Three-Cueing Reporting Exemplars for Descriptive Location and Reason for Flagging Fields

Again, many of the required fields for submitting a three-cueing flag are straightforward and were reviewed earlier in this module. It’s important to look at a few examples for descriptive locations and reasons for flagging in the context of three-cueing. These are the two fields where stakeholders come back and say there isn’t enough information to know exactly what the reviewer is flagging. For this reason, let’s look at some examples of three-cueing.

Descriptive Locations	Reason for Flagging	Additional Information
In the teacher guide on page 71 at the top, under Phonics Strategies with Students	This is three-cueing because the materials do not prompt the teacher to encourage sounding out the word, but rather ask the teacher to have the student “Think about the characters in our story.” The instructions then go on to state, “What word might that be based on the letters in the word and our story being about baseball?” These are encouraging the student to guess rather than sounding out the word to develop recognition.	This tells the page number, that the content in question is at the top of the page, and it gives us the heading name. The reason for flagging tells what is happening in the text and how that represents three cues by asking the students to use the context of the characters, and later gives a clue about baseball to guess the words.
In the student text in the middle of page 47 under the “Think, Then Read” section with a yellow banner.	The directions tell Kindergarten students to use the setting of the dark, stormy night to guess what the underlined words are while reading the passage with a partner. The materials do not encourage students to sound out the words or make connections to the sounds they were practicing in the lesson.	There is a descriptive location that states it is a student text in the middle of the page and provides the heading name as well as the fact that there is a yellow banner designating the heading. The reason for flagging explains how the directions tell kindergarten students to use the setting of the story to guess words with a partner rather than using the sounds they were practicing in the lesson.

These descriptive locations and reasons for flagging should hopefully inspire you to create your own thorough flags should the need arise during your review!