Whole-part-whole lesson structure

Keeping the focus on meaning while at the same time building students' word identification abilities can be challenging. The whole-part-whole lesson structure enables students to work with words within a larger context of literature and connected text. This process of moving from a rich authentic text to the study of words and word parts is called decontextualization (Rasinski & Padak, 2004). Word study or phonics instruction should be integrated into the reading program. In fact, Stahl (1990) suggests that no more than 25% should be spent on phonics instruction and practice. The whole-part-whole approach to lesson design may help teachers balance the amount of time spent on different aspects of reading instruction.

Why is whole-part-whole lesson structure important for struggling readers?

The goal of word identification instruction is to help students understand and apply strategies that they will apply to real reading. By imbedding word study within the context of authentic literature, teachers can keep the focus on making meaning of a text. Students will be motivated to develop their word study skills because they are connected to fun books, poems, songs, and other texts.

Whole-part-whole lessons also demonstrate ways in which students can apply various word identification strategies in authentic reading contexts. Students who learn word identification strategies in the context of authentic literature are likely to use those strategies when reading independently. (See strategy lists).

What it looks like

Trachtenburg (1999) suggests a three-part approach to integrating word identification instruction with children's literature:

1. Whole: Read, comprehend, and enjoy a whole, quality literature selection.
2. Part: Provide instruction in a specific aspect of word identification that draws from or extends the literature selection.
3. Whole: Apply new word identification skill when reading and enjoying another whole, quality literature selection.

Sample Lessons

Click Clack Moo: Reading Word Family Words: Provides whole-part-whole framework to teach word identification strategies using Click Clack Moo: Cows That Type by Doreen Cronin.
http://www.readwritethink.org/lessons/lesson_view.asp?id=847

Phonics Through Literature: Learning about the Letter M (K-2): Uses Five Little Monkeys Jumping on the Bed and Five Little Monkeys Sitting in a Tree to teach text-text comparison and word recognition strategies. Includes several ideas for center activities.
http://www.readwritethink.org/lessons/lesson_view.asp?id=180

Whole-to-Part Phonics Instruction: Teaching Letter-Sound Correspondences (K-2): Uses "Jack and Jill" to study word identification strategies.
http://www.readwritethink.org/lessons/lesson_view.asp?id=157

Text considerations

• When selecting materials to be used for word recognition instruction, look for texts that demonstrate a balance between decodability and predictability.
• Trachtenburg's (1990) article includes a list of tradebooks that are helpful for teaching various phonics elements.
• Caldwell & Leslie (2005) provide an extensive list of trade books that contain specific spelling patterns (in Chapter 5, pp. 63-66).
• Using students' own compositions can be a rich source for powerful word recognition instruction, especially for older readers. See Language Experience Approach (LEA).
• Teachers can also create stories and poems, adding a personal touch and motivation by including students' names and familiar settings or events.

Organizational considerations

• This instructional framework may be most helpful in guided reading lessons, in which the word identification skill is selected specifically to meet the needs of a small group of children.
• Allen's (1998) Integrated Strategies Approach extends the whole-part-whole framework to include rhyme, word family study, cross-checking to confirm appropriate word identification, spelling, writing and reader response, and using Word Walls to support word identification and spelling strategies. This article includes sample lesson plans that use this framework.

Teacher Tips

How do you use literature for word study in your class? Submit your ideas here!

Resources and Links

Websites

"What's Basic in Beginning Reading? Finding Common Ground" by Dorothy Strickland.
Originally published in Educational Leadership, this article provides an explanation of the whole-part-whole framework as well as some research that supports this instructional approach.
http://www.nea.org/teachexperience/rdk040225.html

"Between the Lions" PBS Kids' show
Each episode is based on a whole-part-whole structure. This website provides resources and suggestions geared toward early childhood teachers.
http://pbskids.org/lions/parentsteachers/resources/kguide/
Related lesson plan:
http://www.readwritethink.org/lessons/lesson_view.asp?id=173

Books

Rasinski, T. & Padak, N. (2004). Effective reading strategies: Teaching children who find reading difficult (3rd ed.). Columbus, OH: Pearson.

Caldwell, J. S. & Leslie, L. (2005). Intervention Strategies to follow informal reading inventory assessment: So what do I do now? Boston, MA: Pearson.

Cunningham, P. M. (2005). Phonics they use: Words for reading and writing (4th ed.). Boston, MA: Pearson.

Articles

Allen, L. (1998). An integrated strategies approach: Making word identification instruction work for beginning readers. The Reading Teacher, 52, 254-268.

Stahl, S. (1992). Saying the "p" word: Nine guidelines for exemplary phonics instruction. The Reading Teacher, 45, 618-625.

Strickland, D. S. (1998) What's Basic in Beginning Reading? Finding Common Ground. Educational Leadership, 55 (6). Retrieved March 21, 2006 from http://www.nea.org/teachexperience/rdk040225.html

Trachtenburg, P. (1990). Using chldren's literature to enhance phonics instruction. The Reading Teacher, 43, 648-654.