We are using a framework for instruction called The Four-Block Model, and we want to tell you about it. The Four-Blocks framework was developed by teachers who believe that to be successful in teaching all children to read and write, we have to do it all! Doing it all means incorporating daily the different approaches to beginning reading.

The Four-Blocks--Guided Reading, Self-Selected Reading, Writing, and Working with Words--represent four different approaches to teaching children to read. Daily instruction in all Four Blocks provided numerous and varied opportunities for all children to learn to read and write. Doing all Four Blocks acknowledges that children do not all learn in the same way and provides substantial instruction to support whatever learning personality a child has.

Guided Reading Block

During this block of time, we focus on reading comprehension skills--those strategies that help readers make sense out of the print on the page. We also work on our reading fluency--the smoothness with which we read text. The teacher will direct a lesson about a particular story or text with all of the students. Afterwards, our students will practice reading in pairs or small groups. Then, the teacher will again work with the whole group of students to discuss what they have learned. Students will get a great deal of support from their teacher, from their classmates, and will work toward becoming independent readers.

Self-Selected Reading Block

During this block, students will have an opportunity to see themselves as readers and will build their fluency, the ability to read smoothly. The block will begin with the teacher reading aloud an enjoyable story or text to the students. Then, each student will select  books from their book bins nearby to read independently for an extended amount of time, usually no more than twenty minutes. During this time, the teacher will have individual conferences with designated students. Together, they will discuss the book, and the teacher will be able to evaluate the student's growth in reading. At the end of the block, several students will share what they read and whether they liked the book, much like the way adults share information with their friends about the books they're reading.

Writing Block

During this block, students will learn to think about and use their knowledge of phonics to write compositions. Along with applying phonics, they will have an opportunity to practice penmanship, to learn about the writing process, grammer, and the mechanics of good writing. Every day, the teacher will write her own composition for the students and will use it to teach a lesson about writing. Then, all students will write their own story or composition, using their best guesses about spelling. On certain days, the students will work individually with the teacher to learn to correct their errors, and they will publish their work as a book to be enjoyed by other classmates. At the end of the writing time each day, a few students will share their work with the class. It's truly surprising what an impact this block has on reading! Sometimes, the first text a child learns to read is his own.

Working with Words

This block allows students to explore words, word families (patterns), spelling, and phonics, and to see how they can use what they learn about words in their reading and writing. This block begins daily by studying words from the Word Wall. These words will displayed on our wall all year for students to use as a resource. They are high-frequency words--grade-level words used frequently in reading and writing--that we expect students to spell correctly in their writing. We will use movements, such as clapping, snapping, and cheering, to learn to spell the words. We have a number of other activities to interest children during this word exploration time.