4 Building Block of Literacy Links Page
"The purposes of this block are to expose children to a wide range of literature, teach comprehension and teach children how to read with books that become increasingly harder. Children either read from a basal or from multiple copies of trade books or from a big book. The block usually begins with a discussion led by the teacher to build or review any background knowledge necessary to read the selection. Comprehension strategies are taught and practiced during this block. This block also includes writing in response to reading."
The Four Blocks framework was developed in 1989-90 in one first grade classroom (Cunningham, P. M., Hall, D. P. & Defee, M, 1991. Nonability grouped, multilevel instruction: A year in a first grade classroom. Reading Teacher, 44, 566-571. ). Since 1991, the framework has been used in numerous first and second grade classrooms and in third grade classrooms where many children still struggle with reading and writing (Cunningham, P. M., Hall, D. P. & Defee, M., Nonability grouped, multilevel instruction: Eight Years Later. Reading Teacher, 51,May, 1998).
"The Self Selected Block includes teacher read-aloud. Self-Selected Reading includes (and usually begins with) teacher read-aloud. The teacher reads to the children from a wide range of literature. Next, children read "on their own level" from a variety of books the teacher has gathered together and keeps on a bookshelf or (more popularly) in dishpans or buckets. The teacher selects books for the classroom library on themes they are studying, easy and hard library books, old favorites, new easy predictable books, etc. While the children read, the teacher conferences with and takes anecdotal records on several children each day. Some teachers choose to spend part of this block with a small group reading an "easy" book together and giving them instruction "on their level". The block usually ends with one or two children sharing their book with the class in a "reader's chair" format."
The Four Blocks framework was developed in 1989-90 in one first grade classroom (Cunningham, P. M., Hall, D. P. & Defee, M, 1991. Nonability grouped, multilevel instruction: A year in a first grade classroom. Reading Teacher, 44, 566-571. ). Since 1991, the framework has been used in numerous first and second grade classrooms and in third grade classrooms where many children still struggle with reading and writing (Cunningham, P. M., Hall, D. P. & Defee, M., Nonability grouped, multilevel instruction: Eight Years Later. Reading Teacher, 51,May, 1998).
"The Writing block is carried out in "writers workshop" fashion. It begins with a mini-lesson (10 minutes). The teacher sits at the overhead projector or with a large piece of chart paper. The teacher writes and models all the things writers do (although not all on any one day!). The teacher thinks about -- deciding what to write about and then writes. While writing, the teacher models looking at the word wall for a troublesome word which is there as well as inventing the spelling of a few big words. The teacher also makes a few mistakes relating to the items currently on the editor's checklist. When the piece is finished, the children help the teacher edit the piece for the items on the checklist. Next the children go to their own writing. They are at all different stages of the writing process -- finishing a story, starting a new story, editing, illustrating, etc. While the children write, the teacher conferences with individuals who are getting ready to publish. From 3 to 5 pieces, they choose one to make into a book. This piece is edited with the teacher's help and the child proceeds to the publishing table where he will copy the correct form and finally illustrate the book. This block ends with "author's chair" in which several students each day share work in progress or their published book."
The Four Blocks framework was developed in 1989-90 in one first grade classroom (Cunningham, P. M., Hall, D. P. & Defee, M, 1991. Nonability grouped, multilevel instruction: A year in a first grade classroom. Reading Teacher, 44, 566-571. ). Since 1991, the framework has been used in numerous first and second grade classrooms and in third grade classrooms where many children still struggle with reading and writing (Cunningham, P. M., Hall, D. P. & Defee, M., Nonability grouped, multilevel instruction: Eight Years Later. Reading Teacher, 51,May, 1998).
"In the words block, children learn to read and spell high-frequency words and learn the patterns which allow them to decode and spell lots of words. The first ten minutes of this block are usually given to reviewing the word wall words. Word wall is a display of high frequency words above or below an alphabet. The words are written with thick black marker on colored construction paper and are located by first letter only. The teacher adds 5 words a week. Students practice new and old words daily by looking at them, saying them, clapping or snapping the letters, writing the words an paper, and self-correcting the words with the teacher. The remaining 20-25 minutes of words time is given to an activity which helps children learn spelling patterns. A variety of activities are included in this block each day the most popular of which is Making Words. Making Words is an active, hands-on, manipulative activity in which children learn how to look for patterns in words and how changing just one letter or where to put a letter changes the whole word. The children are given the six to eight letters that will form the final word. The teacher begins with two letter words, then builds to three, four, and five letter words (example: it, in, pin, pit, rip, run, runt, punt, trip, turn, print, turnip). They then sort the words according to a variety of patterns including beginning sounds, rhymes and endings and use words sorted to read and spell words with similar patterns. Word wall is practiced every day but the second activity varies. In addition to Making Words, this second activity could be Rounding up the Rhymes, Guess the Covered Word, Using Words you Know, Reading/Writing Rhymes or another activity through which children learn how to use patterns to decode and spell hundreds of words."
The Four Blocks framework was developed in 1989-90 in one first grade classroom (Cunningham, P. M., Hall, D. P. & Defee, M, 1991. Nonability grouped, multilevel instruction: A year in a first grade classroom. Reading Teacher, 44, 566-571. ). Since 1991, the framework has been used in numerous first and second grade classrooms and in third grade classrooms where many children still struggle with reading and writing (Cunningham, P. M., Hall, D. P. & Defee, M., Nonability grouped, multilevel instruction: Eight Years Later. Reading Teacher, 51,May, 1998).
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Director of Elementary Library Services, Monadnock Regional School District
email to:clesser@mrsd.org
Last revised: 5/2/06