There are four basic ways that students have always learned to read. Usually, a school or teacher would choose one of those methods in hopes to reach most of the students. The Four-Blocks Model, however, allows us to teach all students by teaching all four methods every day.

The Four-Blocks method has proven to be quite effective for the schools that implement it, and the teachers at our school have worked hard to learn to use this method. We have four blocks of time devoted to language during the day. Below, we have described what you might expect to see in the classroom during each block of language arts time.

During this block of time, we focus on reading comprehension skills--those strategies 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. I will direct a lesson about a particular story or text with all of the students. Afterwards, the students will practice reading in pairs or small groups. Then, I will again work with the whole group of students to discuss what they have learned. Students will get a great deal of support from me, from their classmates, and will work toward becoming independent readers.

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 be 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.

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, grammar, and the mechanics of good writing. Every day, I will write a 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.

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 me reading aloud an enjoyable story or text to the students. Then, each student will select a book from the book basket nearby to read independently for an extended amount of time, usually no more than twenty minutes. During this time, I will have individual conferences with designated students. Together, we will discuss the book, and I 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.

Talk about books with your child. Ask what he/she read in school. Look for books to come home with them, and read to them, read with them, or simply listen to them as they read.

Share often something that you're reading with your child-books, newspapers, recipes, magazines, etc.-to let them know that you value reading. Do the same with writing. When you write a note or letter, share it and talk about it with your child. Seeing their parents as readers and writers really makes an impression on children.

Get a library card for your child at the public library, if possible, and visit on a regular basis.

Consider giving your child a choice at bedtime: "Would you like to turn out the light, or would you like to read a book for 10 minutes?"

Keep reading and writing materials available for your child.

Read aloud to your child even after he or she learns to read. Reading aloud should continue at least through elementary school.

Try to attend school events, such as Open House and conferences with your child's teacher. We want to be partners in your child's education.