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There are four basic ways that students have always learned to read. Usually a teacher (or a school) would choose one of those methods in hope of reaching most of the students. The Four Blocks model, however, allows us to teach all students by teaching all four methods of reading instruction every day. The Four Blocks model has been used throughout the country for the past decade. It has proven to be quite effective for the schools that implement it. |
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New Market School was chosen to pilot the Four Blocks Literacy Framework beginning in the 2001-2002 school year. Under the guidance of the Jefferson County Schools' Reading Specialist, Jeannette Mulholland, first and second grade teachers were trained in each of the four blocks during the 2001-2002 school year. Kindergarten and third grade teachers were trained during the 2002-2003 school year. Fourth and fifth grade teachers will be trained in modifying the Four Blocks for upper grades during the 2003-2004 school year. To find out more about the Four Blocks method of instruction please click on each of the blocks below. |
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During the
Guided Reading Block, lessons focuses on reading comprehension skills
- those strategies that help readers make sense out of the print on
the page.
Fluency is also a focus -
the smoothness with which
text is read aloud. Varied grouping formats
are used
including whole class, small flexible groups, and paired
reading. The teacher starts by teaching a comprehension strategy, including vocabulary instruction, to the entire group
(Before Reading). Next, the students are guided through the
reading of the text (During Reading). Finally, the entire
group is brought back together to discuss what they have learned
(After Reading). |
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Students have the opportunity to choose books on their own during the Self Selected Reading (SSR) Block.
Students select books on their reading level and practice independently
using the reading strategies that are taught in formal lessons. This block
begins with the teacher modeling what good readers do by reading
aloud to the class. Next, students read independently for
about 20 minutes. During that time, the teacher has
individual conferences and listens to designated students read
aloud. This time helps the teacher evaluate each individual
student's growth in reading and it is a special one-on-one time for
students. At the end of the block, a few students each day may share what they have read. This block motivates students
to select books on their level and to read for pleasure - a lifelong
goal. |
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During this block, students will
learn to think about and use their knowledge of phonics in their own
writing. Along with applying phonics, they will have an
opportunity to practice handwriting, to learn about the writing
process, grammar, and the mechanics of good writing. Every
day, the teacher begins by modeling what good writers do as they
write. Students will be encouraged to write words they use from the
word wall correctly and to record the sounds that they hear in other words
("stretching it out"). On certain days, students will learn to
edit and publish their work. They will learn to organize their
thoughts using graphic organizers. Students will be invited
to sit in the Author's Chair to share their work at times, as well. It is truly
surprising what an impact this block has on reading! Sometimes
the first text a child learns to read is his own. |
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This block allows students to explore words, word families (patterns), spelling, and
provides explicit phonics instruction. This
block also includes studying high frequency words from the Word
Wall. These words are displayed on the classroom wall all year
for students to use as a resource during reading and writing.
Students are expected to correctly spell these commonly used grade level words
in their writing. During this block, movements such as cheering,
writing, and chanting will be used to work with words. (The brain
loves rhythmic sounds!) We will also build words using manipulatives such as letter tiles. |
