B. Use cueing systems at current independent and instructional level

1. semantics (use context and prior knowledge)
2. syntactic (use the structure of language)
3. graphophonic (recognize cues provided by print)
4. schematic (connections based on prior knowledge and experience) (AL COS) a. text-to-self b. text-to-text, text-to-world

Cloudy with a Chance of Meatballs
Students will make appropriate and effective use of strategies to construct meaning from print.

ReadingLady.com: Connecting Text to Self
Lesson plan modeling making text-to-self connections using any book.

ReadingLady.com: Connecting Text to Text by Doing an Author Study
Lesson plan modeling making text-to-text connections using a set of books by any author. The lesson plan uses Kevin Henkes as an example.

ReadingLady.com: Connecting Text to World
Students will understand and comprehend text more effectively through the use of Text-to-World connections.

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.
 

Text-to-Self Printable:  A Word file that provides a graphic organizer for text-to-self connections.

Text-to-Text Printable:  A Word file that provides a graphic organizer for text-to-text connections.

Ready to Print Activities to Accompany Strategies That Work:  A website that contains activities and printables that are teacher created to accompany Strategies That Work. This is not an official website to accompany the book.

Spider-Man in Amazing Adventures:  This site provides a range of language arts activities based on the Spiderman cartoon series.

Children's Literature - Resources for Teachers:  Language arts resources for all areas and grades

Kids' Lab: Inferential Context Clues:  Uses context clues (for example: known words, phrases, structures) to infer the meaning of new and unfamiliar words, including synonyms, antonyms, homophones.

Kids' Lab: Direct Definition Context Clues Tutorial:  This site contains definitions, examples and activities for working with context clues.

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

E/B: Identify title pages, chapter headings, and illustrations with gestures (i.e. pointing) or simple spoken words or phrases.
E/B: Identify characters and setting nonverbally (i.e.gestures, pictures, charts, graphic organizers) or with simple spoken words or phrases.
E/B: Follow one-step written instructions with some assistance and one-to-two-step oral instructions.

E/B: Create a pictorial main idea diagram as you verbalize the parts. Draw the diagram both ways, with the details "adding up" to the main idea and vice versa. Have students point to the main idea in both diagrams; D, E: Have small groups review a topic they've learned in class (i.e. Community workers). Model creating a main idea diagram for one of the workers. Then have students make a main idea diagram about another worker. Invite groups to share their diagrams with the class.
E/B: Identify title pages, chapter headings, and illustrations with gestures (i.e. pointing) or simple spoken words, phrases or sentences; D: Use features of text, including table of contents, chapter headings, and index, to locate most information in text; E: Use features of text, including table of contents, chapter headings, glossary, and index, to locate information in text.
E/B: Identify the main events and some details in an informational text and express with simple spoken or written sentences; D: Identify the main events and some details in an informational text and express with simple spoken and written sentences; E: Identify the main idea and most of its supporting details in an informational text.
E/B: Use prior knowledge of given topic to enhance understanding of reading material that is illustratively supported and express with simple spoken or written sentences; D: Use prior knowledge of given topic to enhance understanding of reading material and express with simple spoken and written sentences.
E/B: Identify setting and main characters from simple, illustratively supported literature and express with simple spoken or written sentences; D: Identify setting, main characters, main events, and conflicts and express with simple spoken and written sentences; E: Understand significant information in text that includes setting, characters, main events, and conflicts.
E/B: Follow one-to-two-step oral or written instructions; D: Follow two-to-three-step written instructions; E: Follow most multi-step oral and written instructions with minimal assistance.
E: Make and confirm predictions about content presented in a text.
 

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