How+to+Read+101

= Language Cueing Systems =

We successfully learn and continue to read successfully by incorporating six cueing systems (Rumelhart, 1976). The six cueing systems are the keys to literacy, enabling success on our lifelong literacy journey. In order to maintain ongoing comprehension, ALL cueing systems must be activated. All six are used simultaneously in order to successfully speak, listen, read, and write. It is essential that when we read with our students or children, all six cueing systems are encouraged.

__Surface Structures__ (Emphasized during primary grades)
=1.) Graphophonic= Knowing about //Print// The relationship between letters (visuals) and their sounds (phonics). Sounding it Out and Chunking. Letters, combinations of letters, and the sounds associated with them. =2.) Lexical= Relating to words, including automatic recognition, but not necessarily associating meaning with words. =3.) Syntactic= Knowing about //Language// Using grammar and sentence structure sense. When we read and write, we need to ask, "Does this sound like real language, does this sound correct?"
 * Though the deeper cueing systems are encouraged for middle and secondary level, they should also be introduced and used in primary grades.

__**Deep Structures**__ **(Should be emphasized and explicitly taught during the primary grades with continued emphasis during middle and secondary levels)**
=4.) Schematic= Relating the reader's prior knowledge and/or personal experiences and applying these to the text. =5.) Semantic= Knowing about //Words and personal experiences with their World// Making Sense of the Text's Meaning. When we read and write, we need to ask, "Does this make sense?" =6.) Pragmatic= Knowing about the //Purposes or Functions// for reading.

"Successful readers know how to take advantage of all six cueing systems; struggling readers rely too hevily on one or two and miss a great deal of the text's richness. Readers who focus solely on surface structures decode words but don't remember what they've read" (Tovani, 2000, p. 19).

Activities
By using a "cloze" approach, also commonly known as a 'fill in the blank approach," we encourage reading for both meaning and grammatical sense. Semantics and Syntax are encouraged, otherwise, students become overdependent on phonics. A good reader will use a balanced approach, successfully incorporating all four Language Cueing Systems. A great example of this activity is one I've chosen using poetry. Though this can be used with any genre, poetry is a great springboard, because children are provided a "hint" with which word fits best, based on rhyme.
 * Activity 1: Strengthen Semantics and Syntax

Using the cloze approach, have your child try to rely on syntax and semantics (what sounds right and what makes sense), to fill in the missing word where the asterisk appears. __Cloony the Clown__ (missing words) I’ll tell you the story of Cloony the Clown Who worked in a circus that came through *. His shoes were too big and his hat was too small, But he just wasn’t, just wasn’t funny at *. He had a trombone to play loud silly tunes, He had a green dog and a thousand balloons. He was floppy and sloppy and skinny and *, But he just wasn’t, just wasn’t funny at all. And every time he did a trick, Everyone felt a little sick. And every time he told a joke, Folks sighed as if their hearts were *. And every time he lost a shoe, Everyone looked awfully blue. And every time he stood on his head, Everyone screamed, “Go back to bed!” And every time he made a leap, Everybody fell *. And every time he ate his tie, Everyone began to cry. And Cloony could not make any money Simply because he was not *. One day he said, “I’ll tell this town How it feels to be an unfunny *.” And he told them all why he looked so sad, And he told them all why he felt so *. He told of Pain and Rain and Cold, He told of Darkness in his soul, And after he finished his tale of woe, Did everyone cry? Oh no, no, no, They laughed until they shook the trees With “Hah-Hah-Hahs” and “Hee-Hee-Hees.” They laughed with howls and yowls and shrieks, They laughed all day, they laughed all week, They laughed until they had a fit, They laughed until their jackets split. The laughter spread for miles around To every city, every *, Over mountains, ‘cross the sea, From Saint Tropez to Mun San Nee. And soon the whole world rang with laughter, Lasting till forever *, While Cloony stood in the circus tent, With his head drooped low and his shoulders *. And he said,”THAT IS NOT WHAT I MEANT - I’M FUNNY JUST BY ACCIDENT.” And while the world laughed outside. Cloony the Clown sat down and *.

__Cloony the Clown__ (complete poem) I’ll tell you the story of Cloony the Clown Who worked in a circus that came through town. His shoes were too big and his hat was too small, But he just wasn’t, just wasn’t funny at all. He had a trombone to play loud silly tunes, He had a green dog and a thousand balloons. He was floppy and sloppy and skinny and tall, But he just wasn’t, just wasn’t funny at all. And every time he did a trick, Everyone felt a little sick. And every time he told a joke, Folks sighed as if their hearts were broke. And every time he lost a shoe, Everyone looked awfully blue. And every time he stood on his head, Everyone screamed, “Go back to bed!” And every time he made a leap, Everybody fell asleep. And every time he ate his tie, Everyone began to cry. And Cloony could not make any money Simply because he was not funny. One day he said, “I’ll tell this town How it feels to be an unfunny clown.” And he told them all why he looked so sad, And he told them all why he felt so bad. He told of Pain and Rain and Cold, He told of Darkness in his soul, And after he finished his tale of woe, Did everyone cry? Oh no, no, no, They laughed until they shook the trees With “Hah-Hah-Hahs” and “Hee-Hee-Hees.” They laughed with howls and yowls and shrieks, They laughed all day, they laughed all week, They laughed until they had a fit, They laughed until their jackets split. The laughter spread for miles around To every city, every town, Over mountains, ‘cross the sea, From Saint Tropez to Mun San Nee. And soon the whole world rang with laughter, Lasting till forever after, While Cloony stood in the circus tent, With his head drooped low and his shoulders bent. And he said,”THAT IS NOT WHAT I MEANT - I’M FUNNY JUST BY ACCIDENT.” And while the world laughed outside. Cloony the Clown sat down and cried.

References

Rumelhart, D. 1976. //Toward and Interactive Model of Reading//. Technical Report No. 56. San Diego: University of California Center for Human Information Processing.

Silverstein, S. 2011. //Every thing on it//. New York, NY: Harper Collins Publishers.

Tovani, C. 2000. //I read it, but I don't get it: Comprehension strategies for adolescent readers.// Portland, ME: Stenhouse Publishers.

What to Read?
advertisements book jackets c.d. covers || telephone book recipes directories || labels signs daily schedules menus posters t-shirts graffiti || messages lists bills price tags || scrapbooks theatre/sports programs || stock repots job-related articles job-improvement articles || professional literature, bibliographies, portfolios, webs || blueprints graphs manuals eye chart computer keyboards || memos autobiographies prescriptions checks written reports || reports, biographies, nonfiction, news stories || definitions encyclopedias dictionsaries medical charts guide books || maps, diagrams, toy boxes, photo albums, computer menus, calendars, clocks || birth announcements, receipts, invitations ||
 * || Books, Magazines, Newspapers, Marketing Materials || Research/Problem-Solving Sources || Alphabetic & Nonalphabetic Symbols || Primary Sources ||
 * Environmental Print || coupons
 * Recreational Print || literature genres, cartoons, comics, poetry, movie critiques, book reviews || Guinness books, "how-to" pamphlets, video game guides, model-building instructions, game instructions || musical notation, world puzzles/games, jokes & riddles, computer games || tickets
 * Occupational Print || want ads
 * Informational Print || weather/health/sports

Goodman, Y.M, Watson, D.J., & Burke, C.L. (1996). //Reading strategies: Focus on comprehension//. Katonah, New York: Richard C. Owen Publishers, Inc.