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

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 Guided 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 Word-learning 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 Word-learning 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