K-5 Language Arts Curriculum: ALL Block

How does the Additional Language and Literacy (ALL) Block help students achieve mastery?

Created By

EL Education

Topic

  • Curriculum

Type

Online Learning

The 3-5 Language Arts Curriculum consists of two hours per day of content-based literacy: the module lessons and the Additional Language and Literacy (ALL) Block. Certain aspects of the literacy work in the module lessons often require that students get more practice in order to achieve mastery. This is why the ALL Block exists.

The ALL Block responds to upper elementary students’ need for greater independence and mastery as learners. The ALL Block exists to give students more practice and reinforcement of the learning in module lessonsin order to achieve mastery. During this hour students have additional time to work with texts, ideas, and skills that are initially introduced in the module lessons. They also have time set aside every day in the ALL Block to read, something that all too often gets lost in the shuffle of a busy school schedule.  

In this page of the PD Pack we will take a closer look at the structure and components of the ALL Block.

Created By

EL Education

Topic

  • Curriculum

Type

Online Learning

The 3-5 Language Arts Curriculum consists of two hours per day of content-based literacy: the module lessons and the Additional Language and Literacy (ALL) Block. Certain aspects of the literacy work in the module lessons often require that students get more practice in order to achieve mastery. This is why the ALL Block exists.

The ALL Block responds to upper elementary students’ need for greater independence and mastery as learners. The ALL Block exists to give students more practice and reinforcement of the learning in module lessonsin order to achieve mastery. During this hour students have additional time to work with texts, ideas, and skills that are initially introduced in the module lessons. They also have time set aside every day in the ALL Block to read, something that all too often gets lost in the shuffle of a busy school schedule.  

In this page of the PD Pack we will take a closer look at the structure and components of the ALL Block.

“I am always doing what I cannot do yet, in order to learn how to do it.” -Vincent van Gogh

Learning Targets

  1. I can describe the components and structure of the ALL Block.
  2. I can explain how the ALL Block works hand-in-hand with the module lessons to help students achieve mastery.

Watch: The ALL Block: A Quick Look

Watch this video, The ALL Block: A Quick Look,  outlining the components and structure of the ALL Block and the key ways in which it supports the module lessons. As you watch, look for:

  1. What are the five components of the ALL Block?
  2. How do students rotate through the ALL Block?
  3. How would you complete this sentence?  “The ALL Block is…. And the ALL Block is not….”

Later on this page, you will take a closer look at the components and structure of the ALL Block.

Review: The Five Components of the ALL Block

As you saw in the video, there are five components of the ALL Block.  Each day in the 3-5 ALL Block, students rotate through three of the five components.  Please review the chart on pages 3-4 of the Implementing the Grades 3-5 ALL Block guidance document to take a closer look at each component and how it promotes proficiency and growth.  As you review, consider:

  1. What does research say about the need for student practice in each component?
  2. How do these five components resonate with your experience of what students need to attain mastery?


Review: The Relationship Between the ALL Block and Modules

Review this diagram. 

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Then review page 6 of the Implementing the Grades 3-5 ALL Block guidance doc.  Consider:

  1. Where do you see evidence of the ALL Block providing students the opportunity to practice and reinforce the learning in module lessons?

Review: Rotations

Read pages 7-8 of the the Implementing the Grades 3-5 ALL Block guidance document.  Reflect on the following questions:

  1. Each day students rotate through three activities in the ALL Block.  What are the three activities and how do they relate to the 5 components of the ALL Block?
  2. How would you explain to a peer the ALL Block’s use of heterogeneous and homogeneous groups?

Read: Assigning Levels in the ALL Block

At this point you may have questions about how to group students during the ALL Block rotations. Please read the following two excerpts of the Implementing the Grades 3-5 ALL Block guidance document

  • Pages 9-10, “What might a day in the Grades 3-5 ALL Block look like?”
  • Pages 11-12, under the question heading “How do I determine which of the four levels individual students best fit into currently (for each component)?”

As you read both of these excerpts, consider:

  1.  How are students assigned levels for the ALL block?

Try It: Dive into the ALL Block

Go to the appropriate ALL Block unit for your grade:

Then locate below on this page and work through the ALL Block Task Card from page 139 of Your Curriculum Companion: The Essential Guide to Teaching the EL Education K-5 Language Arts Curriculum.


Dig Deeper

  • ALL Block Planning Template: Use this template, found at the bottom of the page, to map out what students will do when in their teacher-guided and independent rotations during the first two weeks of the ALL Block. 

Synthesis

For Teachers:

  1. How does the ALL block help students demonstrate mastery of the CCSS in the module assessments?
  2. How does the ALL block support a self-managed classroom?
  3. How does the ALL block support the needs of all learners?

For Leaders:

  1. What supports do your teachers need to effectively understand and implement the ALL Block? 

Suggested Use

All Block Task Card

All Block Planning Template