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Cheryl Sigmon was interviewed recently about c

 



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which is the topic of her newest book of the same name [available from 3 
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http://www.applesandacorns.com]. We think you will find the information valuable as you
implement the 4 Blocks model in the upper elementary grades.

 







Upper grade teachers have been attending lower grades 4-Blocks training and reading the
primary material because they realize that there is much about 4-Blocks that makes good sense
for older students. Until now, they've had to think through the adaptations that would make 4-
Blocks more appropriate for their students. There's no need to reinvent the wheel! Modifying
Four Blocks for the Upper Grades helps teachers make those appropriate adaptations. It shares
those creative ideas that have been piloted by upper grade pioneers. The examples, book titles,
activities, and schedules are those used by teachers and students in successful 4-Blocks
classrooms at grades 4 and above.








  

The book includes my observations of and work with grades 4-8. Additionally, there are some
teachers at third grade working with more advanced populations of kids who feel that they need
to make some modifications as well to meet the needs of their students. Often high school
teachers attend training, and they might also find some new ideas for motivating and engaging
their students and for teaching reading and writing more strategically.


  

  
 
 



Not at all an easy question to answer! Although in many ways the students at grade 4 and above
just have longer arms and legs and some of the same basic needs as primary students, they are
also very different in many respects-academically, socially, and emotionally. In the new book,
I've tried to help teachers make decisions about their comprehensive approach to language arts
instruction, taking into account the uniqueness of their students.

Whereas at the primary grades 4-Blocks is fairly standardized, I don't believe that it should be for
the upper grades. Upper grades teachers must make many more decisions to implement what's
appropriate for their students, especially after basic concepts have been taught in the primary
grades. Modifying Four Blocks for the Upper Grades helps teachers think through issues such as:

If my students have had 4-Blocks for a number of years, what new activities and
approaches can I include to keep students interested?

If my students are all fluent in their reading and writing, what different focus
should I have during the blocks? With a packed curriculum and with greater
accountability, should I move my students away from so much of the self-
selected reading and writing that is done at the lower grades?
 Should my time allotment remain the same or should I lengthen or shorten the
blocks?

Some of the differences between upper and lower grades are critical and some of the
modifications are slight. Information will include how to deal with longer text in Guided
Reading, finding more variety so that students won't be bored by a routine they've had since first
grade, dozens of different ways to engage students in sharing during Self-Selected Reading
Block and Writing Block, keeping upper grades students' attention, knowing when to shorten or
lengthen the blocks of time, as well as many more topics.

Many teachers will be pleased about the freedom of choice this book promotes for upper grade
teachers, though the decisions should always be based on students' needs-not the bus schedule,
not the special area schedules, and not doing what we've always done.




 

 






  



 

 

  

There are many people who believe that students learn to read in the lower grades and that they
read to learn at the upper grades, promoting the notion that students have learned all that they
need to know about how to read. I don't believe that's true. I think that upper grade students still
need to know much about reading and the reading process. Reading at the upper grades gets
more technical and sophisticated. For example, teaching students how to read and write
expository text becomes more and more important. Yes, at upper grades we still need to teach the
mechanics of reading. Even the word-level of reading is still important.

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At the lower grades, the blocks are all considered equally important for the development of a
proficient reader. At the upper grades, however, the purposes of some of the blocks will differ.
Modifying Four Blocks for the Upper Grades helps teachers see those shifts of purposes and
make wise decisions about their instructional time. At upper grades, teachers are often dealing
with different scheduling configuration-self-contained classes, team teaching, and
departmentalized classes. Some schools feel that their students still need a great deal of support
from all four of the blocks. Some teachers feel that two of the blocks need less time and may
choose to find a balance weekly, rather than daily for the approaches. The book devotes an entire
chapter to different schedules being used by different teachers, always based on the needs of the
students.

   
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Chapter 1 is a short chapter that briefly addresses why the four approaches are still viable for
upper grades. Chapter 2 describes the environment of a supportive classroom and school at upper
grades and how important the climate is to success. Chapters 3-6 each deal with one of the
blocks, including the basics and the adaptations that may be made. (Teachers tell me that a
favorite part is the vocabulary section of Guided Reading Block with the many different
powerful ways to present and reinforce vocabulary words.) Each chapter includes a week of
lessons to show how the block might change throughout the week. Chapter 7 gives numerous
ideas for scheduling in self-contained and departmentalized situations. Chapter 8 is frequently
asked questions, including a section on grading. There's a handy side-by-side chart in Chapter 9,
comparing basics of the upper and lower grades blocks. And, last but not least, there's a healthy
Appendix of reproducibles. I hope teachers will find the book easy to read and helpful to use in
their classrooms.

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There are lots of forms and templates to make life easier for the classroom teacher: student
bookmarks, reading and writing logs for students, a variety of conference forms for teachers, a
deck of "Deal-A-Discussion" cards for encouraging discussions about narrative text, some neat
task cards for literature circles (separate ones for narrative and expository texts), graphics for
word exploration, and much, much more! Twenty-three pages of reproducibles in all!

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Yes, a companion lesson plan book has just been produced, Upper Grade Lesson Plan for
Modifying the Four Blocks (Carson-Dellosa). It just premiered at the International Reading
Conference in New Orleans. In this plan book, I've provided sample lesson plans for
intermediate teachers in self-contained classrooms and for middle grade teachers in
departmentalized classrooms. There's a structure for planning a weekly focus. Also, this plan
book has more reproducibles (including the cards for the expository Deal-A-Discussion deck)
and more ideas for implementation. I hope it'll be helpful to teachers for the coming school year.

Also, Teachers.Net members who are interested in Four Blocks should continue to check my
column for articles about upper grade Four Blocks issues. Those articles are published twice
monthly, and I'm trying to address a balance of upper and lower grade issues.

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I hope that Modifying Four Blocks for the Upper Grades will show teachers how exciting and
engaging teaching and learning can be beyond the primary grades. Four Blocks continues to
rejuvenate many administrators, teachers and students around the country and around the world,
and it's my hope that my book will give upper grade teachers new ideas and perspectives. Good
luck!

Cheryl
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