Fall into Reading with Four-Blocks©
Four-Blocks® concepts are presented with permission from Dorothy Hall.
Low High
What do you want to accomplish today? Why?
 
New-Known-Questions Source:  Moore, S. A., (2004).  Conversations in Four-Blocks Classrooms  .  Greensboro, NC:  Carson-De...
 
<ul><li>Before: </li></ul><ul><li>During: </li></ul><ul><li>After: </li></ul>Guided Reading
<ul><li>Read Aloud: </li></ul><ul><li>Students Read/ Teacher Confers </li></ul><ul><li>Students Share </li></ul>Self-Selec...
 
<ul><li>Model: </li></ul><ul><li>Students Write/ </li></ul><ul><li>Teacher Confers: </li></ul><ul><li>Author’s Chair: </li...
<ul><li>Word Wall/  On the Back: </li></ul><ul><li>Strategy: </li></ul>Working with Words
Partner Reading with a Purpose <ul><li>Benefits </li></ul><ul><li>Challenges </li></ul>
 
Looks Like … Sounds Like …
Beginning End M I D D L E
Harry’s costume is Joe Friday.  Who is Joe Friday anyway?
 
Some Vocabulary from Chapter 5 <ul><li>Occupation </li></ul><ul><li>Gritted </li></ul><ul><li>Centaur </li></ul>
Pre-exposure to difficult vocabulary will enhance success AND comprehension.
occupation
Gritted
Centaur
<ul><li>R1C:  Develop and apply decoding strategies to ‘problem-solve’ unknown words when reading. </li></ul><ul><li>R1E: ...
<ul><li>Suddenly the loud screech of a hawk echoed through the darkness and all the members of the Adventure Club found th...
Rivet
<ul><li>R1F:  Apply pre-reading strategies to aid comprehension. </li></ul><ul><ul><li>Access prior knowledge </li></ul></...
Do you have this book?  If You Hopped Like a Frog By:  David Schwartz
As you read, you’ll discover that if you ate like a shrew, you could devour over 700 hamburgers in a day. To figure out th...
A shrew? What’s a shrew?? Shrews are among the smallest of mammals but they can eat up to THREE times their weight daily. ...
 
 
 
 
 
What do you want to accomplish today? Why?
 
Do you have this resource?
What about this one?
Good Writers <ul><li>develop their  IDEAS . </li></ul><ul><li>ORGANIZE  their writing with a beginning, middle and end. </...
Gather IDEAS
Organization
Beginning, Middle, End
Voice
Word Choice
Sentence Fluency
Conventions
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Fall Into Reading With Four Blocks

  1. 1. Fall into Reading with Four-Blocks©
  2. 2. Four-Blocks® concepts are presented with permission from Dorothy Hall.
  3. 3. Low High
  4. 4. What do you want to accomplish today? Why?
  5. 6. New-Known-Questions Source: Moore, S. A., (2004). Conversations in Four-Blocks Classrooms . Greensboro, NC: Carson-Dellosa Publishing New to me: Known to me: Questions I Still Have:
  6. 8. <ul><li>Before: </li></ul><ul><li>During: </li></ul><ul><li>After: </li></ul>Guided Reading
  7. 9. <ul><li>Read Aloud: </li></ul><ul><li>Students Read/ Teacher Confers </li></ul><ul><li>Students Share </li></ul>Self-Selected Reading
  8. 11. <ul><li>Model: </li></ul><ul><li>Students Write/ </li></ul><ul><li>Teacher Confers: </li></ul><ul><li>Author’s Chair: </li></ul>Writing
  9. 12. <ul><li>Word Wall/ On the Back: </li></ul><ul><li>Strategy: </li></ul>Working with Words
  10. 13. Partner Reading with a Purpose <ul><li>Benefits </li></ul><ul><li>Challenges </li></ul>
  11. 15. Looks Like … Sounds Like …
  12. 16. Beginning End M I D D L E
  13. 17. Harry’s costume is Joe Friday. Who is Joe Friday anyway?
  14. 19. Some Vocabulary from Chapter 5 <ul><li>Occupation </li></ul><ul><li>Gritted </li></ul><ul><li>Centaur </li></ul>
  15. 20. Pre-exposure to difficult vocabulary will enhance success AND comprehension.
  16. 21. occupation
  17. 22. Gritted
  18. 23. Centaur
  19. 24. <ul><li>R1C: Develop and apply decoding strategies to ‘problem-solve’ unknown words when reading. </li></ul><ul><li>R1E: Develop vocabulary through context clues and synonyms. </li></ul><ul><li>R1F: Apply pre-reading strategies to aid comprehension … access prior knowledge, predict … </li></ul>
  20. 25. <ul><li>Suddenly the loud screech of a hawk echoed through the darkness and all the members of the Adventure Club found themselves huddling together in the shadows of the pine trees. Katie shot her water gun in the direction of the hawk and everyone listened as strange and unfamiliar noises of the night filled the woods. </li></ul><ul><li>Text: George Washington’s Socks by Elvira Woodruff </li></ul>Notice that each word is covered with TWO colors. The onset is first (all the letters before the first vowel).
  21. 26. Rivet
  22. 27. <ul><li>R1F: Apply pre-reading strategies to aid comprehension. </li></ul><ul><ul><li>Access prior knowledge </li></ul></ul><ul><ul><li>Preview </li></ul></ul><ul><ul><li>Predict </li></ul></ul><ul><ul><li>Set a purpose for reading </li></ul></ul><ul><li>R1G: During reading, utilize strategies to self-question and correct. </li></ul><ul><li>R1H: Apply post-reading skills to comprehend text. </li></ul><ul><ul><li>Question to clarify </li></ul></ul><ul><ul><li>Reflect </li></ul></ul><ul><ul><li>Analyze </li></ul></ul><ul><li>R2C/R3C: Use details to make predictions, draw conclusions … </li></ul>
  23. 28. Do you have this book? If You Hopped Like a Frog By: David Schwartz
  24. 29. As you read, you’ll discover that if you ate like a shrew, you could devour over 700 hamburgers in a day. To figure out the answer, you will have to do some math.
  25. 30. A shrew? What’s a shrew?? Shrews are among the smallest of mammals but they can eat up to THREE times their weight daily. If you ate three times YOUR weight, how many hamburgers could you eat? What’s the answer now???
  26. 36. What do you want to accomplish today? Why?
  27. 38. Do you have this resource?
  28. 39. What about this one?
  29. 40. Good Writers <ul><li>develop their IDEAS . </li></ul><ul><li>ORGANIZE their writing with a beginning, middle and end. </li></ul><ul><li>let their VOICE be heard. </li></ul><ul><li>think about WORD CHOICE and choose their words wisely. </li></ul><ul><li>use a variety of sentence structures for SENTENCE FLUENCY. </li></ul><ul><li>use proper CONVENTIONS throughout their writing (Editor's Checklist). </li></ul>
  30. 41. Gather IDEAS
  31. 42. Organization
  32. 43. Beginning, Middle, End
  33. 44. Voice
  34. 45. Word Choice
  35. 46. Sentence Fluency
  36. 47. Conventions

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