Transcript The Cueing System - Lauren Riemenschneider

The 4 systems that “clue” us into
making meaning!
 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.
 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 phonemegrapheme correspondence and spelling
rules
 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.
 “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.
 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.
 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
 The
social aspects of language use.
 Language varies across social classes,
ethnic groups and geographic regions
 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
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?

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

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

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
 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
 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
 Stage
3: Responding
• Writing in reading logs (aesthetic) or learning
logs (efferent)
• Participating in discussions
 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
 Stage
5: Applying
• Readers extend their comprehension
• Reflect on their understanding
• Value the reading experience
 Create projects
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
•
•
•
•
quick automatic behaviors that don’t require any thoughts
Emphasis is on effortless and accurate use
Automaticity
Behaviorism
Skills
 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
 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
 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