The Cueing System

1. The Cueing System The 4 systems that “clue” us into making meaning!

2. Phonological (sound) system Important for beginning readers & writers Learn to pronounce sounds as they learn to talk Learn to associate sounds with letters as they learn to read and write Students use phonics to decode words, but phonics is not a complete reading program b/c not all words can be decoded easily and reading is more than just decoding.

3. Phonological cueing system 44 sounds in the English language, 26 letters Phoneme=smallest unit of sound Grapheme=written version of a phoneme using one or more letters Phonological awareness: being able to hear the sounds (word play, rimes, onsets) Phonemic awareness: being able to orally manipulate phonemes in words (orally segmenting) Phonics: instruction about phoneme-grapheme correspondence and spelling rules

4. Syntactic System The grammar that regulates how words are combined into sentences. Grammar literally means the rules for governing how words are combined in sentences, not parts of speech. Word order is important to making meaning.

5. Syntactic System “The horses galloped through the gate and out into the field” Student may not be able to read “through” but could substitute with “out of” or “past” because it makes sense in the structure of the sentence.

6. Syntactic System • Morphemes=smallest unit of meaning • “dog,” “cat,” “play” are all free morphemes • “-s” and “-ed” are bound morphemes • Plural marker or past-tense marker • Change the meaning of the words they are added onto.

7. Semantic System • Focuses on meaning • Vocabulary is key component • Teaching more than one meaning for words • Teaching synonyms and antonyms for words • Connotations, or associations, of words • Homonyms • Sound alike but are spelled differently • Using context clues

8. Pragmatic System The social aspects of language use. Language varies across social classes, ethnic groups and geographic regions

9. What is reading? • Reading is a constructive process of creating meaning that involves the reader, the text, and the purpose within social and cultural contexts. • --Tompkins, p. 42

10. The Cueing System Review: Which system concerns the social and cultural context in which the text was written or read? Which system is the “sound” system? Which system gives cues through the “structure” of language? Which system is the knowledge of words’ meanings the clue?

11. 5 _____of the Reading Process: • Phonemic __________ and phonics • Word play with preschoolers to help them __________ phonemes • Systematic teaching of the sound-letter ______________ • Word Identification • Students learn to recognize common or ____________y words; saves ____________ resources for comprehension • Fluency • _______________ reading at child’s “just right” level • Can devote most of their cognitive resources to ______________. • Vocabulary • The building ___________ of meaning-making • Comprehension • Gaining the strategic knowledge to make ____________from texts

12. 5 Stagesof the Reading Process: • Phonemic awarenessand phonics • Word play with preschoolers to help them segmentphonemes • Systematic teaching of the sound-letter correspondence • Word Identification • Students learn to recognize common or high-frequency words; saves cognitive resources for comprehension • Fluency • Independentreading at child’s “just right” level • Can devote most of their cognitive resources to comprehension • Vocabulary • The building blocks of meaning-making • Comprehension • Gaining the strategic knowledge to make meaning from texts

13. 5 Stages of the Reading Process: • Phonemic awareness and phonics • Word play with preschoolers to help them segment phonemes • Systematic teaching of the sound-letter correspondence • Word Identification • Students learn to recognize common or high-frequency words; saves cognitive resources for comprehension • Fluency • Independent reading at child’s “just right” level • Can devote most of their cognitive resources to comprehension • Vocabulary • The building blocks of meaning-making • Comprehension • Gaining the strategic knowledge to make meaning from texts

14. 5 Stages of the Reading Process • Stage 1: Prereading • Activating background knowledge and related vocabulary • Set purposes for reading • Introduce key vocabulary words. • Planning for reading • Preview the text • Make predictions

15. Stage #2: Reading • Independent reading • Buddy reading • Students read or reread a selection with a classmate or sometimes with an older student (Friedland & Truesdell, 2004). • Guided reading • Teachers work with groups of 4-5 students • Instructional level • Teachers support use of reading strategies • Shared reading • Read aloud books children could not read independently • Model fluent reading • Use engaging activities • Reading aloud to students • Read developmentally appropriate but written above students level • Think aloud for strategy use

16. Stage 3: Responding • Writing in reading logs (aesthetic) or learning logs (efferent) • Participating in discussions

17. Stage 4: Exploring • Rereading the selection • First draft reading; second draft reading (Gallagher) • Examining the author’s craft • Story boards, genre, text structures, literary devices • Focusing on words and sentences • Semantic features analysis charts, word sorts, word wall • Teaching mini-lessons • Strategy instruction on visualizing, repairing, making connections

18. Stage 5: Applying • Readers extend their comprehension • Reflect on their understanding • Value the reading experience • Create projects

19. Reading Strategies and Skills Reading is a complex process involving both strategies and skills. • Strategies • thinking that readers do as they read • Affect motivation: gives confidence • Deliberate, goal-directed actions • Cognitive/information processing theory • Skills • quick automatic behaviors that don’t require any thoughts • Emphasis is on effortless and accurate use • Automaticity • Behaviorism

20. Types of Strategies • Decoding strategies • Using phonic and morphemic analysis • Word-learning strategies • Analyzing word parts • Comprehension strategies • Predicting, drawing inferences, visualizing • Study strategies • Taking notes and questioning

21. Types of Skills • Decoding skills • Use sound-symbol knowledge and phonics rules • Word-learning skills • Identify synonyms, notice capitalization • Comprehension skills • Notice details, separate fact and opinion • Study skills • Consult an index, notice boldface terms, locate and remember information

22. Mini-lessonns • Students need explicit instruction about reading strategies • Declarative knowledge: what the strategy does • Procedural knowledge: how to use the strategy • Conditional knowledge: when to use the strategy