Literacy and Cueing Systems
Language Arts –September 29, 2005
Agenda
A Balanced Literacy program
Stress Reduction Tips
What is Literacy? - Placemat/Two StayTwo Stray
Video Clip
The Girl Who Hated Books
A Balanced Language Arts Program
Break - Energizer
Scavenger Hunt - Language Arts
Document
How did you learn to read? TPS
How do children learn to read?
Reflections
Homework - do your MI profile for
tomorrow, read The Masks of Literacy
Components of a balanced Literacy
Program
1. The reading process, cueing systems
& reading strategies
- Reading, Listening, viewing
- Reading response; Shared,
Guided and Independent reading
- Reading in the content
Area
- Read Aloud
How can we manage stress?
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Take good care of your body
actively everyday.
Eat properly
Get plenty of rest
Exercise
Laugh a lot
Maintain a positive attitude
Don’t be a perfectionist, balance
your time and don't stay up all
night writing a lesson plan.
Breathe !!!!
Daily meditation
What is Literacy?
Reading Comprehension and
Understanding of words, pictures and
numeracy
Form of communication
Exerting your imagination through
writing
Love of reading
Media and technology savvy
Freedom
2. The Writing process: Prewriting,
drafting, revising, editing, phonic,
spelling, grammar
- Read Aloud
- Writing, Speaking, Representing
- Journal, Shared, Modelled and
Independent Writing
- Writing in the content Area
Language Arts Curriculum
Scavenger Hunt
Find 2 reading expectations
Find 2 writing expectations
Find 2 oral and visual expectations
Find 3 reasons why children use
language
Find the role of the teacher in teaching
language
Find 1 expectation that crosses more
than one grade
Name your most challenging expectation
- why?
Name 1 expectation you think will be
easy to teach - why?
Need firm grasp of 1st language before
learning 2nd (takes 5-7 years). Don’t say
“You can only speak English in school”
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How do children learn to read?
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Teachers/parents understand
language development
Language develops through:
exposure, by testing hypotheses,
first language without direct
instruction, when they use it to
do something else, through social
interaction teachers create a
Language-rich environment
Read aloud every day
Four cueing systems - phonetic,
semantic, syntactic, pragmatic
o Phonetic - sound/symbol
relationships
o Semantic - word
meanings
o Syntactic - grammatical
connections
o Pragmatic - use of the
text
Strengthening the phonetic
cueing system:
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Strengthening your semantic
cueing system:
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Ask yourself, “Does this make
sense?”
Develop a rich vocabulary
Play with multi-meaning words
and figurative language
Check out the rest of the sentence
to make sense of difficult words
Use the pictures
Strengthening the pragmatic
cueing system:
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Think about how different modes
of writing are organized and use
the format to help you read
Think about the way the book is
organized - use the index, use the
footnotes, put together the
pictures and the text
Read from left to right
Make use of titles, headings,
italics etc.
Develop an understanding of
consonant and vowel sounds
Apply phonics - the
sound/symbol relationship
Learn about word structure compound words, root words,
prefixes, suffixes, possessives
and verb endings
Develop an awesome sight
vocabulary
Strengthening the syntactic
cueing system:
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Understand how the parts of
speech fit together - and be able
to make smart substitutions
Understand nouns, verbs,
adjectives, adverbs etc.
Know how the verb tenses work past, present and future
Recognize how sentences are
built to make good predictions
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