The argle zoolked the bordiddyin the ershant because thebordiddy larped the argle.Learning about the process of reading from anonsense sentence.Write the sentence at the topof your paper leaving spacefor an illustration
Visualize the Meaning Draw a picture to illustrate the meaning ofthis sentence to you. Don’t show your illustrations to each otheryet. Remember readers can visualize, or formmental images of, what the words in the textdescribe. Notice what difficulties youencounter in visualizing for this sentencemade up of pseudowords.
Text to Class Connection Possibility “No text is self explanatory. In interpreting atext, readers draw on their store ofknowledge about the topic of the text.Readers use this prior knowledge to fill ingaps in the message and to integrate thedifferent pieces of information in themessage. That is to say, readers “construct”the meaning.” (pg. 9 in Becoming a Nation ofReaders, 1985)
We choral read the sentence. How did we know how to pronouncenonsense words such as: argle, bordiddy,ershant and larped? Did you sound out the words letter by letter? Did you use knowledge of real words topronounce the words?
Text – Class ConnectionPhoneme Segmentation “How do readers go about learning newwords? In several ways. For example, if achild failed to recognize clutched on a firstexposure, the teacher would remind the childto break the word into parts: cl + utch + ed.”(pg. 10 What makes a good teacher ofreading and writing, 2005)
Readers must successfully use threecueing systems to read for meaning. To decode and understand the meaning of atext, readers use information from manyinterrelated systems. These systems providecues to make meaning clear. Graphophonic cues Semantic cues Syntactic cues
Reading calls for knowledge ofGraphophonic Cues Knowledge of letter-sound correspondences is sometimesreferred to as “graphophonic cues.” One permanent feature of a written word is the sequence of itsletters. The fact that sequence is a distinctive feature is apparent inwords like: tap, pat, apt. To teach the significance of letter sequence, some teachershave children spell words when they are being taught. Name,spell, and rename. Readers with more than a fourth grade reading ability makealmost no mistakes with regular pseudowords.
Reading calls for knowledge ofSyntactic Cues What part of speech is: argle, zoolked, bordiddy,larped and ershant? How do you know? Syntax is the way words are put together in alanguage to form phrases, clauses, or sentences. Syntactic cues are hints based on the order of wordsthat helps a reader comprehend. Syntactic cues are also known as: grammatical cues
Reading calls for knowledge ofSemantic CuesSemantic cues are sources of help for words thatderive from the collective meanings of all the otherwords.For example, the meanings of certain words (run)depend on the other words that surround them:1. Can you run the store?2. Can you run in the election?3. Can you run in the race?Semantic cues, unlike syntactic cues, are not confinedto the sentence.1. “This room is hot. Turn on the ____________ .”
What is reading comprehension? Who zoolked the bordiddy? Why did the argle zoolk the bordiddy in theershant? What did the bordiddy do to the argle?
Compare your illustrations for thesentence. What similarities are there? What are the differences? What did you comprehend? What were you unable to comprehend? Why interfered with reading comprehension?
Five Major Areas of Reading as they relate tothe cueing systems. Phonemic Awareness (Graphophonic Cues) Phonics (Graphophonic Cues) Fluency (All three cueing systems) Vocabulary (Syntactic & Semantic Cues) Comprehension (Syntactic & SemanticCues)
Marty is digging a hole for the tree. Draw a picture to illustrate the meaningyou’ve constructed for the sentence. Compare pictures: How are they similar andhow are they different? How did you use the three cueing systems toconstruct meaning from the sentence?