Reading Resources
For a reading level correlation chart, visit Reading Level Correlation Chart.

 

Four Blocks

The Four Blocks Literacy Framework helps organize reading instruction. The Four Blocks are: Guided ReadingSelf-Selected ReadingWriting, and Working With Words

 

Guided Reading

Segment One: Before Reading (10 min.)

  1. The teacher introduces and supports grade-level and easier text in a number of ways over multiple days:
    • building on student's prior knowledge about the text and topic
    • beginning graphic organizers, such as webs and story maps
    • guiding picture discussion and prediction
    • discussing key vocabulary in context
    • The teacher focuses the lesson on a comprehension skill or strategy

Segment Two: Reading (15-20 min.)

  1. The teacher provides flexible grouping of all students to read the text. Grouping may be paired (partner), individual, small groups reading with the teacher, three ring circus, or Book Club Groups and can include teachers and SEAs.
  2. The children read selections. The teacher listens to children reading, coaching those who need help and sometimes taking anecdotal notes.

 

Segment Three: After Reading (5-10 min.)

  1. The teacher directs the whole group in closure activities to match the purpose, including:
    • discussion of text/literature
    • acting out the story
    • writing in response to reading
    • completion of a KWL or other graphic organizer
    • discussion of the skill or strategy introduced in Segment One

 

Self-Selected Reading

Segment One: Teacher Read-Aloud (5-10 min.)

  1. The teacher reads aloud to all students from a variety of genres, topics, and authors.

 

Segment Two: Independent Reading and Conferencing (15-20 min.)

  1. Students either move to a reading area and select a book, or choose a book or magazine from the basket at their table to read independently.
  2. The teacher holds conferences with 3-5 children daily as the other children read.
  3. The teacher keeps a conference form recording each child's individual progress, preferences, and responses.

Segment Three (Optional): Sharing (5-10 min.)

  1. Several students share briefly (approximately two minutes each) with the whole class what they have learned.
  2. If time allows, the reader answers several questions from classmates about the book. The teacher models the types of thoughtful questions children should ask.
 
 
Writing
 
Segment One: Mini-Lesson--Teacher Writing (10 min.)
  1. The teacher presents a mini-lesson in which he models real writing and a skill or strategy. The mini-lesson has these elements:
    • The mini-lesson focuses on writing, adding to, or editing a piece
    • The teacher refers to the Word Wall ad other places in the room to model how words available in the room can help with spelling
    • The teacher models the use of an Editor's Checklist to promote and guide self-checking, peer revision, and editing. This checklist grows as appropriate expectations are added throughout the year

Segment Two: Children Writing and Conferencing (20 min.)

  1. Students write on self-generated topics, individually paced at various stages of the writing process, perhaps working for multiple days on one piece.
  2. Individual editing conferences occur between the day's designated students and the teacher while the other students write. Each student picks one piece, from three to five good first drafts, to revise, edit, and publish during the conference.

Segment Three: Sharing (10 min.)

  1. Selected students share briefly in the Author's Chair (approximately two minutes each) something they have written.
  2. The "author" answers several questions from classmates about the writing. The teacher models the types of thoughtful questions students should learn to ask each other.
 

Working With Words

Segment One: Word Wall (10 min.)

  1. The teacher introduces five Word Wall words each week by having students do the following:
    • See the words
    • Say the words
    • Chant the words (snap, clap, stomp, cheer, etc.)
    • Write the words and check them together with the teacher
    • Trace around the words and check them together with the teacher
    • Do On-The-Back activities involving the words
  2. On days of the week when new Word Wall words are not the focus, the teacher reviews previous Word Wall words. When children can cheer for, write, and check five words in less than ten minutes, the remaining minutes are used for an On-the-Back activity.

Segment Two: Decoding/Spelling Activity (20 min.)

  1. The teacher guides activities to help children learn spelling patterns. Activities may include any of the following:
    • Making Words, in which children manipulate letters of the alphabet to construct words, sort words into patterns, and use the sorted rhyming words to spell and read new words
    • Guess the Covered Word, which helps students learn to cross check meaning and letter-sound relationships
    • Using Words You Know, in which children learn how the words they already know can help them read and spell lots of other words
    • Rounding Up the Rhymes, in which students use rhyming words to write and read some silly rhymes
    • Other activities that help children learn and use patterns to decode and spell words

 

Dolce Sight Vocabulary

Pre-primer

a

and

away

big

blue

can

come

down

find

for

funny

go

help

here

I

in

is

it

jump

little

look

make

me

my

not

one

play

red

run

said

see

the

three

to

two

up

we

where

yellow

you

 

Primer

all

am

are

at

ate

be

black

brown

but

came

did

do

eat

four

get

good

have

he

into

like

must

new

no

now

on

our

out

please

pretty

ran

ride

saw

say

she

so

soon

that

there

they

this

too

under

want

was

well

went

what

white

who

will

with

yes

 

1st Grade

after

again

an

any

ask

as

by

could

every

fly

from

give

going

had

has

her

him

his

how

just

know

let

live

may

of

old

once

open

over

put

round

some

stop

take

thank

them

then

think

walk

were

when

 

2nd Grade

always

around

because

been

before

best

both

buy

call

cold

does

don't

fast

first

five

found

gave

goes

green

its

made

many

off

or

pull

read

right

sing

sit

sleep

tell

their

these

those

upon

us

use

very

wash

which

why

wish

work

would

write

your

 

3rd Grade

about

better

bring

carry

clean

cut

done

draw

drink

eight

fall

far

full

got

grow

hold

hot

hurt

if

keep

kind

laugh

light

long

much

myself

never

only

own

pick

seven

shall

show

six

small

start

ten

today

together

try

warm

 

 

Think Aloud Strategy:

Part 1:

Overview the Text

  • "Open your book and look at the pages."
  • "Do you like the pictures?"
  • "Do you like the words?"

Look for Important Information

  • "What is important in this picture?"
  • "Here is an important word."

Connect to Author's Big Idea

  • "What do you think this book is about?"
  • "Look at this word/picture. That makes me think it's about..."

Put Myself in the Book

  • "Let's pretend we are... and put ourselves in the book."
  • "This reminds me of..."

Activate Relevant Knowledge

  • "Has... ever happened to you?"
  • "I can picture...in my mind because I..."

 

Part 2:

Determine Word Meaning

  • "Sometimes I find a word and I don't know what it means. Look at this word. When I don't know wordsI can ask what it means, look it up online to find out what it means."

Ask Questions

  • "Sometimes when I am reading or someone is reading to me, I don't understand. I can stop and ask a question or ask for help to make it more clear."

Recognize Author's Writing Style

  • "An author is the person who writes the book. How is this author's book different from last week's book about...?"
  • "How is it the same?"

Revise Prior Knowledge and Predict

  • "What do you think is going to happen?"
  • "Why do you think...?"

 

Part 3:

Notice Novelty in Text

  • "Good readers try to read the words AND the pictures."
  • "What do you notice about the words or the pictures."

Anticipate Use of Knowledge

  • "I have learned a lot about..."
  • "When we read our next book about... I will remember... about this book."

Relate the Book to my Life

  • "Have you ever..., like...did in the book?"
  • "I have... like... did in the book and it made me feel..."

_________________________________________________________________________________

Here is a link to a website that recommends books based on other books you like: Project Alexandria

Below you'll find lists of book recommendations for children of all ages:

More sites to check out: