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Three cueing systems

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Presentation for teachers and tutors on the three cueing systems involved in reading words within sentences.

Publicada em: Educação
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Three cueing systems

  1. 1. Three Cueing Systems Semantic Cues Syntactic Cues Graphic Cues
  2. 2. Semantic Cues <ul><li>Semantics is a branch of linguistics concerned with the study of meaning. When a word is unknown the known words around that word are the source of semantic cues. </li></ul><ul><li>The children are playing ____ the park. </li></ul><ul><li>The syntax suggests a preposition but only certain prepositions will make sense. </li></ul>
  3. 3. The children are playing ___ the park. <ul><li>at, in, outside, or beyond are semantically appropriate. </li></ul><ul><li>into, on, or between are not semantically appropriate. </li></ul>
  4. 4. Syntactic Cues <ul><ul><li>Syntactic cues matter in reading English because it is a positional language. The order or sequence of the words affects meaning. </li></ul></ul><ul><ul><ul><ul><li>They painted the house yellow. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>They painted the yellow house. </li></ul></ul></ul></ul>
  5. 5. Syntactic Cues <ul><li>Word order allows for inferences about the grammatical function of an unknown word. </li></ul><ul><li>Beyond the _______ </li></ul><ul><li>A very scornful _________ </li></ul><ul><li>These examples allow for only one part of speech? </li></ul><ul><li>A noun </li></ul>
  6. 6. Graphic Cues <ul><li>To be able read you need to be able to pronounce words correctly so that hopefully you will know the meaning if it is in your oral vocabulary. </li></ul><ul><li>Together with semantic and syntactic cues graphic cues result in correct oral reading. </li></ul><ul><li>On Saturday we’re going to w____ our car. </li></ul>
  7. 7. Graphic cues <ul><li>1. They got into the b_____ and left fast. </li></ul><ul><li>2. They got into the b_____k and left fast. </li></ul><ul><li>2. The robbers came at about six o’clock. They got into the b_____k and left fast. </li></ul>
  8. 8. Analyzing Student’s Mistakes <ul><li>Ask yourself is the child’s mistake (miscue) semantically appropriate (does it make sense)? </li></ul><ul><li>Ask yourself if the child’s mistake (miscue) is syntactically appropriate (the right part of speech)? </li></ul><ul><li>Ask yourself if the child’s mistake (miscue) is graphically similar (includes correct letters) and if yes in what ways? </li></ul>

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