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Melanie McLeod
Whole-to-Part Reading
Sat Sep 5, 2015 16:18
8.41.119.152


The Whole-to-Part Reading model fits the needs of my students on a daily basis. Through teaching experience, teacher observation, and being a part of the Master's in Reading Program courses, this matches what I know about reading because reading is a set of skills/subskills that are integrated together to form the reading for meaning part of silent reading achievement. I apply all of these parts within my classroom each day. I teach within a primary-grades classroom, so there is not as much silent reading happening at my student's reading ability, but I teach using each of the 3 parts of the Whole-to-Part Reading Theory. I teach automatic and mediated word identification on a daily basis. We learn weekly sight words through our Letterland and Reading Street reading programs. My students read these words in context during the week using our leveled readers (Letterland & Reading Street readers). Also, each student is assessed using a Take-Home sight word program, and then each student takes home his/her leveled sight word list to review throughout the week. There are only ten words per list, so students do not struggle with learning flash sight word recognition. I am teaching my students mediated decoded reading by using the "Beanie Baby" decoding reading strategies to teach my students to use visual context clues, beginning word sounds, stretching beginning-word sounds, and 'chunking' words/word-parts together for polysyllabic words. We practice projecting prosody when I teach my students about the parts of reading fluency (I use the Star Wars Fluency Posters to reinforce fluency parts.)---reading at a normal rate; giving the words expression like one talks in the real world; attending to punctuation marks while reading; and learning to read the words that are written on the page accurately so that meaning will not be changed, but understood by the reader. We use our ipad technology to practice reading fluency. My students record their reading using the Raz-Kids leveled-reading app and by using a voice recorder to record weekly reading text in which they have practiced at least 2-3 times during the week. Also, before we begin reading our main reading text selection of the week, I ensure we watch a background video which prompts the children with questions regarding the week's reading passage. This helps them build prior-knowledge to help them understand what will be read and discussed throughout the week within guided reading groups and leveled readers. My question is: When I notice that a student's eye movements or finger-point reading movements are not performing adequately as the child reads a passage, what should I say to the child or how do I help the child coordinate the use of his/her eye movements and tracking ability? Is there a certain technique to assist the child with training their eyes and hands to flow with the print processing of text (The finger tracking is correlated with the concept of word--maybe the student does not feel comfortable knowing when to move to a spoken word or that he/she may have memorized the text and does not coordinate using their reading strategies and applying them to printed text).

  • Whole-to-Part Theory of Reading - koppenhaverd, Sun Aug 30 18:34
    Discuss the Whole-to-Part theory here. Here are some possible questions you might address to begin the conversation: Does it seem to fit your students? Does it seem to match with what you know about... more
    • Whole-to-Part Theory of Reading - Regina, Wed Sep 9 22:12
      I haven't really thought about the process of silent reading and comprehension. Cunningham's model made me think about how important reading silently is. I teach second grade and my students... more
      • making sure kids are reading - koppenhaverd, Fri Sep 11 10:01
        Regina, the way schools have historically addressed this question is to ask more questions during or after the reading. That, however, replaces valuable reading time with assessment of reading time.... more
        • making sure kids are reading - Regina, Sat Sep 12 17:10
          Thank you for that advice...I will try that. One thing that I have learned from Dr. Gill is to make sure children are reading materials that are on their individual reading level. I make an effort to ... more
          • Re: making sure kids are reading - Amanda , Sun Sep 13 13:52
            Regina, Finding materials on level is hard for me too. I find that we have NO materials to amount to anything other than Reading A to Z materials, that they can take home much less use at school. I... more
      • Re: Whole-to-Part Theory of Reading - byrdaw, Thu Sep 10 21:04
        This article reminded me of the importance of silent reading. I enjoy listening to students read text aloud because it enables me to identify growth in prosody.When I ask my students to read silently ... more
      • Re: Whole-to-Part Theory of Reading - Candi, Thu Sep 10 15:07
        Teaching first grade, I feel that I have not really thought about silent reading. I also have my students self-select books on their level and read each day to themselves. I must say, I am guilty in... more
        • Read-to-Self and Comprehending - Melanie McLeod, Sat Sep 12 09:40
          Candi: I agree with you. It is quite difficult to truly know if our students are actually reading and comprehending when they work on Read-to-Self. It helps to have an assistant in your room at all... more
          • Re: Read-to-Self and Comprehending - Candi, Sun Sep 13 16:04
            Thanks Melanie! I will try this. I do have them record it and send it to me. I love the idea for them to echo read first.
        • 1st grade silent reading - koppenhaverd, Fri Sep 11 10:05
          Kids find it difficult to read silently until they can read a first grade level text with good understanding. So, you can encourage silent reading in your strugglers in primer or preprimer kinds of... more
          • Re: 1st grade silent reading - Candi , Sun Sep 13 16:08
            So if I have students reading and comprehending text in first grade, should I encourage silent reading more?
          • Re: 1st grade silent reading - Amanda , Sun Sep 13 13:58
            I usually listen to my daughter read her homework and the other night I told her to go ahead and start reading. While I was listening, I was in another room. All of a sudden it got quiet and I kept... more
    • Re: Whole-to-Part Theory of Reading - megangouge, Tue Sep 8 16:44
      I also felt a little like Brittany in that I felt like a newbie in that there were lots of things about silent reading that I hadn't taken the time to look at or think about. After working outside of ... more
      • nature of ESL reader's problem - koppenhaverd, Fri Sep 11 10:12
        I would argue that the student has a print processing problem or he has a print processing problem induced by the text difficulty relative to his ability. Review the model. There is no such thing as... more
        • Nature of reader's problem - Martha Brown, Sat Sep 12 00:32
          I am interested in learning how to do the whole to part assessment. Thank you
        • Re:WTP Comprehension - joanne abrams, Fri Sep 11 18:57
          I would be interested in learning more about this type of assessment. Although I have primarily been a K-2 teacher I would like to know more about diagnosing upper grade students.
    • Whole-to-Part Reading Theory - joanne abrams, Mon Sep 7 12:43
      Cunningham's article about Whole to Part reading confirmed to me that not only do all these parts of reading exist, but have a typical occurring order. When I read this article and how it all relates ... more
      • Silent Reading - Melanie McLeod, Tue Sep 8 18:15
        Hey, Joanne: I know what you mean with regards to having students tap into their own background knowledge about upcoming reading topics. I always use the phrase from the extended version of the KWL... more
        • silent rdg - joanne abrams, Tue Sep 8 19:35
          Thanks Melanie...that's a great strategy as the word KNOW is not flexible...adding the word THINK allows more freedom of thought. I am glad to hear that eventually you see the silent read process... more
    • Seeing a Bigger Picture - brittanyavery, Mon Sep 7 10:41
      Addressing the question, "Does it [Whole-to-Part theory] match what you know about reading?", I'm now seeing the reading process in a new light, or seeing the bigger picture. In the lecture he kept... more
      • Re: Seeing a Bigger Picture - Candi, Thu Sep 10 15:39
        So what advice would you give first grade, now that you are in third grade? What can we do in first grade, especially the for higher readers to help with the ultimate goal of silent reading?
        • Re: Seeing a Bigger Picture - brittanyavery, Fri Sep 11 06:00
          I would suggest (especially for higher readers) helping them to build their silent reading endurance. Obviously, first graders are not going to be able to read "silently" as long as third graders,... more
          • Re: Seeing a Bigger Picture - Candi, Fri Sep 18 15:16
            Thanks! This is something I will work on. I have not thought about silent reading and how start to teaching this skill in first grade. However, after completing the IRI for our assessment class it... more
          • Silent Reading - megangouge, Wed Sep 16 16:28
            There is so much of a foundation that has to be set for silent reading to happen. Establishing a "purpose" for reading is such a difficult task for children to understand. I agree with building... more
      • lightbulb! - megangouge, Tue Sep 8 16:31
        Do not feel like it is just being a "newbie" for just now seeing these things. This year I have "graduated" from first grade and am across the school K-4, the importance of silent reading didn't... more
      • Re: Seeing a Bigger Picture - Anonymous, Mon Sep 7 16:19
        Brittany that is a real world application to the theory. Silent reading is very important but reading this article I can now see how important it is in developing and practicing the contracts of... more
        • Re: Seeing a Bigger Picture (fix) - shannonsilver, Tue Sep 15 12:38
          Brittany that is a real world application to the theory. Silent reading is very important but reading this article I can now see how important it is in developing and practicing the contracts of... more
          • Re: Seeing a Bigger Picture (fix) - candithompson, Tue Sep 22 11:30
            After testing one of the students you work with really opened my eyes to how important silent reading is for our students. Your student had a major difference in oral and silent reading. I feel this... more
        • Re: Seeing a Bigger Picture - brittanyavery, Mon Sep 14 21:29
          Yes, Shannon, it is very beneficial to read about the things that we are seeing in our classroom and understand what's going on with the child (or at least troubleshoot and have an idea about what's... more
        • Re: Seeing a Bigger Picture - megangouge, Tue Sep 8 16:46
          Melanie, I agree with you that the article was difficult to read without the background or prior knowledge that the lecture provided :)
        • Re: Seeing a Bigger Picture - Martha Brown, Tue Sep 8 09:25
          The reading was a lot of new information for me. I also read, listened to the lecture and reread the article. It continues to amaze me how the many parts need to come together in the process of... more
          • Re: Seeing a Bigger Picture - byrdaw, Wed Sep 9 19:11
            I agree with you Martha. It is a miraculous occurrence. What do you believe to be the key strategies or foundational instruction practices that aid students in the pre-k classroom?
            • Re: Seeing a Bigger Picture - Martha Brown, Thu Sep 10 13:36
              In the pre-k classroom, I believe that reading each day is a critical component. It is important for pre-school teachers to talk to and with children every day for vocabulary development and to ask... more
              • Re: Seeing a Bigger Picture - byrdaw, Thu Sep 17 20:33
                Thank you for responding to my question. I love learning what reading occurs in the pre-k classroom and how those foundations are lain. Labeling is an excellent way to develop language for ESL and... more
              • Fostering Literacy Development - Melanie McLeod, Thu Sep 10 17:32
                Ms. Martha: Your ideas for the pre-k classroom sound wonderful! I totally agree that pre-k teachers must refer to letter-sounds of student names, recognizing names, and labeling drawings as well as... more
          • Many Literacy Components - Melanie McLeod, Tue Sep 8 20:40
            Hi, Ms. Martha: I have taught upper-elementary children for the majority of my career. However, I have moved down to the first grade level for the past three years. Everyone asks me how I like... more
            • Re: Many Literacy Components - byrdaw, Wed Sep 9 19:14
              What are the most challenging components to teach in the foundational elementary years of instruction? Are there strategies that you have determined that work best for students that are identified... more
        • Re: Seeing a Bigger Picture - Anonymous, Tue Sep 8 08:53
          Yes, Shannon, it is very beneficial to read about the things that we are seeing in our classroom and understand what's going on with the child (or at least troubleshoot and have an idea about what's... more
          • Re: Seeing a Bigger Picture - shannonsilver, Tue Sep 8 23:24
            What about graphic novels? I think about those for students that need higher content lower readability.
        • Re: Seeing a Bigger Picture - Anonymous, Mon Sep 7 16:21
          This was Shannon I am using my hotspot so it didn't ask me my login info. for some reason.
    • Whole-to-Part Reading - Melanie McLeod, Sat Sep 5 16:18
      • Whole to Part theory - byrdaw, Sun Sep 6 20:54
        The whole to part theory correlates with aspects of reading instruction that apply in my classroom. As a teacher, I begin my reading instruction classes with an IRI that includes spelling, word... more
        • Building Vocabulary - brittanyavery, Mon Sep 7 11:28
          For me, trying to build vocabulary always feel like I'm fumbling around in the dark not knowing what to do next. I've read and heard so many different opinions on front-loading vocab vs. teaching it... more
          • Building Vocabulary - haleyferrell, Tue Sep 8 08:37
            One tool that I have used in that past and that we continue to use in our school is Text Talk. Text Talk uses various children's books to showcase and identify new unknown vocabulary words. The... more
            • Re: Building Vocabulary - Candi, Thu Sep 10 15:33
              We just got text talk last year in K-1. I started using it last year and the students loved it. They enjoyed learning new words and using them, they would say they felt smarter. They also started... more
          • Word-a-Day Vocabulary - Melanie McLeod, Mon Sep 7 18:25
            Brittany: I use Word-a-Day for 1st Grade. It has activities to go along with introducing each word, and it also has a cumulative review. I also feel somewhat lost for how to teach effective... more
            • Word-a-day vocabulary - Regina, Wed Sep 9 21:04
              Hi Melanie, I really like the word a day vocabulary. I would love to try that in my classroom. Where did you get it?
              • Word a Day - Melanie McLeod, Wed Sep 9 21:10
                Hi, Regina: I downloaded the ebook from the teachers pay teachers website. It's a great resource.
                • Word A Day - Regina, Wed Sep 9 21:27
                  Melanie, Thank you! I will look that up.
            • Re: Word-a-Day Vocabulary - Martha Brown, Tue Sep 8 09:33
              I really like the Word-a-Day. A new word each day is great to use with pre-school children as well for early vocabulary development. When new books are read and we get to a new word, it allows me a... more
        • Nonsense Words - Melanie McLeod, Mon Sep 7 10:19
          I understand that the K-3 Dibels Reading Assessment uses Nonsense Word Fluency to determine if primary-grade students can decode short-vowel CVC words. However, I agree with the author and you that... more
          • Re: Nonsense Words - shannonsilver, Mon Sep 7 16:33
            Question.....Do you all see that students that are learning to find meaning in reading independently have a harder time with NMF tasks because their brains are trying to find meaning in everything... more
            • Re: Nonsense Words - candithompson, Tue Sep 22 11:23
              I have had many of my high readers struggle with NWF. When I talk with parents, teachers or principal I have always stated my opinion that I do not look at their NWF. Just like in the lecture Dr.... more
            • Nonsense Words - walshjm2, Sat Sep 12 21:31
              Shannon, as I read your question about children who are already reading for meaning, and how they can sometimes have a difficult time with NWF drills, I was reminded of my own daughter when she was... more
            • Nonsense words - Regina, Wed Sep 9 21:39
              Shannon, I teach second grade and I have experienced many students that are on grade level or above do poorly on the nonsense words. I feel the same as you... that they are trying to find meaning in... more
              • Nonsense Words - walshjm2, Sat Sep 12 21:14
                One point that I pulled from Dr. Koppenhaver's lecture was that nonsense words should not be used in Special Education. As a Special Education teacher, this really makes logical sense to me, because... more
            • NWF - joanne abrams, Tue Sep 8 19:49
              Hey Shannon, I was thinikng about your question and this is what I notice with assessing NWF. I do not notice my students struggling with NWF but rather the reverse, but in a sort of problamatic way... more
              • NWF - shannonsilver, Tue Sep 8 23:17
                The reason I asked was that once students realize that the words they are reading are to mean something to them it seems like it would be hard to make them read nonsense words because they are moving ... more
          • NWF - brittanyavery, Mon Sep 7 10:50
            Yes, Melanie I agree with you 100%, and I was so glad to read this and hear Dr. K address this as well. Even parents ask why their children are being assessed on words that have no meaning! I do not... more
            • NWF - joanne abrams, Mon Sep 7 11:30
              Brittany, I agree as well. The NWF assessment is hit or miss at best. I have experienced so many mixed results it's hard to know which students it's reliable for. For example, several of the students ... more
              • Re: NWF - brittanyavery, Mon Sep 7 11:32
                Yes, knowing letter sounds is basically the only thing it's good for!
                • Aggravating - Melanie McLeod, Mon Sep 7 12:34
                  Yes....then it's crazy that we have to take quality instructional time out of our lessons to practice and monitor Nonsense Word fluency. I hope they eventually eliminate this part of the assessment... more
                  • Aggravating - Regina, Wed Sep 9 17:16
                    I agree! I have always disliked the nonsense word assessment. Not only do we have to assess each student, but then we have to take the time to progress monitor the students that are not proficient.... more
                    • Re: Aggravating - byrdaw, Mon Sep 14 18:33
                      I would like to be informed of that reason as well. I believe there are numerous other ways to assess if students have the ability to decode words without using nonsense words. Are there other... more
      • Re: Whole-to-Part Reading - Anonymous, Sun Sep 6 19:04
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