow the suggestions in the books and pull the months > together through their suggestions in the Month by Month book or > do you just pick whatever you want and have no set connection as > far as a theme goes? I guess I am trying to make myself happy > with my teaching and also make my co-workers happy, but I'm > starting to think I am going to have to do my own thing and go > strictly with BB. > > On 4/09/07, kteacher271 wrote: >> I'm from OK, so I don't know about training that's available >> in WI. But, I can tell you that the month-by-month book is >> an awesome resource! It seems like it starts off a little >> slow, and it can be a little frustrating at the beginning. I >> know at first it seemed like I wasn't doing enough with >> them. But, you have to keep in mind that you are spending >> the first half of the year laying the foundation for the >> second half of the year. If you follow what they say to do, >> by the time you really start pressing forward second >> semester, they have the basic skills they need to be able to >> really take off! You will be amazed with their progress by >> the end of the year! >> >> I will also say that I have all of the BB books, and read >> them all over an dover again. I have found that using all of >> the books together gives me a better overall picture of what >> I should be doing than just using the month-by-month book by >> itself. For example, the Teacher's Guide to Building Blocks >> gives a little more information about each specific area of >> instruction. The Shared Reading with Big Books really >> details how to do shared reading over a five-day period. The >> Predicatble Charts and Interactive Charts books give a lot >> of ideas for using those two activities in your classroom. I >> have just found that if I am unsure of something I read >> about in the month-by-month book, I can go to one of the >> other books I have and usually find what I am looking for. >> >> HTH! >> Stephanie
I know you posted this awhile back, but I've been out of commission for awhile! BB doesn't include GR groups, and even in 4 blocks, they are much different than F&P GR groups. However, I too am at a school where we are expected to do GR. I start pulling small groups of kids who need to work on the same skills/levels as soon as my literacy corners are up and running. But, I don't start doing actual GR with them until they are ready for it. Some are ready day 1, some aren't ready at all in Kinder. You just have to base that on your kiddos. For the ones who aren't ready for GR, I work on phonemic awareness, concepts of print, and letter recognition.
On 7/18/07, Laurie wrote: > Hey! Loved the Month by month for kinder, but I do have a > question. We are expected to start GR groups early on....The > Month by Month doesn't address GR groups. Please let me know > when you start this or do you? > > > > > > > > > On 4/11/07, mcolella wrote: >> When using Building Blocks, do you teach strictly with themes > or >> do you follow the suggestions in the books and pull the months >> together through their suggestions in the Month by Month book > or >> do you just pick whatever you want and have no set connection > as >> far as a theme goes? I guess I am trying to make myself happy >> with my teaching and also make my co-workers happy, but I'm >> starting to think I am going to have to do my own thing and go >> strictly with BB. >> >> On 4/09/07, kteacher271 wrote: >>> I'm from OK, so I don't know about training that's available >>> in WI. But, I can tell you that the month-by-month book is >>> an awesome resource! It seems like it starts off a little >>> slow, and it can be a little frustrating at the beginning. I >>> know at first it seemed like I wasn't doing enough with >>> them. But, you have to keep in mind that you are spending >>> the first half of the year laying the foundation for the >>> second half of the year. If you follow what they say to do, >>> by the time you really start pressing forward second >>> semester, they have the basic skills they need to be able to >>> really take off! You will be amazed with their progress by >>> the end of the year! >>> >>> I will also say that I have all of the BB books, and read >>> them all over an dover again. I have found that using all of >>> the books together gives me a better overall picture of what >>> I should be doing than just using the month-by-month book by >>> itself. For example, the Teacher's Guide to Building Blocks >>> gives a little more information about each specific area of >>> instruction. The Shared Reading with Big Books really >>> details how to do shared reading over a five-day period. The >>> Predicatble Charts and Interactive Charts books give a lot >>> of ideas for using those two activities in your classroom. I >>> have just found that if I am unsure of something I read >>> about in the month-by-month book, I can go to one of the >>> other books I have and usually find what I am looking for. >>> >>> HTH! >>> Stephanie
Ok, I think I am beginning to understand the functions in a Building Blocks classroom. I purchased the BB teacher's planning book. Does a typical day in a BB classroom pretty much follow this same schedule with the exception of specials being scheduled in various areas, i.e. gym, music, art etc? I guess I thought following BB would be so much more work. Seems very consistant on a daily basis with the addition of journal writing toward the middle of the year. Am I correct? I like what I see in the book.
1. That depends on where the kids are. Sometimes we are working on a specific letter most of them need to work on. Sometimes we are working with their names. Sometimes, many letters together at one time. Sometimes word building/word families. It all depends on the group I have and what they need. 2. I don't do separate science/SS lessons. I integrate it into all of my literacy components, with adjustments to the schedule for whole group experiences when needed. 3.Literacy Centers...I don't do developmental centers anymore, but my literacy centers are very devel appropriate to give them the same creative outlet 4. yes, during lit. centers
On 7/18/07, LovinK wrote: > I saw your schedule and I have questions > 1. your Letter and Word Work time-15 min. What do you do > during this time? > 2. Do you have Science/Social STudies? or do you tie it in > with your Shared REading/Writing?? > 3. Centers? Are they Dev. Centers or Literacy Centers? > 4. Do you have Guided Reading with leveled groups at any time? > > > > On 4/23/07, kteacher271 wrote: >> Here's a link to my daily schedule. >> >> Stephanie
On 7/18/07, LovinK wrote: > I saw your schedule and I have questions > 1. your Letter and Word Work time-15 min. What do you do > during this time? > 2. Do you have Science/Social STudies? or do you tie it in > with your Shared REading/Writing?? > 3. Centers? Are they Dev. Centers or Literacy Centers? > 4. Do you have Guided Reading with leveled groups at any time? > > I would just add that you should begin journal writing as soon as possible--a la Kidwriting. When BB first came out, Kidwriting hadn't been discovered and it's a very child-friendly way to teach writing....but no reason not to begin right away.
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I absolutely loved 4blocks when I taught 2nd and 3rd. I am now teaching K and I want to use Building Blocks as my framework. I have the books and think I can make it work. No letter of the week if the hardest for me. How do I begin?
Yes, I did all of this whole group. I did my small groups during station rotation time. In all honesty...I pulled one kiddo at a time and did reading that way during stations. I got to about 6 kids a day this way. I read their little book with them with a teaching point and gave them a new book all in a few minutes. Things have changed so much in kinder!! I don't think there is any one way that works best. I just know my kids could read and write when they left k. Laurie
On 9/06/07, LovinK wrote: > Thanks, Laurie. Do you do all this whole group? Then how do you have > small/flexible reading groups during the week? Fitting it in is one > question, and what do the others do without you there to answer their > every question, look at their every pencil mark, etc. Our system has > basically told us we have to have small reading groups, and soon. We have > to write in our plans what groups we teach, what we teach, and then have > anecdotal records for such. I have to cut something, so I thought the > paperwork could go, no problem, and I liked your idea of a 15 min. letter > focus lesson that you mentioned in another post. But how to manage. Yes, I > have read Daily 5, as well as No More Letter of the Week. And I did a > little bit last year, I still had issues with the noise level, loss of > folder game pieces, etc. Any advice? > > > On 9/05/07, Laurie wrote: >> On 9/04/07, LovinK wrote: >>>I did a sound Bag every week for each new letter/sound. I made a sound >> bag of my own to share. I used a pillow case and put lots of cool things >> in it. Then they had photo pics of that letter(Reading a-z)or use >> whatever you have. They cut the pics apart and added to their sound >> bags. They could bring 1 to 5 items to share any day during that week. >> Each child shared only once. I used brown lunch sacks with the uc and lc >> letter on the front. Each child had a letter book for that letter. We >> read it each day (Reading a-z) alphabet books. Pics are photos. We >> tracked and circled the special letter every time it appeared in the >> book. They took them home on Fridays. I made a circle map for each >> special letter every week. We brainstormed things that began with the >> sound and I recorded on the circle map. The letter goes inside a small >> circle with a big circle around it. I read special books for the >> letter...Ex: Aa books about ants, apples, alligators..this ties in >> science and ss. I taught the formation for each letter and they >> practiced on white boards or on folded manila paper. I played a game we >> called Hide the Letter....Put pic. cards of things beginning with the >> letter on a pocket chart. I put the words under each pic. I took a dye? >> cut letter A and the kids closed their eyes as I hid it behind one of >> the pics. They had to guess by saying...Is the A behind the ant? If not >> the game continues. When a child guesses the right pic...He then gets to >> hide the letter next. Love this!!!! I did it every week. Before we >> started letters, I hid a pecil dye cut behind pics of school >> supplies...I also did this with colors. I found all red things...apple, >> car, etc..Hope this helps a little. Laurie Have Fun! >> >> >> >> >> >> >> >> >> >> Laurie, >>> How much time did you spend each day on your letter focus time? Did >>> you do worksheets for each letter (color the pictures that start with >>> the letter m)? Did you have a "group" or one on one where they would >>> identify pictures instead of color? I want to get away from so many >>> worksheets. I had even thought of sending them home to let parents >>> work with their child on the concepts rather than take up time in >>> class. And parents like worksheets, and should be able to help their >>> child in this way, rather than simply asking questions (go figure). >>> Anyway, I am working on changing my way of teaching right into the >>> third week of school. I just need to know what I want to do with >>> varied abilities in my class-very much wide spread this year, more so >>> than ever!!!! I don't want to bore the brighter ones, but they may be >>> able to identify a given letter, but not write it correctly or even >>> know its beg. sound! So I feel a need to have a letter focus, but not >>> do all the hoopla of worksheets. What type of hands on activities do >>> you do instead of worksheets? ANy advice at this time would be >>> greatly appreciated! >>>
On 7/05/07, LovinK wrote: > I absolutely loved 4blocks when I taught 2nd and 3rd. I am > now teaching K and I want to use Building Blocks as my > framework. I have the books and think I can make it work. > No letter of the week if the hardest for me. How do I > begin?
I think you are underestimating the value of the Student of the Day routine where you pick a student, write their name on a sentence strip, cut it apart, give the child a choice as to whether they want to put it together again or choose an audience member, then put it back together, talking about each letter sound yet again, find and put up words the child has on their clothing, guide the SOTD to make an equation out of what he/she is wearing (2 shoes+ 2 stripes+ 2 barrettes=6), then have everyone go to their tables to write the student of the day's name, their own name, the equation and maybe one or two of the words they had on their clothing. That whole routine is THE most valuable time for teaching letters/sounds. Children are totally focused because it's about their classmate or themselves and it's a meaningful context for them. The only place I have a focus letter is in my Write the Room activity where they search for whatever letter I give them or letter chunks, word families, etc. as the year goes on. You will be amazed at how much they learn and even more amazed at the opportunities that each child's name allows you to talk about regarding letters/sounds/words/grammar.
Hey! Loved the Month by month for kinder, but I do have a
question. We are expected to start GR groups early on....The
Month by Month doesn't address GR groups. Please let me know
when you start this or do you?
On 4/11/07, mcolella wrote:
> When using Building Blocks, do you teach strictly with ...See More