Whole to Part theory
Sun Sep 6, 2015 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 identification, oral reading fluency and comprehension, and silent reading comprehension. With these assessments, I am able to identify the three levels(independent, instructional, frustration) of each of my students. I introduce one to two new words each day through the vocabulary process used in Fusion in which students dissect the word. Students orally and silently read texts that are on their instructional level.Students raise their hand and are given a word that they are unable to read. At predetermined stopping places, students record what they will believe will happen next and cite evidence from the text to support their prediction. I agree with author when he discusses the use of "measuring word identification ability."
I concur with the author when he discusses nonsense words. I do not believe this is a useful tool for assessment because it is requesting students read words that they do not have prior knowledge to.I also agree with the author he discusses that no one reading instruction works with every child. As a middle school exceptional children's teacher with students ranging from primer to sixth grade instructional reading levels in sixth, seventh, and eighth grade, it would be be unwise to believe that one instruction model would meet the instructional needs of all students.
With the inability to track, I suggest first determining if the student is able to accurately identify the words out of context. I would also suggest having the student use something other than a finger to track. What are forms of technology that I could apply to instruction in my classroom and outside of the classroom for my students to utilize? What instructional methods do you use to build vocabulary in your classroom?

  • Whole-to-Part Reading - Melanie McLeod, Sat Sep 5 16:18
    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... more
    • Whole to Part theory - byrdaw, Sun Sep 6 20:54
      • 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
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