| 
  • If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • You already know Dokkio is an AI-powered assistant to organize & manage your digital files & messages. Very soon, Dokkio will support Outlook as well as One Drive. Check it out today!

View
 

Blue (Oral Visual Literacy:cueing systems)

Page history last edited by PBworks 16 years, 6 months ago

  It is very important for teachers of students at all grade levels of Primary/Junior, and beyond, to be aware of the four cueing systems. Each is important on its own, but also work together in most situations. Teachers in the junior grades must be aware of these cueing systems in order that they can continue to build on their students' previous knowledge, and work to bring the students to a greater knowledge and understanding of the English language. Although by the Junior grades many aspects of the grapho-phonic cueing system are in place, teachers should continue to strengthen student's knowledge of the construction of words, sentences, etc., and increasing their complexity at the same time. The syntatic and semantic systems should continue to be built upon, as readings and sentence structures begin to become more complex. A firm grasp of all four cueing systems will help students be successful in their future interactions with language.

    There are many activities that one could use to build upon the different cueing systems. Many of these are discussed in the reading for September 28th, entitled, "Teaching Tips: Teaching rimes with shared reading". In this article the author uses the poem "Star Light, Star Bright" as the focus of shared reading with her students. She incorporates guided reading, shared reading, and independent reading of the poem. Her main theme for this lesson was the concept of rhyming words, and how they can be used to build on a student's knowledge of words, letters, and sentences. As a teacher, there are several other poems that you could use this technique with. Many nursery rhymes would work well, as well as other shorter poems, such as "twinkle, twinkle little star". Nursury rhymes generally involve rhyming words at the end of each line. Teachers could have students write their own poems, using the same rhyming patterns, and share them with the class. Rhyming words, as discussed in this article, build upon all four cueing systems.

Christine McGoveran

Comments (0)

You don't have permission to comment on this page.