A. Use 4 cueing systems at current independent and instructional levels

1. Schema-relate events and ideas to specific life experiences (AL COS) (SAT 10), other texts, and world events (text to self, text to text, and text to world) (SAT 10)
2. Syntactic-use the structure of language
3. Semantic-use context and prior knowledge
4. Graphophonic-recognize cues provided by print

A Trip to Wonderland:  The Nursery "Alice."
After exploring their concepts about Wonderland, student listens to the opening chapters of the story and view illustrations from the original edition.

Discussing Arthur Books and Videos
This gives a plan for any Arthur book or video.  Students will be asked to make text-to-self connections.

 Yo! Yes! Lesson Plan
Students will learn to use picture clues as a valid and effective strategy in reading comprehension.

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.
 

What's Your Cue? Incorporating the Semantic and Graphophonic Cueing Systems into Student's Reading:  This PDF file gives information about cueing systems and ideas for incorporating these systems into reading instruction.

Ira Says Goodbye by Bernard Waber:  This book review gives many questions to ask and activities to go along with this book.  It would work very well for making text-to-self connections, as well as text-to-text.

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.

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

E/B: Respond to simple questions about literature through gestures (i.e. pointing to pictures in a story) or spoken words or phrases.
E/B: Identify sequence of story nonverbally (i.e. gestures, pictures, graphic organizers) or with key words or phrases.
E/B: Create pictures about story read aloud and relate to own experiences with pictures.
E/B: Identify basic facts and sequences through pictorial representations and simple spoken or written phrases and sentences.
E/B: Respond to simple one-step written directions that are supported visually; D: Read and respond to two-step written directions by extracting key words, phrases, and sentences for meaning; E: Read and respond to multi-step directions.
E/B: Identify main events about stories read aloud and relate to own experiences with simple sentences; D: Determine  main events from stories read aloud and use simple spoken or written sentences to describe inference; E: Paraphrase main idea, facts, and sequence of text, drawing inferences and expressing with descriptive sentences.
D: Locate the title page, table of contents, and chapter headings while reading.
D: Answer questions about literary elements with simple spoken and written sentences.
E: Use features of text to locate information and to support comprehension.
E: Identify, interpret, and express facts and sequence through descriptive spoken and written sentences.
 

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