B. Use the four cueing systems at current independent and instructional level

1. schema-connecting events in a story to specific life experiences (AL COS), other text, and world events (text to self, text to text, and text to world) (Sat 10)
2. syntactic use the structure of language (sounds right?)
3. semantic- use context and prior knowledge (makes sense?)
4. graphophonic- recognize cues provided by print (AL COS) (looks right?)

Text Talk:  Julius, the Baby of the World
Through the use of the text talk strategy, students explain, develop, and expand upon story ideas.

Maurice Sendak:  Imagination and Art
Students will make many connections to text using this lesson.

Let's Talk About Stories: Shared Discussion with Amazing Grace
This lesson gives students opportunities to make schema connections during group discussions.

Literature Circles with Primary Students Using Self-Selected Reading
This lesson uses heterogeneous literature circles to help students learn to think about the books they read.

Koala Lou: A Guided Reading Lesson
This lesson plan uses the book Koala Lou to develop connections between the book and students' lives and real world issues.

Story Schema Activation Strategy: A Reading Comprehension Technique
In this lesson students develop schematic strategies to facilitate reading comprehension.
 

Mixed-Up Sentences:  Put these sentences in order to have them make sense.

Principles of Guided Reading Instruction:  This is an article that would be great to read for a refresher in guided reading.  There is a section on using different cueing systems, specifically schema and graphophonic.

Interactive Venn Diagram Creator: Use this Venn Diagram generator to make connections

Suggestions for English Language Learners (ELLs):
(E/B=Entering/Beginning, D=Developing, E=Expanding)

E/B: Respond nonverbally to express predictions; D: Confirm predictions from prior knowledge, illustrations, key sight words, and context clues; E: Confirm predictions from prior knowledge, key sight words, and context clues.
E/B: Listen to stories read aloud and respond to comprehension questions by using nonverbal communication or one-or-two word responses.
E/B: Identify and restate the title of a book with visual support; D: Identify and state title, author, and the table of contents from a book; E: Identify and state the purpose of the title, author, illustrator, and table of contents from a book.
E/B: Convey understanding of basic facts through gesturing (i.e. pointing to pictorial representations) and using key words and phrases (orally and possibly written); D: Summarize understanding of basic facts with key spoken phrases or sentences with limited prompting.
E/B: Respond to simple questions about key words and illustrations.
E/B: Respond to meaning and sequence of stories through pictures and key spoken words or phrases; D: Respond orally to meaning and sequence of stories with simple sentences; E: Respond to stories from a variety of sources by speaking or writing with moderately complex sentences.
E: Summarize characters, setting, and main events with spoken phrases or sentences.

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