The 4 Blocks Reading Model by Patricia Cunningham and Dorothy Hall
I - Basic Philosophy
A- 4 Blocks
1. Guided Reading
2. Self-Selected Reading
3. Writing
4. Working with Words
B- Development
1. Beginnings
2. Growth
3. 4 Block census
4. Internationalization - 4 Blocks
going overseas to Australia and Germany
II – Support for 4 Block method
A - Seminars and workshops
B – Books and publications
C - On the internet
1. Pat’s 4 Block site
2. Cheryl Sigmon’s column on Teachers.net
3. Reading Lady’s 4 Blocks site
4. Block web ring and mail list
5. Cunningham and Hall Chats
6. Individual teachers’ sites
III – Testimonials of efficacy of 4 Blocks
IV – My reflection on 4 Blocks Model
V – References
Appendix – 4-Blocks Census
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The quick and clear descriptions given on the 4-Block web site
are excellent, and my attempts to paraphrase them would only dilute their
lucidity, therefore, much of this first information is directly from the
site: http://www.wfu.edu/~cunningh/fourblocks/.
“The 4-Blocks framework was developed by teachers who believed that
to be successful in teaching ALL children to read and write, we were going
to have to do it ALL! Doing it all meant incorporating on a daily basis
the different approaches to beginning reading. The four blocks --Guided
Reading, Self Selected Reading, Writing and Words--represent four different
approaches to teaching children to read. Daily instruction in all four
blocks provides 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 comes with. The other big difference
between children--their different literacy levels--is accomplished by using
a variety of formats to make each block as multilevel as possible--providing
additional support for children who struggle and additional challenges
for children who catch on quickly.”
“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. We use a wide variety of whole class, partner
and small group formats to make Guided Reading as multilevel as possible.
Guided reading is the hardest block to make multilevel. Any selection
is going to be too hard for some children and too easy for others.
We don't worry anymore about those children for whom grade-level guided
reading material is too easy because the other three blocks get three-quarters
of our time and provide many beyond-grade level opportunities. In addition,
our end-of-year testing always indicate that students who begin first grade
with high literacy levels read well above grade-level at the end of the
year. We do, however, worry about those students for whom grade-level selections
are too hard. To make this block meet the needs of children who read below
grade level, teachers make a variety of adaptations.”
One idea I really like to address different skill levels is Book
Clubs. “For book club groups, the teacher selects three or four books,
tied together by author, genre, topic or theme. After reading aloud
the first chapter or several pages of each book to the children or previewing
the pictures with them, the teacher has children indicate their first and
second (and third if there are four books) choices for which book they
would like to read. Whenever possible, in choosing the three
or four books, we try to include one that is easier and one that is harder.
If children who are struggling choose the easier book as any of their choices,
they are put in the group that will read this book. If the more advanced
readers choose the harder book for any of their choices, they are put in
that group. (We don't tell the children that some books are harder
and easier!) Each time we do book club groups, the groups change
and while we do consider the reading levels and choices of children when
assigning, the groups all have a range of readers and are not ability groups.”
“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. Self selected reading is, by definition, multilevel.
The component of self selected reading that makes it multilevel is the
fact that children choose what they want to read. These choices, however,
can be limited
by what reading materials are available and how willing and able children
are to read from the available resources.”
“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.”
“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 on 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 first implemented in one first grade classroom. In the decade since then, the framework has been implemented in thousands of primary classrooms throughout the country. (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).” At the original school the results have been very positive. “Across five years, instructional level results have remained remarkably consistent.”( http://www.wfu.edu/~cunningh/fourblocks/)
Since 1990, the number of teachers and schools using the 4-Block method has gradually increased. Mrs. Cunningham and Mrs. Hall are constantly asked what the actual number is, and they don’t know for sure. This is why they are currently conducting a 4-Blocks census. On the website, at their workshops, and on the several 4-Blocks mailrings and listserves they have put out the call for information. Later this year they will post the results of the census on the web site.
3. Internationalization - 4 Blocks going overseas to Australia and Germany
The 4-Blocks method has so far been practiced only in the United States
and Canada, but it is now poised to blossom in Australia and Germany. An
email to the maillist from Donna, an education student in Australia, gives
the details.
From: DonnaT
To: [email protected]
Sent: Monday, April 03, 2000 4:16 AM
Subject: WOW!!!!
Ok everyone, are you ready?
I was the one who was meeting my English Professor today to talk about
4 Blocks. I went into his office and he looked through the folder I have
compiled with most of the 4 Blocks info off the web. He turned pages
and nodded like he agreed with what he was reading. Then he showed me a
folder with info about a plan he has been working on with a teacher of
a
Grade 7 class. His ideas were very similar to 4 Blocks and he thinks
they are very compatible! He said that he wanted to get a copy of the
whole folder for himself and the tutors at Uni. He said he would pay
me for my time and he wants me to be on a research team with himself and
the other literacy experts who work at the Uni. Many of them have
written books of their own!!! I am on a research team to basically use
the 4 Block framework (or VERY similar) adapted for Australian schools.
Oh my god!!!!!!!!!!! I am only in my first semester, second year of my
degree!!!
This is so amazing. Of course he would love 4 Blocks, because he has
been working on a similar model himself. It looks like I have just
accidently (but wonderfully) started the push of 4 Blocks in Australia.
My professor's name is Brendan Barlett and a couple of the others on the
team are Margaret Fletcher and Judith Kearney. I don't know if any of
you have heard of them in America, but the have different books
published. Brendan is an advocate for Top Level Structure. This is sooo
cool!!!!
When Brendan first opened the folder he saw the name Patricia
Cunningham and said he knew her (or knew of...not sure) and her ex. He
said it must be good!!
I am very excited and scared...thrilled......dazed....etc.
My main goal is to get kids to learn through the 4 Blocks framework
because I believe it gives the most opportunity to kids. Whether what we
work on on this research team will end up being an Aussie version of 4
Blocks or slightly adapted, it is going to be a great experience!
Donna T. - Education Student Brisbane, Australia
Cheryl Sigmon replied to that email and mentioned that she might be taking the method to Department of Defense schools in Germany.
Date: Tue, 4 Apr 2000 16:50:53 EDT
From: [email protected]
Subject: Re: 4-blocks goes international!!!
I think it's really cool that the US has something to share with Australia
for a change! It has worked the other way around for far too long.
Sharing
is what it's all about! In October, I hope to have an opportunity
to go to
Germany to share with the DOD schools our "treasure" and am really excited
about that! Thanks for sharing this with us! ---Cheryl
II – Support for 4 Block method
A - Seminars and workshops
Mrs. Cunningham and Mrs. Hall are constantly giving seminars and workshops around the country training teachers in the 4-Blocks Methods. A current list of schedules is on the 4-Blocks web site.
B – Books and publications
There are numerous books and videos describing the 4-Block method and giving practical materials for the implementation of it. They are also listed on the web site. There are month by month Phonics books for First, Second, Third and Upper Grades, teacher guides, word wall cards.
C - On the internet
1. Patricia Cunningham’s and Dorothy Hall’s 4 Block site
The official site is http://www.wfu.edu/~cunningh/fourblocks/
2. Cheryl Sigmon’s column on teachers.net
Sifting and Sorting Through the 4-Blocks Literacy Model by Cheryl M.
Sigmon, author and educational consultant is at http://www.teachers.net/4blocks/column.html
3. Reading Lady’s 4-Blocks site
A very knowledgeable teacher who calls herself the Reading Lady has
an excellent site, with a section devoted to the 4-Blocks method at http://www.geocities.com/~mrskteach/photo.htm
4. Block web ring and mail list
Teachers can sign up for a mail list where the method is constantly
discussed, tips are given, and frustrations vented at http://www.teachers.net/4blocks/
5. Cunningham and Hall Chats
Online Chats that Mrs. Cunningham and Mrs. Hall have participated in regarding the 4-Blocks method can be viewed in the teachers.net archives at http://www.teachers.net/archive/
6.Individual teachers’ sites
Many individual teachers have web sites or parts of them devoted to the 4-Blocks method. One of the best I have found is Joe Fuhrmann’s. He is a 1st grade teacher at Lafayette Primary Center in Kankakee, Illinois. His site is at: http://www.k111.k12.il.us/lafayette/fourblocks/
III – Testimonials of efficacy of 4-Blocks
As of yet, I have not personally visited a 4-Blocks classroom, so all of my experience with it is reading the information on the web. I intend to try it if I am in an appropiate grade level. The testimonials on the maillist are very enthusiastic. There also are sendings with questions and frustrations, but the majority are positive. Here are some examples, the email addresses have been deleted as I plan to post this on my website and do not want to publish them to the whole world.
Michele McCoy
Subject: Re: Exciting news
Glad to hear the good news about 4B is spreading!!! It is so cool! My
principal and asst. prin. plus about 7 or 8 teachers from my school
attended Cheryl's Daytona Beach 2 day seminar last summer. My principal
was so impressed, she's bringing someone from ERG to do a 2 day training
at our school in May and we're inviting other teachers within the
county!! {I wish it was Cheryl, but she was busy! :o) } Unfortunately,
not all the teachers who attended are doing true 4B, but most of my
school is attending the May training, so I hope it catches on. I'm at a
school where most teachers are in the same grade they were in 10 years
ago (and in the same classroom!), and they do not like change! :o(
I
can hope, I guess!! :o)
Michele
4th/5th Grade
Orange City, FL
Linda Zumwalt wrote:
I too had a wonderful experience last week. The school that I
currently work, several teachers have been trying to implement the
4blocks. However in the fall we will merge with another school into
a
brand new facility and unfortunatly the principal of the new building
really wasn't too interested in hearing what we had to say (even though
we invited her numerous times to come and see what we were doing!)
Well last week she surprised a few of us and registered for Cheryl's
seminar in Pa. with a few teachers from her building. They loved
everything they heard and saw (Thank You Cheryl!!). Now she wants to
investigate training for all of us so we can prepare for next year.
I
can't tell you how excited I am!
Usually I am pretty quiet on the ring, but I wanted everyone to
share in my good news too.
Cheryl Sigmon replied to this:
What a great group we had in Philly and in Fairfax, too!
Believe it or
not, I remember this principal, introduced to me by someone from the school
to which she'll be moved next year. She was really excited about
the model
and saw for herself how much sense it makes. I hope that the momentum
will
continue for implementation next year! Thanks for writing and for
sharing
this. ---Cheryl
btilllman
Subject: Re: first grade help
Jean,
I have been extremely impressed with the results in my 1st grade classroom.
This is the first year I have not had to refer any children to the student
support team!
I have 4 students who are probably at mid 1st grade level, and one of those
just moved to our school a few weeks ago. One of the others is a first
grade
repeater,and this year she finally is learning to read! One of the others
is
suddenly making great strides!! The word wall has really helped her. She
knows those words so well, and they are a large percentage of what she
sees
in the stories she reads!
As for the rest of the class... WOW!! I would say that most of them are
comfortably on 2nd grade level, and I have about 5 who are well ahead of
2nd
grade level!! We have Accelerated Reader at our school, and these kids
consistently score 100% on stories. One child reads nonfiction (3-5 books
per day) and another took 6 tests in one day only missing 1 question.
When we have SSR time, these kids (the whole class) have no problem reading
for 30-45 minutes. They love the books in the classroom and library. We
have
recently done research work on insects and this week pets, and they love
this and do well.
What a difference 4 blocks makes! Thank goodness I didn't waste all that
valuable time round robin reading in groups!
Cece/1/GA
Don Kinder
Subject: 1st grade results
Jean-
I have been teaching for almost 20 years. This year I have the lowest
group
of first graders I've ever had. I also implemented 4-Blocks for the
first
time! I am absolutely amazed at their progress! They are ALL
reading!!!!
Even those who at the beginning of the year still didn't know their letter
names and sounds! I am more than ever convinced that 4-Blocks puts
together everything kids need to be successful readers into one easy-to-use
package. It was hard at the beginning of the year to "get it all
in" but
now that I have more experince with it, it goes rather smoothly. Tell your
First grade teachers to give it a try for a year....I'm sure they will
be
surprized and gratified with the results.
Vicki/1/TN
I hope that I will have such a wonderful opinion of 4-Blocks after actually using it in a classroom for a year.
IV – My reflection on 4 Blocks Model
I can hardly wait to get my license and get into the classroom so that I can try this out. I know that it will be a learning process for myself as well as the students, and that I won’t do everything perfectly the first several years, but I feel that it is a very good balanced program. I like many things about the phonics approach and many things about whole language. As those who wrote in the testimonial section said, the 4-Blocks method seems to give attention to all ways of learning. The varied methods also give students with varied learning styles chances to learn the way they learn best and experience other learning styles. It has the flexibility for the teacher to shape the lessons and the class. In addition, it is research and practiced based and created by a group of people who I highly regard. I didn’t delve much into the research in this paper for space reasons, but it is there on the websites for those who are interested. One thing that I particularly like about 4-Blocks is the openness with which the information is shared. In many set curriculum reading programs, only people who pay for the whole package get any information beyond the glowing testimonials and basic descriptions on the company’s home page or brochure. To be sure, I am sure that Mrs. Hall and Mrs. Cunningham are doing quite well selling useful support materials for their program, and I might even purchase some when I get to be a classroom teacher, but as of yet I haven’t purchased anything. All of the information that I used for this paper I received free of charge on the internet.
Archived online chats related to 4-Blocks
http://www.teachers.net/archive/
4-Blocks Official Site
http://www.wfu.edu/~cunningh/fourblocks/
4-Blocks Mailring
http://www.teachers.net/4blocks/
Joe Furhmann’s 4-Blocks page
http://www.k111.k12.il.us/lafayette/fourblocks/
The Reading Lady’s 4-Blocks page
http://www.geocities.com/~mrskteach/photo.htm
Sifting and Sorting Through the 4-Blocks Literacy Model
by Cheryl M. Sigmon
http://www.teachers.net/4blocks/column.html
4-Blocks Census
Date: Tue, 21 Mar 2000 21:40:47 -0500
From: "Dr. Dottie Hall" <[email protected]>
Subject: Re:Four Blocks Census
The 2000 Four Block Census
Everywhere we go, people ask us the same question, "How many teachers use
the Four Blocks?" We answer, "We have no idea but we would
love to know."
So, we decided to do a Four Blocks census and find out. We are asking
all
fourblockers to stand up and be counted! Fill out the short form (items
1-14) and mail, fax or email us the answers. The long form (items 15-20)
is
optional. We would love to know your answers but realize how busy
you are.
Another option is to answer only those questions on the long form that
pertain most specifically to you. This is the first Four Blocks census.
In
the spring of 1990, we knew how many Four Blocks teachers there
were-Margaret Defee, our pilot teacher in room 33 at Clemmons Elementary.
Help us find out how much we have grown in ten years!
Pat and Dottie
1. Your Name
2. Grade Level
3. School Name
4. City/County & State/Province
5. How would you describe the student population at your school?
6. How long have you done the Four Blocks?
7. What training have you had?
8. What led you to decide to do the Four Blocks?
9. Which is your favorite block?
10.Which is your least favorite block?
11.How many teachers at what grade levels do the Four Blocks at your school?
(List numbers and grade levels, including yourself.)
We know it is impossible but we would love to find everybody doing the
Four
Blocks. If you know of someone doing Four Blocks who you don't think
would
get this form, please email or mail this form to that person or give us
the
name and some contact information here so that we can follow up.
12. Their name and address
When we compile the results, we will share with everyone. Please
list an
email or real address so that we can share with you. We will not
share any
names or addresses with anyone!
13. Your address
14. Anything else we should know?
Email to Pat Cunningham at [email protected]
or fax to 336 758-4591 or mail to Box 7266,
Wake Forest University, Winston-Salem, NC 27109
The 2000 Four Block Census (Optional Long Form)
15. Is there anything different about your class of children?
For example,
do you loop, multiage, change classes? Do you have lots of special
education students or lots of children who are English language learners
or
lots of children on free lunch? Are you rural? City?
Reservation? Please
tell us anything about your class that will help us understand the various
situations in which Four Blocks is used.
16. The essentials of Four Blocks are simple. You give approximately
equal
time each day to each of the Four Blocks and you make each as multilevel
as
possible to meet the needs of a range of children without putting them
in
"reading groups." Do you do anything different in any of the blocks
from
what you understand to be the "Four Blocks" way. Please explain any
significant difference and why you do it.
17. What do you find to be most difficult in getting Four Blocks
to work in
your classroom?
18. Does your school have any special interventions such as Reading
Recovery, Soar to Success or others?
19. If many teachers at your school do Four Blocks, how well do you think
it
is being done in different classrooms and at different grade levels.
How
does your school monitor and support implementation?
20. How do you know Four Blocks is working for you? In addition
to your
observations, do you have informal reading inventory, standardized test
or
other indicators of growth?