Dear colleagues, I would wish to take you through the importance of the three-block framework in content delivery. These blocks entail the language and word study, the reading workshop, and writing workshop. The three blocks form the basic framework for organizing instruction. Thus, it permits flexibility, student grouping, content variation, daily timeframes, and tutor-directed instruction levels. The students are able to understand the classroom functions and know what is expected of them in advance, and thus accomplish more. Literacy aids are essential in class for effective delivery, thus there is a need to fund the program.
The language and word study is the first block. It is broken down into three subcategories; interactive language and literacy, word study, and the conventional use of written language. The sub-elements allow learners to explore the intricacies of language in various genres. The students also investigate the meaning and structure of words, forms of written language, and conventions. In this block, learners need to be provided with reading charts to aid in understanding word families, prefixes, suffixes, and compound words. Sets of writing charts for plurals will help the learners to know how the plural of one item differs from the other.
Reading workshop is the second block of the framework. Apart from the teachers’ selected texts, students also read various self-selected text. The learners are not only asked to formulate meaning to their reading but also to make text and personal connections. They learn the most effective strategies to aid in comprehension while reading. Reading block is also divided into three sub-categories; guided reading, independent reading, and literature study. In the guided reading, the learners are placed into small homogeneous groups. The tutor introduces the reading material and then listens as the students read independently. He/she then teaches a strategy and engages them in an activity to aid in developing the learned strategy for that session. For independent reading, the learners read silently on their own, which allows them to expand the depth of reading. For the literature study, the leaners are put in heterogeneous reading groups in which they collaborate with each other to analyze, reflect on, and criticize the literature piece. There are chances of discussion emerging from the students’ personal responses to the piece of work regarding the literary techniques, author’s writing, or genre (Fountas, et. al). Through sharing the meaning and actively listening to their peers, the learners get to understand the text deeper, and in a developed manner than they could have done on their own.
Literature circles are mainly learner-oriented and hence students are actively involved. Before the group meeting, the students have to read a certain piece, take notes, and write down any thoughts or comments concerning the script. Upon meeting, the learners share their thoughts with the group and provide evidence from the book to support their views. Without withholding respect, they are allowed to agree or disagree with each other’s opinions concerning the text. After the discussion, the students set goals and expectations for the next group work. The tutor has to establish and set the necessary routines for the learners to follow. The most important materials in this category are charts and books that entail familiar items that are either new or have been taught before. The materials help in triggering the memory to adapt to remembrance. Short books will cultivate the reading culture to the learners. These reading materials need to be arranged and stored properly. Hence there is a need to construct book and charts shelves for safe material keeping.
The writing workshop forms the third framework. The learners develop basic writing strategies and skills and learn how the writers craft their work and make it a tool for both learning and communication. The block is divided into three categories; the guided writing, independent writing, and investigations. At this juncture the tutor is able to communicate with each student one on one and offer support after they independently write, draft, edit, revise, and publish their work. Future tips on how to be a better writer in the future are delivered at this point. Writing will enhance the creativity of the students.
To facilitate the effective acquisition of knowledge to students, there are materials required including reading materials, writing elements, and charts. The learners also need an environment to facilitate both independent and group reading and writing apart from class. Putting the facilities in place will help in content delivery. A grant towards facilitating the acquisition of the materials is helpful and will be greatly appreciated. I look forward to getting assistance from you all to facilitate content delivery in class.
Fountas, Irene C., and Gay Su Pinnell. Guiding Readers and Writers, Grades 3-6: Teaching Comprehension, Genre, and Content Literacy. Heinemann, 88 Post Road West, PO Box 5007, Westport, CT 06881, 2001.