By C. Elkins – OK Math and Reading Lady
See Part I – Meaning (posted Sept. 17th)
The second cueing system is the use of (S) Structure or Syntax of our English language. Much of a child’s knowledge about language structures comes as a result of speaking or listening to how language naturally sounds. A reader attempts to make it sound right. Here are 3 possible scenarios:
Text: She runs with the puppy.
1. Suppose a student read this:
√ ran √ √ √.
She runs with the puppy.
This student is using structure because “She ran . . .” sounds right. He/She is also using M (meaning) because it makes sense. And the child is using visual (V) cues because ran / runs are visually similar.
2. Suppose a student read this:
√ runned √ √ √.
She runs with the puppy.
This student is not using structure because “She runned . . .” does not sound structurally / grammatically correct. However, it still makes sense (M) and is still visually similar (V).
3. Suppose a student read this:
√ chased – √ √.
She runs with the puppy.
This student is using structure because “She chased the puppy” sounds right. He/She is also using (M) meaning because it makes sense. The child is not using (V) visual cues because chased and runs are not visually similar.
When a child is not using structure, their errors in reading are typically with verb tenses. Or a student may be an English Language Learner – be sensitive to their needs. They may not know what “sounds right.” In that case, you as the teacher should model what it should sound like.
Prompts to help a student monitor for (S) Structure / Grammar:
- Did that sound right?
- Does that sound the way we talk?
- Is there a better way to say it?
- What word would sound right there?
- Can you say it another way?
- Try ______. Would that sound right?Listen as I read it. Now you try.
- Listen to this (give 2 choices). Which sounds better?
Happy Listening! Next time Visual Cues – Part 3
Clip art courtesy of MS Office.