Implementation reflects belief that there are four ways that children can learn to read. Fairly equal time is given to each of the four blocks, driven by the belief that they all support kids growth in reading and literacy. The phonics and spelling portions of curriculum and instruction are based on current research that includes teaching patterns rather than lists, on the value of word chunks and patterns versus analytic phonics, and on the premise that it s more important to teach children HOW to spell than it is to teach them WHAT to spell. Each of the four blocks includes the two to three segments outlined in either the T eacher s Guide to the Four Blocks or in Implementing the 4-Blocks Literacy Model. The activities included in each block are multi-level.
Materials are present and amply enough to support delivery - especially books.
Some teachers may feel that the balanced approach just isn t for them. Some teachers may wish to continue following strictly what publishers have provided in the way of curriculum, instruction and practice in their basals. Some teachers have discovered a way other than 4-Blocks that they believe in and that has brought them results with all of their children. There are many reasons that teachers may give for not joining many of us who are sold on 4-Blocks. Though it would not be my choice to abandon or avoid or ignore 4-Blocks for any of the above reasons, I respect the professional decision of teachers to provide for the children who are within their care.