Transcript Four_Block_Literacy_Model

Patricia Cunningham
Dorothy Hall
Background
• The Four Blocks Literacy Model was developed in 198990 in one first grade classroom.
• The model is now being used in numerous first, second,
and third grade classrooms where students struggle to
read and write.
• Provides a framework for the organization of the
language arts classroom
• Blocks of time are designated to the following areas:
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Guided Reading
Self-Selected Reading
Writing
Working with Words
Four Blocks Literacy Model
• The Four Block Model represents four different
approaches to teaching children to read.
• Daily instruction in all four blocks provides
numerous opportunities for students to learn to
read and write.
• Each block involves using a variety of formats to
make each block as multi-level as possible.
– This provides extra additional support for children
who struggle and challenges for children who catch
on quickly.
• Time management and organization is crucial to
the success of this model.
Guided Reading
• Purposes of this block are to expose students to a wide
range of literature, to teach comprehension strategies,
and to teach students how to read material that becomes
increasingly harder.
• Children are NOT reading on their levels during Guided
Reading every day.
– “On level” reading is provided during Self-Selected Reading.
• Includes:
– Before Reading Phase
– During Reading Phase
– After Reading Phase
Phases of Guided Reading
•
Before Reading Phase
– Building and accessing prior
knowledge
– Making personal connections
– Developing vocabulary essential for
comprehension
– Making predictions
– Setting purposes for their reading
– Starting a graphic organizer or KWL
chart
– Taking a “picture walk”
•
During Reading Phase
– Choral Reading
– Echo Reading
– Shared Reading
– Partner Reading
– Small, flexible groups
– Three-ring circus format
– Book club groups
– Everyone read to…. (ERT)
– Sticky note reading
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After Reading Phase
– Discussing the text/literature
– Connecting new knowledge to
what they knew before
– Following up predictions
– Acting out the story
– Completing the graphic organizer
or KWL chart from the Before
Reading Phase.
The Self-Selected Reading Block
• Often labeled as Reader’s Workshop
• Purpose of this block is to build fluency in reading, to
allow students to read and enjoy books that are “on their
level” and to build confidence in students as readers.
• Teacher reads to students.
• Children read from a variety of books that are on their
level.
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Books related to themes studied in class
Easy and hard library books
Old favorites
Easy predictable books, etc.
• Teacher conferences with students
• Students share what they have read with peers.
The Writing Block
• The purpose of this block is to build fluency in writing, to
apply the writing process, to refine and apply knowledge
of phonics, and to build students’ confidence as writers.
• Carried out in a “Writer’s Workshop fashion”
• Components:
– Mini lesson
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Ten minutes
Teacher “thinks aloud”
Models looking at word wall
Makes mistakes to be fixed using the editing checklist
– Children writing and teacher conferencing
– Sharing
• Author’s chair
Working with Words Block
• Lasts 30 minutes
• Purpose of this block is to ensure that
students read, spell, and use highfrequency words correctly.
• Students should also learn the patterns
necessary for decoding and spelling.
• Two segments:
– Word Wall
– Decoding/Spelling Activity
Work with Words Activities
• Word Wall
– Introduce five Word Wall words each week
– Students should:
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See the words
Say the words
Chant the words (snap, clap, cheer)
Write the words
Trace the words
• Decoding/Spelling Activities
– Making Words
• Students manipulate letters of the alphabet to construct and
sort words.
– Rounding up the Rhymes
– Guess the Covered Word
Making the Blocks Multilevel
• Guided Reading
– The Guided Reading Block is multilevel by design by matching different
approaches of the before, during, and after phrases to the levels of the
students.
• Self-selected Reading
– The component of allowing students to choose what they want to read
makes this block multilevel.
– However, teachers should make this block as multilevel as possible by
providing a wide range of books on different levels, topics, and genres.
• Writing
– Students write about topics which interest them.
– Students choose their topics and write about what they know.
– For some children, writing is the best way to becoming readers.
• Working with Words
– The variety of different activities in this block are inherently multilevel.