Jane Strunck's List: LIT 3/4

bibiliogrphy

link from Judy Nichols

Assessment - DLM

ALL Curriculum

alternate assessments

emergent literacy observation tool

on line pinboard

koppenhaver, yoder, etc.

evaluating core reading programs

"Whole-to-Part

In 2009-2010, Orange County Schools implemented Whole-to-Part, a reading
intervention system based on research by Jim Cunningham, UNC-CH professor, for
students in grades 3 and higher.

Whole-to-Part requires teachers to assess three areas of reading to determine
why each student isn’t reading with comprehension one level higher. These three
areas are:



Word Identification
-being able to read words quickly and
easily


Listening Comprehension
-listening and understanding when
someone reads a story


Silent Reading
-reading and understanding what is read
silently

After assessing a student, the teacher determines if the student is below,
at, or above grade level in each of the three areas. The teacher then compares
skills that are below grade level to determine the area of greatest need. For
example, a teacher might record the following infor-mation for a 5th grade
student:



When looking at the assessment data above, a teacher would ask: What is
keeping this 5th grader from reading silently with comprehension one level
higher? Since word identification is the greatest area of need–the student is a
fifth grader who is reading words easily at a third grade level but not
higher--the answer would be word identification. Therefore the student would be
placed in an intervention group that focused on word identification at the 3rd
grade level.

When listening comprehension is lowest, the student is placed in an
intervention group focused on comprehension with daily opportunities to practice
listening or reading for a specific purpose in order to understand text. When
silent reading comprehension is the lowest, it is an indicator that the student
lacks the print processing skills required to take advantage of his word
identification and comprehension skills. Students who score lowest in silent
reading comprehension are placed in print processing intervention groups where
the focus is on reading lots of text at their independent reading level. This
practice helps students who struggle with print processing learn to apply their
word reading and comprehension skills when reading independently."

assessment of early literacy