The Cueing System

The Cueing SystemThe 4 systems that clue us into making meaning!Phonological (sound) systemImportant for beginning readers & writersLearn to pronounce sounds as they learn to talkLearn to associate sounds with letters as they learn to read and writeStudents 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.Phonological cueing system44 sounds in the English language, 26 lettersPhoneme=smallest unit of soundGrapheme=written version of a phoneme using one or more lettersPhonological 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

Syntactic SystemThe 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. Syntactic SystemThe 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.Syntactic SystemMorphemes=smallest unit of meaningdog, cat, play are all free morphemes-s and -ed are bound morphemesPlural marker or past-tense markerChange the meaning of the words they are added onto.Semantic SystemFocuses on meaningVocabulary is key componentTeaching more than one meaning for wordsTeaching synonyms and antonyms for wordsConnotations, or associations, of wordsHomonyms Sound alike but are spelled differentlyUsing context cluesPragmatic SystemThe social aspects of language use.Language varies across social classes, ethnic groups and geographic regionsWhat 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. 42The Cueing SystemReview: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?

5 _____of the Reading Process:Phonemic __________ and phonicsWord play with preschoolers to help them __________ phonemesSystematic teaching of the sound-letter ______________Word IdentificationStudents learn to recognize common or ____________y words; saves ____________ resources for comprehensionFluency_______________ reading at childs just right levelCan devote most of their cognitive resources to ______________.VocabularyThe building ___________ of meaning-makingComprehensionGaining the strategic knowledge to make ____________from texts5 Stages of the Reading Process:Phonemic awareness and phonicsWord play with preschoolers to help them segment phonemesSystematic teaching of the sound-letter correspondenceWord IdentificationStudents learn to recognize common or high-frequency words; saves cognitive resources for comprehensionFluencyIndependent reading at childs just right levelCan devote most of their cognitive resources to comprehensionVocabularyThe building blocks of meaning-makingComprehensionGaining the strategic knowledge to make meaning from texts5 Stages of the Reading Process:Phonemic awareness and phonicsWord play with preschoolers to help them segment phonemesSystematic teaching of the sound-letter correspondenceWord IdentificationStudents learn to recognize common or high-frequency words; saves cognitive resources for comprehensionFluencyIndependent reading at childs just right levelCan devote most of their cognitive resources to comprehensionVocabularyThe building blocks of meaning-makingComprehensionGaining the strategic knowledge to make meaning from texts5 Stages of the Reading ProcessStage 1: PrereadingActivating background knowledge and related vocabularySet purposes for readingIntroduce key vocabulary words.Planning for readingPreview the textMake predictionsStage #2: ReadingIndependent readingBuddy readingStudents read or reread a selection with a classmate or sometimes with an older student (Friedland & Truesdell, 2004).Guided readingTeachers work with groups of 4-5 studentsInstructional levelTeachers support use of reading strategiesShared readingRead aloud books children could not read independentlyModel fluent reading Use engaging activitiesReading aloud to studentsRead developmentally appropriate but written above students levelThink aloud for strategy useStage 3: RespondingWriting in reading logs (aesthetic) or learning logs (efferent) Participating in discussionsStage 4: ExploringRereading the selectionFirst draft reading; second draft reading (Gallagher)Examining the authors craftStory boards, genre, text structures, literary devicesFocusing on words and sentencesSemantic features analysis charts, word sorts, word wallTeaching mini-lessonsStrategy instruction on visualizing, repairing, making connectionsStage 5: ApplyingReaders extend their comprehensionReflect on their understandingValue the reading experienceCreate projectsReading Strategies and SkillsReading is a complex process involving both strategies and skills.Strategiesthinking that readers do as they readAffect motivation: gives confidenceDeliberate, goal-directed actionsCognitive/information processing theorySkillsquick automatic behaviors that dont require any thoughtsEmphasis is on effortless and accurate useAutomaticityBehaviorismTypes of StrategiesDecoding strategiesUsing phonic and morphemic analysisWord-learning strategiesAnalyzing word partsComprehension strategiesPredicting, drawing inferences, visualizingStudy strategiesTaking notes and questioningTypes of SkillsDecoding skillsUse sound-symbol knowledge and phonics rulesWord-learning skillsIdentify synonyms, notice capitalizationComprehension skillsNotice details, separate fact and opinionStudy skillsConsult an index, notice boldface terms, locate and remember informationMini-lessonnsStudents need explicit instruction about reading strategiesDeclarative knowledge: what the strategy doesProcedural knowledge: how to use the strategyConditional knowledge: when to use the strategy