Modifying the Four-Blocks for Upper Grades

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Help students in grades 4 and up become better readers and writers using multilevel instruction with Modifying the Four Blocks(R) for Upper Grades. This 240-page book includes instructions for modifying strategies to meet the needs of older students and age-appropriate activities for each of the four blocks! It also features tips for scheduling, model lessons, and reproducibles to make implementation easier. The book supports the Four-Blocks(R) Literacy Model.
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2001 Trade paperback New. Trade paperback (US). Glued binding. 240 p. Audience: Children/juvenile.

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2001 Trade paperback New. No dust jacket as issued. Trade paperback (US). Glued binding. 240 p. Audience: Children/juvenile.

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2001 Soft cover New. No Jacket New 2001 Copyright In Softcover Format, Modifying The Four Blocks For Upper Grades: Matching Strategies To Students' Needs With Guided Reading, ... Self Selected Reading, Writing, Working With Words, Illustrations, 240 Pages, Pictorial Blue, Green, Red, Yellow And White Cover And Possible Light Shelf Wear (2001 Copyright) 041813. Read more Show Less

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Overview


Help students in grades 4 and up become better readers and writers using multilevel instruction with Modifying the Four Blocks(R) for Upper Grades. This 240-page book includes instructions for modifying strategies to meet the needs of older students and age-appropriate activities for each of the four blocks! It also features tips for scheduling, model lessons, and reproducibles to make implementation easier. The book supports the Four-Blocks(R) Literacy Model.
Read More Show Less

Product Details

  • ISBN-13: 9780887246593
  • Publisher: Carson-Dellosa Publishing Company, Incorporated
  • Publication date: 1/1/2001
  • Series: Four-Blocks Series
  • Pages: 240
  • Age range: 9 - 13 Years
  • Product dimensions: 8.50 (w) x 11.00 (h) x 0.37 (d)

Table of Contents

Chapter 1 Why Four-Blocks? 4
Chapter 2 Creating a Supportive Environment 6
How Does a Supportive Four-Blocks Classroom Look? 6
How Does a Supportive Four-Blocks School Look? 11
Risk-Taking and Choice Are Hallmarks of the Four-Blocks Classroom Climate 14
Chapter 3 Self-Selected Reading Block 15
Read-Alouds in the Upper Grades 16
Where To Read 17
What Is Read During Read-Aloud Time? 18
What Children's Tradebooks Have To Offer Older Children 23
Delivering a Good Read-Aloud 25
What Is Not Done in a Read-Aloud 27
How Students Self-Select Materials 28
Motivating Students To Read 28
What Students Read During This Time 30
Using the Environment To Motivate Students 31
Where Do Books Come From? 31
Organizing for the Reading Time 36
Establishing Rules for the Classroom To Observe During Self-Selected Reading 40
The Teacher's Role During Self-Selected Reading 41
Beginning of the Year 41
Later in the Year: Conferences 42
Sharing at the Upper Grades 52
Formats 52
Helping Students Share 55
Book Clubs as a Variation in Self-Selected Reading 56
Summary of the Self-Selected Reading Block 58
A Typical Week in an Upper-Grades Self-Selected Reading Block 59
Chapter 4 Guided Reading Block 63
What Is Read During Guided Reading? 63
Sample Month of Reading Materials Used for Guided Reading 65
Formats for the Guided Reading Block 66
Segment 1 Pre-Reading-Teaching and Learning about Comprehension 66
Compacting and Integrating the Pre-Reading Elements 80
The Time Factor 81
Segment 2 During Reading-Applying What Has Been Taught 81
Making the Text Manageable 87
The Teacher's Roles During Reading 89
Fluency in the Upper Grades 90
Segment 3 Post-Reading-Evaluating the Application of Skills and Strategies 90
Beach Ball 91
Deal-a-Discussion 92
Puzzles 93
Graphic Organizers 93
The Student Workshop Format 95
Summary of the Guided Reading Block 99
A Typical Week in an Upper-Grades Guided Reading Block 100
Chapter 5 Writing Block 107
Segment 1 Direct Instruction through Modeling 108
Getting Ready To Write for the Class 109
Writing the Model Composition 114
A Model Lesson in Action 117
Including Model Writing about Real-World Writing 122
Going Beyond the Teacher's Own Model: Using Published Authors 122
Going Beyond the Teacher's Own Model: Students' Samples 124
The Time Element 125
Storing the Lessons for Future Use 126
Segment 2 The Student's Role 126
Organizing for Writing 126
What Students Write: Self-Selected Topics 128
What Students Write: Focused Writing Pieces 130
Gathering the Information 131
Turning the Notes into a Report 134
Segment 2 The Teacher's Role 138
Getting the Year Started through Encouragement 138
Conferences 138
How Instruction Is Determined in the Conference 140
Two Kinds of Conferences 142
Publishing in the Upper Grades 145
Segment 3 Sharing To Motivate and Refine 146
Ways for Students To Share Their Writing 147
Summary of the Writing Block 149
A Typical Week in an Upper Grades Writing Block 150
Chapter 6 Working with Words Block 155
Building a Template from a Recipe 158
Goal 1 Learning High-Frequency, Commonly Misspelled Words 158
What Should You Do with the High-Frequency Words? 159
Goal 2 Learning One-Syllable and Two-Syllable Words That Follow a Pattern, But Are Used Less Frequently 164
Going Beyond Month-by-Month Phonics for Upper Grades 166
Goal 3 Spelling Words with Two or More Possible Patterns 170
Goal 4 Decoding and Spelling Polysyllabic Words 173
Goal 5 Applying Strategies While Reading and Writing 178
Moving Beyond the Five Goals 182
Goal 6 Analyzing, Evaluating, and Appreciating Words 182
Organizing the Block for the Week 188
Moving Beyond the Classroom 190
Summary of the Working with Words Block 192
A Typical Week in an Upper-Grades Working with Words Block 193
Chapter 7 Scheduling 196
What's Really Needed at the Upper Grades? 196
Different Schedules for Different Needs 198
Chapter 8 Frequently Asked Questions 208
Chapter 9 Similarities and Differences 212
Self-Selected Reading Block 212
Guided Reading Block 213
Writing Block 215
Working with Words Block 215
Appendix 216
Professional Works Cited 240
Read More Show Less

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