Implementing Structured Literacy: Abandon the 3 Cueing System (MSV)
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- Опубликовано: 7 сен 2024
- This Structured Literacy video series is going to focus on the small shifts you can start implementing in your classroom tomorrow to begin aligning your instructional practices with a structured literacy approach based on the Science of Reading research.
This second video in our Structured Literacy series is going to focus on shift #2 where we will begin to change our prompts when students are stuck on a word.
Over the last twenty to thirty years, we have been prompting students with reading cues to help them figure out unknown words they come to as they are reading. These cues have become known as "the 3 cues, the 3 cueing system, or 3 sources of information," also known as MSV in the literacy world. These cues have prompted students to basically "guess the word" he/she is stuck on while reading using the MSV cues - or Meaning, Syntax, and Visual cues.
The use of these "cues" or "3 sources of information" have led to many children not learning how to "decode" words, as they were not being taught HOW to decode words. They were being taught how to figure out the word using other sources of information, like the picture on the page, what word could make sense based on the context of the story, or looking at the initial grapheme and thinking about the phonetic similarities among the word on the page and the word the student reads. It is believed that the use of these cues has caused many children to not learn how to read.
Therefore, I am hopeful that this second small shift will help you begin making incremental changes in your instructional practices that will ensure your students learn the code and begin to develop solid decoding strategies.
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I honestly appreciate these videos so much! Watching all of them in order. This is helping me shift the balance. Thank you very much for your effort putting these together! ☺️
These ideas are so helpful! Thanks so much for putting this series together!
This is so helpful! Thank you for breaking it down.
Thank you for this series! This has been so informative. I was dreading going back to school after the break but now I am eager to use these new strategies! Eager for the next videos! ❤
Thanks for the information towards reading and how us as teachers can break down the reading process
I'm a follower of your store. You're so experienced and create wonderful materials, like this video. Many good things here to help teachers shift away from how teachers were taught to teach back in the day.
As an experienced teacher, I would like to share some thoughts and clarify a few things from your video.
#1 You say that decodable texts for guided reading levels A-F are contrived and boring. That's not so with the decodable stories in the Hooked On Phonics set that I bought used off Craigslist and taught my own two kids to read, starting at age 4, when they already knew the alphabet. Both my kids could read before kindergartenfrom this program. I'm trained in Wilson Fundations which is Orton Gillingham-based. OG reading programs come from research on dyslexia in the early 1900s, and was kind of like the original Science of Reading. And the science hasn't changed. OG programs teach phonics, phonological awareness, decoding, and encoding. In Wilson, students are also taught multisensory methods like to tap out each sound in the words and to mark each sound, like marking a digraph differently than a blend, and marking short vowels differently than long vowels. And even Wilson's stories are 99% not contrived, in my opinion. (Unfortunately, Wilson doesn't have daily or weekly stories; the quantity of stories is small. Yet, the program still works to teach students how to read and how to write through 6th grade, or maybe 8th. I don't teach that high.)
#2 Since decodable books are books that are written with a focus on a particular phonetic pattern or word family, when we feel inspired to write our own decodable stories to use or sell, yes, the stories often are contrived and we feel the need to add in words with phonetic patterns that we didn't teach, yet, like reading a CVC book or other skill decodable that you wrote with the word "home", a CVCe word that wasn't taught, yet. It is no easy feat. You said your work-around is to do an impromptu mini-lesson and teach that CVCe skill before your curriculum unit on CVCe words, in the middle of reading a text. That's fine to do, but, the other scenario is to use decodables that ONLY contain words of known word families that were already taught, and separate out the other words as "High Frequency Words" to teach PRIOR to the story.
For example, Hooked on Phonics has two types of pages prior to every decodable story. There's a page with words in the new word family, and another list of high frequency words that will be found in the story. No other words are in the story at all. That is what makes it decodable. Wilson Fundations and Wilson Reading also separate out and teach the words prior to a story. Daily lessons and homework contain the "New words" or new word family skill, and contain "Trick Words" which are the HFW such as: a, the, like, as, etc...
I love that you made this video to help teachers make the shift to cuing students to the phonemic skills going on in the stories instead of the pictures. I just like preparing students to feel successful on an emotional level, by having been introduced them to the new words, first (as in Hooked on Phonics and Wilson), and not having to stumble on new words when they get a new passage to read. And I think teachers trained in MSV cuing might not recognize a true decodable story, at first. That's why I'm writing this comment.
#3 I was an apprentice under a 3 cuing reading specialist back in the 1990s. One of her cues was to say, "Make your mouth say the first sound". When I'm doing reading intervention, I, now, do something similar that works with kids who are diagnose with a processing disorder or dyslexia. They are often 2 or more years behind- really struggling. They kind of race with their eyes, and come up with what they THINK the sentence says, instead of focusing on the actual words, the VISUAL cue you mentioned in your video. So, when the student stumbles on a word and just rattles off 10 different possibilities without focusing on the letters, I say, "Make your mouth say the first sound," or ,"Make your mouth say what's there. Is that a digraph or a blend?" Then, they stop. Stop guessing, and move their mouth to form a sound that matches the letters they see. It really works.
I can’t find your decoding prompts.
Hey there, the decodable fans can be found here: www.teacherspayteachers.com/Product/Science-of-Reading-Decoding-Strategy-Fans-8407347 We hope this helps, SST TEAM
thank you for sharing this great information ❤
this is a great lesson
What’s your opinion on using Rime Magic in kindergarten?
We'd love to invite you to join Anna's Facebook group, There are TONS of teachers in there that can offer support for you and Anna answers questions in there as well! Here's a link to join the group if you aren't already a member: facebook.com/groups/guidedreaders We hope this helps - GR TEAM
BEAUTIFULLY DONE 🥰🥰🥰
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where can I can get your new amazing prompts? I love them!
You can actually pick them up in Anna's TPT store here: www.teacherspayteachers.com/Product/Science-of-Reading-Decoding-Strategy-Fans-8407347 We hope this helps, -SST TEAM
This is great information. What do you recommend to do with upper grade students at level C reading?
Thanks for your comment, We'd love to invite you to join Anna's Guided Readers Facebook group as there are TONS of teachers in there that can offer support for you and Anna answers questions in there as well! Here's a link to join the group if you aren't already a member: facebook.com/groups/guidedreaders -We hope this helps, -SST TEAM
Where are the videos to watch?
They are on the first page, first column on the RUclips Channel, -SST TEAM
Hi,
Is there any kind of promotional code for first time purchasing of readers from your company??
Hey there Valerie, feel free to email the service team at info@guidedreaders.com and let the team know what you are looking to purchase and they can help you out with what they have available. -SST TEAM
@@AnnaDiGilio Thank you
Marie Clay: Reading Recovery
New Zealand
I was trained as a Reading Recovery teacher and I definitely taught students how to decode words. It is an essential strategy. However, almost half of the words in English cannot be systematically decoded. So I encouraged my students to read strategically and check whether the words they were reading actually made sense to them in the context of the sentence and the whole story. To only teach students decoding is to limit the reading strategies they can learn and use to be readers who actually understand what they are reading and use it to construct knowledge. Structured literacy has to take place within a meaningful context!