Hastings and Prince Edward District School Board C.O.D.

E Project, 2007

The Three Cueing Systems

Sample Questions, Instructional Strategies and Examples of MSV Cues

Written and developed by: Cassandra Bellwood, Kente P.S. Kerri Denyes, Princess of Wales P.S. Lisa Friar, Foxboro P.S. Cassandra Windsor, Harmony P.S. Kim Mahoney, C.O.D.E. Project Leader

TheThreeCueingSystems
Meaning(Semantic) Whatisit? Doesitmakesense? makingsenseof textand relayingmeaningfulconnections contextcluesfoundinthetext and/orbackgroundknowledge (comesfromthestudentsown experiences) Structure(Syntactic) Doesitsoundright? makingsenseoftheactual wordsinthesentences structuralcuescomefromthe studentsknowledgeofcorrect orallanguagestructures thewayinwhichlanguageis puttogetherintosentences, phrases,paragraphs,etc. Visual (Graphophonic) Doesitlookright? breakingwordsdownintoletters, sounds,syllables,prefixes, chunks,etc. visualcuescomefromstudents developingknowledgeof letter/soundrelationshipsandof howlettersareformed whatlettersandwordslooklike oftenidentifiedassoundingout words

TheThreeCueingSystems
Meaning(Semantic) InstructionalIdeas Teachersneedtoteachgenres, ornatureoftextforms,purpose forreading,doesthewordfit, whatinformationdothe illustrationsprovideandwhat hashappenedsofar. vocabularylists oralpredicting storylineprompts priorknowledge pictures connections webs graphicorganizers contextclues,pictures,text readingtheroom howtochooseabook KWL anticipationguides Structure(Syntactic) Teachingsuggestionsareto modelmorecomplexsentence structuresandsentence reconstructionwithfamiliar stories. Behavioursthatcapitalizeon structurereadingahead,andre reading cutupsentences guessthecoveredword naturallanguage knowledgeofEnglish Visual (Graphophonic) DothesoundsandthewordsIam readingmatchthewordsonthepage (phonologicalawarenesscueing system) makingbigwords monthbymonthphonics wordsorts wordanalogies soundsandsymbols capitalization punctuation directionality wordandspaces beginningsandendings wordfamilies rootwords syllables prefixesandsuffixes magneticletters

SampleQuestionsandPromptstoPromoteStudentsUseoftheThreeCueingSystems
Meaning(Semantic) Questions&Prompts Whatdoweknowaboutthis topicalready? Whatdoweneedtoknow? Whatwouldhelpus understandthistext? Whyarewereadingthisbook? Whatotherbookshavewe readonthistopic? Whatisgoingtohappennext? Whatpredictionscanyou makeaboutthistext? Whatcouldhavehappened beforethisstory?Whatcould happenafter? Showwhereinthetextitsays that.Showwheretheauthor indicatedthat.
Ifastudentisrelyingprimarilyon meaning,itwillbebeneficialto supportherreadingstrategiesthat promotelookingatlettersandsounds.

Structure(Syntactic) WhenIcoveredupthisword inthetext,howdidyouknow whatwordwouldbe appropriate? WhenIwasreadingandleft outaword,howdidyounow whatwordwasinthetext? Haveyouhearthat phrase/language(e.g.Onceupon atime...)before?

Visual (Graphophonic) Whatweretherhymingwordsin thisstory? Whatwoulddoyouseewithinthat biggerword?(promptstudentsto lookfortherootwordinaword withaprefixorasuffix,orforthe twowordsthatmakeupa compoundword.) Whatisthefirstletter(orlast letter)oftheword? Whatsounddoesthatletter(or combinationofletters)make? Whatotherwordsstartwiththat letterandwouldfitintothis sentence?

Ifareaderisrelyingprimarilyon structure,itwillbebeneficialto supportherreadingwithstrategiesthat promotemeaningandvisualcues.

Ifareaderisrelyingprimarilyonvisual cues,itwillbebeneficialtosupporther readingwithstrategiesthatpromote meaningandstructure.

ExamplesofMSVCues
AnexampleofareaderusingMEANINGcue, purring Thesmallcatwassittingquietlybythewindow. Inthisexample,thesubstitutionofpurringforquietlymadesensetothe reader,especiallyconsideringherpersonalexperienceandinterestincats. Thereadermayhavealsorecentlyreadanotherbookaboutcatswherethe catpurred. AnexampleofareaderusingSTRUCTURALcue, standing Thesmallcatwassittingquietlybythewindow. Inthisexample,thesubstitutionofstandingforsittingfollowstherulesof langauge,anddoesnotpresentagrammaticalproblem. AnexampleofareaderusingVISUALcue, smell The smallcatwassittingquietlybythewindow. Inthisexample,thesubstitutionofsmellforsmallshowsthatthereader usedthebveginningblendaswellasthemiddleconsonantL,possibly recognizingthedoubleLpatterninthewordsmell. AnexampleofareaderNOTusingameaningcue, quetty Thesmallcatwassittingquietlybythewindow. Inthisexample,thesubstitutionofquettyforquietlydoesnotmakesense. Notonlyisquettynoawordbuttherestofthesentencedoesntmakesense asaresultoftheerror.Meaningwasnotusedonthewordorsentencelevel inthisexample. AnexampleofareaderNOTusingastructuralcue, sat Thesmallcatwassittingquietlybythewindow. Inthisexample,thesubstitutionofsatforsittingcreatesagrammatical erroranddoesnotfollowtherulesoflanguage. AnexampleofareaderNOTusingavisualcue, lettle The smallcatwassittingquietlybythewindow. Inthisexample,thesubstitutionoflittleforsmallindicatesthatthecuesfor theletterswerenotused.Neitherthebeginning,endorchunkwithinthe wordissimilarvisually.