Speech Sound Pics (SSP) Overview for Schools Extended - Teach reading, spelling using SSP


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SSP is a free resources for schools, Kindy and also home use - being developed by the Reading Whisperer Emma Hartnell-Baker.
This is part 1 of the overview- part 2 shows the order in which the phonemes are taught within SSP, and how speech sound pic recognition ties in with decoding and encoding skill development

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Speech Sound Pics (SSP) Overview for Schools Extended - Teach reading, spelling using SSP

  1. 1. Wiring brains so that ALL children can learn to read and to spell with confidence. Starting at the very beginning…
  2. 2. • Yes ! We want children developing exceptional oral skills, and to immerse them in a rich literacy environment full of ‘real’ books, stories, poetry...• Yes! We want children learning about the alphabetic code so that the print makes more sense, and children can move on – quickly- to the joy of reading for pleasure rather than just ‘decoding’.• Yes ! We want to teach children directly, systematically and explicitly so that every child covers all skills and concepts, and their progress carefully tracked.• Yes ! We want children to be able to discover the code, and be involved in child-centred learning so that they can problem solve, become confident in their own abilities, independent and emotionally resilient.
  3. 3. Schools using SSP recognise thatindividual children may need different resources, to spend more time on certain skills, to have a differentlearning experience than others – and that they deserve this.SSP enables teachers to know what ALL students need, and how to meet those needs within whole class teaching, small group activities and during 1:1 time. Parents and TAs are fully andeffectively involved, with the aim that EVERY child is reading and spelling to ABOVE expected levels within 4 – 8 terms.
  4. 4. Australian Inquiry into the Teaching of Reading (2005)The Inquiry found that in the first three years of school – andbeyond if necessary – all children learn to read most effectivelythrough an approach to reading that explicitly teaches:phonics (or the relationship between letters and sounds)phonemic awareness (or the ability to hear and manipulate the sounds in oral language)fluency (or the ability to read quickly and naturally, recognise words automatically, andgroup words quickly)vocabulary knowledge (or understanding new words and what they mean)text comprehension (or understanding what is being read and developinghigher-order thinking skills)http://www.curriculum.edu.au/leader/report_of_the_national_inquiry_into_the_teaching_o,12633.html?issueID=9803
  5. 5. The evidence is clear ... that direct systematic instruction in phonics duringthe early years of schooling is an essential foundation for teaching children toread. (p. 11)The attention of the Inquiry Committee was drawn to a dichotomy betweenphonics and whole-language approaches to the teaching of reading. Thisdichotomy is false. (p. 11)Members of the Committee found it a moment of awe to observe an effectiveteacher, with a full range of skills to teach reading, working with a whole classand having each child productively develop their literacy skills. Such teachingis highly skilled and professional. (p. 11)The Inquiry found strong evidence that a whole-language approach to theteaching of reading on its own is not in the best interests ofchildren, particularly those experiencing reading difficulties. (p. 12)Whereas the ‘starting levels of children from less advantaged backgrounds islower than those from more advantaged backgrounds, findings from a largebody of evidence-based research consistently indicate that quality teachinghas significant positive effects on students achievement progress regardlessof their backgrounds. (p. 12)The quality of teaching provided is fundamental to childrens success inreading ... this report places a major emphasis on teacher quality, and onbuilding capacity in teachers towards quality, evidence-based teachingpractices that are demonstrably effective in meeting the developmental andlearning needs of all students. (p. 12)
  6. 6. 20 key recommendations from the National Inquiry into theTeaching of Literacy (Australia) include;That teachers be equipped with teaching strategies based onfindings from rigorous, evidence-based research that are shownto be effective in enhancing the literacy development of allchildren.That teachers provide systematic, direct and explicit phonicsinstruction so that children master the essential alphabetic code-breaking skills required for foundational reading proficiency.Equally, that teachers provide an integrated approach to readingthat supports the development of orallanguage, vocabulary, grammar, reading fluency, comprehensionand the literacies of new technologies..Read The Australian Jan 2013 http://www.theaustralian.com.au/opinion/rowe-inquiry-spelled-out-how-children-can-be-taught-to-excel-in-reading/story-e6frg6zo-1226556959946
  7. 7. Rose Report 2006 (UK) specified what the curriculum needs to includeeg In the UK Foundation Stage (aged 3 – 5) they should include within ‘communication, language and literacy’:• hearing and saying initial and final sounds in words, and short vowelsounds within words• linking sounds to letters, naming and sounding the letters of the alphabet• using phonic knowledge to write simple regular words and make phonetically plausible attempts at morecomplex wordsIn the programme of study for Key Stage 1 (P-2) for speaking and listening, pupils should be taught to:• identify and respond to sound patterns in language (for example, alliteration, rhyme, word play).The programme of study for reading includes work on ‘phonemic awareness and phonic knowledge’.Pupils should be taught to:• hear, identify, segment and blend phonemes in words• sound and name the letters of the alphabet• link sound and letter patterns, exploring rhyme, alliteration and other sound patterns• identify syllables in words• recognise that the same sounds may have different spellings and that the same spellings may relate to differentsoundsand in writing, should be taught to:• write each letter of the alphabet• use their knowledge of sound-symbol relationships and phonological patterns (for example, consonantclusters and vowel phonemes) as well as to:• write familiar words and attempt unfamiliar ones.https://www.education.gov.uk/publications/eOrderingDownload/0201-2006PDF-EN-01.pdf
  8. 8. Also see the US review from the National Reading PanelTEACHING CHILDREN TO READ: An Evidence-Based Assessment of the Scientific ResearchLiterature on Reading and Its Implications for Reading InstructionIn April 2000, the National Reading Panel (NRP) released its research-based findings in two reports and a video entitled, "Teaching Children to Read."Written materials may be viewed online in HTML format or downloaded in PDF format. You may also order NRP publications and materials, including thefull-length 20-minute video, from the Eunice Kennedy Shriver National Institute of Child Health and Human Development Clearinghouse.Taken from reportTeachers must understand that systematic phonics instruction is only one component—albeit a necessary component—of a total reading program; systematic phonics instructionshould be integrated with other reading instruction in phonemic awareness, fluency, andcomprehension strategies to create a complete reading program.While most teachers and educational decision makers recognize this, there may be a tendencyin some classrooms, particularly in 1st grade, to allow phonics to become the dominantcomponent, not only in the time devoted to it, but also in the significance attached. It isimportant not to judge children’s reading competence solely on the basis of their phonics skillsand not to devalue their interest in books because they cannot decode with complete accuracy.It is also critical for teachers to understand that systematic phonics instruction can be providedin an entertaining, vibrant, and creative manner.
  9. 9. Neuroscientist perspective (video) Dr Tallai
  10. 10. If you start with ‘spelling’ the reading part can be much easier for children
  11. 11. Say the word (grass) Listen for the speech sounds ____ _____ _____ _____ 1 2 3 4 Imagine you are taking a picture of each of the 4 speech sounds with your speech sound camera – what might each one look like? Which sound pic shall we choose?The children imagine they are taking pictures of the 4 speech sounds, and choosesound pics (representations) When you talk about letters these are simply lettersof the alphabet – and also have their own name. So, yes, this is an ‘es’ but what speechsound is it a picture of? It’s one (there are 8 or 9) of the pictures for the speech sound ‘ssss’
  12. 12. However - before you even use thedecoding folder / resources…..and exploring print
  13. 13. We speak – we say words that aremade up of smaller speech sounds-and then we use combinations ofletters to represent those speechsounds in print.Letter names are simply labels.The speech sounds they representare what matters most.
  14. 14. Think of the processes involved to actually spell this simple word.(memorising it doesn’t really help the brain understand spelling, which is why ‘sight words’ can do more harm to many children than good)
  15. 15. Even if they can hear them, they need to know how to count thesespeech sounds for spelling. This visual helps them count effectively (95% of the time)
  16. 16. So what happens when you hear the word spoken and can’t hear the smaller parts ?
  17. 17. Why can’t you hear them and everyone else seems to be able to? Are you stupid? Deaf? Not concentrating? Not listening?Should you pretend to know and copy someone else? Or memorise the whole words so no-one knows you can’t hear them, or work out the ‘letter sounds’?Or just play up in class so people don’trealise, and hopefully get kicked out..
  18. 18. No, my wonderful teacher is going to use SSP and screenme, and know I can’t hear the smaller parts in words yet. She/he will know that this doesn’t mean I’m not the smartest kid in the class or that I’m not trying. She/ he will know I just have a brain that is not wired for reading and spelling, as I have poor phonemic awareness. She will know that keeping on doing the same things the school has tried before, over and over, won’t work – and that keeping me back a year will not only not help, but make me feel worse.. She/ he will know I need my brain networks needmodifying, in order to help me develop phonemic awareness quickly and easily, so that I can start learning ‘phonics’ and develop fluency and comprehension. Thank goodness I am one of the lucky ones who has ateacher trained in SSP, to help me adapt my brain processing
  19. 19. I will be able to hear the smaller parts in words,and also pronounce them more clearly, along with everyone else !
  20. 20. So parents and teachers…what is the part of the jigsaw we need to make sure that EVERY childhas, before we start teaching them thephonics ie how the phonemes (speech sound pics) link to speech?
  21. 21. Key Research Findings About Phonemic Awareness:Research has identified phonemic awareness as the most potent predictor of success in learning to read. It is more highly related to reading than tests of general intelligence, reading readiness, and listening comprehension (Stanovich, 1986,1994). The lack of phonemic awareness is the most powerful determinant of thelikelihood of failure to learn to read because of its importance in learning the English alphabetic system or how print represents spoken words. If children cannot hear and manipulate the sounds in spoken words, they have an extremely difficult time learning how to map those sounds to letters and letter patterns - the essence of decoding. (Adams, 1990). It is the most important core and causal factor separating normal and disabled readers (Adams, 1990). It is central in learning to read and spell (Ehri, 1984).
  22. 22. Phonemic awareness can be developed in children by providing them with rich language experiences that encourage active exploration and manipulation of sounds. These activities lead to significant gains in subsequent reading and spellingperformance. Most children will learn basic phonemic awareness from these activities. Some children need more extensive assistance. Children should be diagnosed mid- kindergarten to see if they are adequately progressing, and if not, given more intensive phonemic awareness experiences. For all children, the more complex phonemic awareness abilities are learned in the context of learning letter/sound correspondences. A close relationship exists between a childs control over sounds and his reading ability. Some quick test instruments that reliably assess development of phonemic awareness in about five minutes include the Rosner, the Yopp-Singer tests, and the Roswell-Chall.In numerous studies, correlations between a kindergarten test of phonemic awarenessand performance in reading years later are extremely high. Thus, phonemic awareness has been identified by researchers in replicated studies in many countries as a very potent predictor of success in reading and spelling achievement. In fact, Professor Yopp indicates that such high correlations remain even after controlling for intelligence and socio-economic status.
  23. 23. In case you were wondering why SSP assessments, and monitoring tasks have been created in this way (see slideshare.net/readingwhisperer to download) Hallie Kay Yopp, Ph.D, Professor, Dept. of Elementary and Bilingual Education,CSU FullertonProfessor Yopp addresses the critical role of phonemic awareness in the early stages of reading acquisition. She defines phonemic awareness as "the awareness that phonemes exist as abstractable and manipulable components ofspoken language. It is the ability to reflect on speech and experiment (play) with its smallest components (phonemes). Phonemic awareness is not phonics and not auditory discrimination.“ The research outlines a progression of phonemic awareness development in pre- school, kindergarten, and early first grade that includes the ability: to hear rhymes or alliteration to blend sounds to make a word (e.g., /a/-/t/ = at) to count phonemes in words ( how many sounds do you hear in "is"?) to identify the beginning, middle, and final sounds in words to substitute one phoneme for another (e.g., change the /h/ in "hot" to /p/) to delete phonemes from words (e.g., omit the /c/ from "cat")
  24. 24. http://www.csus.edu/ier/reading.htmlExcellent paper that shows why SSP is being developed in this way by the Reading Whisperer Emma Hartnell-Baker
  25. 25. Some states were actually starting toget onto the right path…..even if the vehicle for moving along the path wasn’t clearly shown.
  26. 26. In 2009 Victoria had a great framework – teachers just needed to more guidance about ‘how’http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/keycharliteracyp6.pdf…effective literacy teachers:• use students’ oral language competencies as the starting point for teaching reading and writing• teach English language and conventions using relevant and authentic texts and contexts• engage students in speaking and listening tasks in English to consolidate and expand studentunderstanding of the social and learning contexts and purposes for which English is used - telling apersonal story, responding to and asking simple questions, retelling stories, listening to stories, givingand following simple instructions, participating in social interactions• teach phonological knowledge and phonemic awareness –awareness of the sounds in spoken languageincluding individual sounds within words• teach reading of a range of simple texts, including multimedia texts–comprehension of texts; includingprediction based on semantic and syntactic information, identifying the storyline, the use of pictures,vocabulary, fluency and letters-sound relationships (phonics)• teach early concepts about print in reading and writing including spatial and directional conventions ofwriting, one-to-one matching, concept of a word and a letter and locating initial and final letters• teach writing –composition of brief texts about topics of personal interest in print and digital settings,introducing basic punctuation including full stops and capital letters, the formation of upper and lowercase letters, spelling of frequently used vocabulary and strategies to attempting to spell words by writingone or more of the letters in words and matching letters with their common sounds.
  27. 27. • In 2010 NSW had developed strategies in line with the Inquiry, addressing the recommendations… http://auspeld.org.au/2010/10/14/only-nsw/……FOUR years after the national inquiry into teaching reading, one Australiangovernment has finally embraced the key recommendation that children be taught thesounds that make up words as an essential first step in learning to read.The NSW government has released literacy teaching guides incorporating the latestresearch evidence on the best way to teach reading.The guides mandate that children from the first years of school be explicitly taught thesounds of letters and how to blend and manipulate sounds to form words in daily 10to 20-minute sessions.The guides set out key principles for teachers to follow in readinginstruction, stipulating that phonics need to be taught to a level where children canautomatically recall the knowledge…..Professor Coltheart, said he understood the new national English curriculum being writtenwould include extensive material on the teaching of phonics in the early years of school,including phonemic awareness in the first year.“This alignment between the national curriculum and the NSW guides for teachers isgoing to be of enormous benefit for the state’s young children. I hope other states willbe following in NSW’s footsteps,” he said.
  28. 28. The new National Curriculum does NOT recognise these important elements.Phonemic awareness- the biggest predictor of reading difficulties – is difficult to find there. The way in which phonics is included will make theteaching of reading and spelling very difficult, not only for many students, but also teachers.Teachers are being asked to teach spelling in ways that start from print, not speech.
  29. 29. In fact International comparisons of student reading levels released at the end of last yearranked Australia 27th of 50 countries.The Australian – article Jan 2013http://www.theaustralian.com.au/opinion/rowe-inquiry-spelled-out-how-children-can-be-taught-to-excel-in-reading/story-e6frg6zo-1226556959946According to Julia Gillard around 75,000 students failed to meet national minimum standards inthe NAPLAN test in 2012http://www.nap.edu.au/verve/_resources/2012_NAPLAN_Summary_(Preliminary)_Report.PDFAlthough there is talk of a Gillard ‘Reading Blitz’ and ‘including phonics’ we all know that‘phonics’ is only a part of a balanced curriculum, and it’s the people delivering the programthat make the difference. It’s very easy to teach ‘phonics’ very badly, regardless of theresources you have available.The best advice is to see schools that are already successful, and see what they are doing. Atthe very least this means 100% of children are reaching MINIMUM standards (which are lowanyway) for years 3 and 5 NAPLAN results in reading, writing, grammar and spelling.
  30. 30. • Despite the confusion, Read Australia aims to give teachers and parents what we have known they need, even before the Inquiry in 2005, through SSP. In order to reach as many people as possible this is offered for free, funded by school PD training funds. These funds go back into creating more and more resources. We can keep moving forwards….. Read Australia will show you how to use SSP to ensure that 100% of your year 3 and 5 children reach minimum levels when NAPLAN tested. Regardless of current levels, we can show you how to do this in less than 18 months, on a limited budget. So let’s put it all into perspective, and get started..…
  31. 31. “ Oh how much they miss, whenthey cant read, can read but dontwant to read, or a combinationof the two! Its not just thefoundation for academicachievement but for discoveryand wonder ! “Miss Emma
  32. 32. SSP breaks it down into specific skills* Children won’tunderstand Theseconcepts if they can’thear the speech sounds
  33. 33. * Children won’t understand these concepts/ skills if they can’t hear the speech sounds (phonemic awareness) Marilyn Adams, Ph.d., Senior Scientist, Bolt Beranek and Newman, Inc.• Dr. Adams focuses on the need for children to develop automatic word recognition and the system to achieve this. Dr. Adams supports Dr. Yopps conclusion that training in phonemic awareness is the foundation for learning to recognize words. Such training is necessary because most children enter kindergarten without the conscious awareness that words are made up of distinct sounds; rather they hear words as complete units. Dr. Adams discusses the value of whole language in encouraging flexible class organization, the use of quality literature, and the emphasis on early writing. However, she faults the methodology of whole language for operating under the mistaken assumption that skillful readers "skip, skim, and guess" instead of reading whats on the page.
  34. 34. The whole ofthe code can be taught using SSP within Prep and Year 1if every child has good PA
  35. 35. This means that screening Prep children forphonemic awareness must be our firstpriority, alongside oral languagedevelopment.It really doesn’t matter if they already knowletter names or even the speech sound theyrepresent when they enter school. We needto test for the way in which their brainprocesses speech sounds. If we get thatright, the rest is far easier for everyone.
  36. 36. They have been developed by Emma Hartnell-Baker BEd Hons (Early Years Specialism) MA Special Educational Needs (incDyslexia), a former Early Years Education Inspector for UK Education Dept (OFSTED) to offer every parent and teacher the skills needed to help anychild learn to read and spell before they enter yr 2. The aim is the SSP creates a supportive community, all striving to prevent literacy difficulties, and to overcome them if already
  37. 37. SSP goes far deeper than ‘teaching reading and spelling’ as children are taught (and guided to discover) the alphabetic code. It is deeply layered, including all necessaryelements, and also allows for children to work at their own pace. Watch Prep aged children reach the Blue Level in less than two terms, and see how effectively they tackleunfamiliar words within reading and spelling activities. www.youtube.com/soundpics
  38. 38. Alongside this explicit teachingchildren also investigate the code, and use the Speech Sound Clouds
  39. 39. Children discover the code using everyday objects
  40. 40. SSP is being developed to prevent the need for RTIIf used within Prep, Year1 and2 then all children can bereading and spelling withconfidence.Any older students (includingthose in year 2) arestruggling, then SSP can beused within an RTI Approach.
  41. 41. To develop exceptional spelling (encoding) skills we need to start from SPEECH. If children cannot hear the smaller parts in words (phonemic awareness) they will not be able to develop these skills. They need to SEE words as made up ofspeech sound pics (pictures of the speech sounds, not letters)At all times, from term 1 of Prep, those using SSP try to see sound pics in words, and encourage children to do the same. This really helps toshape their reading AND spelling brains and prevent difficulties. It alsoallows teachers to see where there are gaps in PA and code knowledge. Use every opportunity to do this ! Questions? Emma@ReadAustralia.com
  42. 42. Practice this yourself!
  43. 43. Everything is chosen to shape reading and spelling brains- including letter formation in PrepPlease download the letter formation or home folderpowerpoint www.slideshare.net/readingwhispererChildren need to practice all letters of the alphabet as soon aspossible, regardless of the phonics teaching. However using thephrase will actually also help with the phonics!All RWI letters and phrases are shown, and can be used onwhiteboards.
  44. 44. Children meet the Speech SoundFamily within the online lessons www.youtube.com/soundpics
  45. 45. New free resources for each levelare on slideshare.net/readingwhispererSimply save to your laptop, and the power point presentation (includinganimations) will work in your classroom. Ideal for the whiteboard. For example* Phonemic Awareness – Why this is your starting point* Decoding – specific practice using only their sound pics and helpful words* Encoding – specific practice using only their sound pics and helpful wordsIf children are ready for more than the level the class is working on, they canprogress. Children who need additional work to keep up, can also use these withTAs.*Home Folders (again, TAs’ can make good use of these to help monitorindividuals)* Assessments (screening Preps, monitoring progress of eachindividual, assessing new older students)* All Speech sound clouds (recently updated)
  46. 46. Including fun resources to help children with common issuesShhhhhh ! Don’t tell anyone our tricks! Don’t be a cheeky monkey !!
  47. 47. debbed ed No room to sleep ! I need the bed posts the other way around to make a bed __ ____ 1 2
  48. 48. When they see this sound pic they say Cuckoo! Cuckoo !! Is it oo as in look or oo as in moon? Put eyes on them when it’s an ‘oo’ as in look ! cook
  49. 49. SSP scaffolds learning, with skills and concepts clearly set out within each level. These link with the SSP assessment and monitoring tools.(see slideshare.net/readingwhisperer) Home Folders are created to support the approach at home
  50. 50. Teachers/ Parents - ‘helpful words’ list How any words are added to their folders after the first 11 depends on the child. As you progress, point out when the child can now decode the words (as the child learns more sound pics) These are high frequency words, not ‘sight words’ – and most can be decoded when the child has covered those sound pics.
  51. 51. The King is one of the main members of the Speech Sound Family
  52. 52. Along with the Speech Sound Cow, the Dancing Clowns and the Pesky Speech Sound Frog
  53. 53. Why have so much funwhile learning to read ?The premise that literacy is associated with school achievementparticipation in a democracy, and self-fulfillment is widely held.Why then don’t students read more?Some suggest that the way reading is taught is not conducive producing students wholove to read. In a study for UNESCO, Irving (1980) found that most respondents madeno association whatsoever between reading and pleasure. I doubt that haschanged in over 40 years, for a lot of people!Lets change that. Lets bring back reading for pleasure !!To do this we of course need to first ensure that every child CAN read- as quickly andeasily as possible (finding it difficult isnt fun). While learning they are immersed in language and literacy, with a range of books and reading material available.But lets not put the cart before the horse. Teaching children to read (and spell) in Prep would be my number 1 priority if I was a Principal. If teachers are given the opportunity to use SSP (and ideally get training) they are also able to problem solve, explore,develop verbal, personal, social and emotional intelligence and more, within this approach to literacy. Its not just an approach to teach reading, its an approach tosupport young minds, develop great learning skills, a positive approach to learning,self awareness of their strengths and weaknesses, and a desire to READ for PLEASURE !
  54. 54. Explicit phoneme teaching order within SSP There are 4 SSP Levels, and within each children not only learn the most commonly used speech sound pics but also how to use them in decoding and encoding activities.There are encoding and decoding activities and also ‘readers’ that follow this order, only showing the sound pics the children are learning, to build confidence. Alongside this explicit teaching they use the Speech Sound Clouds to self-discover other variations.When the levels have been completed the clouds are taughtexplicitly. They have then learnt how all but around 55 words in the English language can be decoded and encoded ! This can be your two year plan – for Prep and Year 1. Older children who struggle need to be taken back, to learn these or they will never crack the code.
  55. 55. Student copy Explicit teaching order
  56. 56. Decoding and encoding resources for all sound pic levels, along with songs and rhymes eg
  57. 57. NO! Seven a is a sound you’ll hear a lotThis isn’t yoursong.. but not in tin or pin or cot you’ll find it in the middle of a word like pat and also hat and mat and rat
  58. 58. I doubt that’s its a pterodactyl,but better not leave him on the window sill If you move in haste he might jump out, if he squashes Dad’s tomatoes he’s bound to SHOUT !NO! SevenThis isnt your song..
  59. 59. We’re happy hopping - hop, hop, hopWe’re happy hopping - hop, hop, hopWe’re happy hopping - hop, hop, hopGive us some music and we’ll never stop ! NO! Seven This isnt your song..
  60. 60. Nick is a gnat who’s keeps saying NO ! Why he does, I just don’t know Perhaps he’s feeling grumpy, as his nose is runny Getting the flu just isn’t funny. Poor Nick thinks he has pneumoniaNO! SevenThis isnt your song..
  61. 61. NO! SevenThis isnt yoursong..
  62. 62. Why is the King in my bath ?! Does he think it’ll make me laugh? I don’t like it, not one little bitIf you don’t get out I’ll have a ....FIT I climbed too high and landed in a pie My, oh my It made me cry The poor King fell from a great height and had quite a fright.
  63. 63. Eg slide from Green level decoding practice power pointNat pants in the sand pit Green Level sound pics s a t p i n Helpful word the
  64. 64. the fat cat and the duck sat on the hillExample – purple leveldecoding Green and Purple Level Sound Pics s a t p i n
  65. 65. the man had a giggle at the kitten and the frog
  66. 66. Tish and Dad took a look in the box at the puppy jumping.Eg Yellow Level decoding(so now using green, purple and yellow levelsound pics within encoding and decodingactivities. No guesswork needed, and you can startteaching grammar. ‘He is a happy’ Dad said. ‘He is jumping so high!’ said Tish Let’s see if we can jump too !
  67. 67. blue level sound pics ar or ow oi air ur car for cow tow soil hair purseThe word ‘sale’ is a sound pic sandwich! s a-e l sale If you find any of these sound pics, when you are reading, add in more words !
  68. 68. Decoding with Blue Level Sound Picser ay oy ou auperfect play toy out group touch AugustI play with my puppy, he loves it so muchHe’s wriggly, he licks me, he’s silky to touch.He’s perfect when out with just me, or agroup…He tugs on my toys, and runs round in a loopIn November when cold, or August when hotHe just wants to play, he just doesn’t stop!
  69. 69. Decoding with Blue Level Sound Pics ir ie ue ea ui eyfirst chief tie blue beat head suit key theyThe first time they told me to get the blue tieI thought it was to go round my head, not surewhy!The key is to loop it, no easy feat,but finishes the ‘suit look’, ready to meetVIP people, perhaps the top chief !Mum said we’re not going, WHAT A RELIEF !
  70. 70. Decoding with Blue Level Sound Picsaw wh ph ew oe ure areclaw whip dolphin few toe pure are dareI love the cute dolphin, who kisses my noseShe splashes my fingers, and blows on my toesI ask ‘are you sure?’ I ask, ‘do you dare?’To whip up the water, and make the crab stare!He’ll peep out from under the stone, it’s his door,and wave a few times with his big orange claw !
  71. 71. Investigating Blue Level ‘sound picsandwiches’ and listen to the last speech sound. Say the word The Speech Sound Pic Sandwich Maker jumps the last sound from the end, into the sandwich! a-e e-e i-e cake athlete bike o-e u-e coke flute which of these sound pic sandwiches can you see?
  72. 72. Free lessons on youtube forchildren, Cloud Land Storytime, and also online teacher PD training.
  73. 73. How are the speech sounds represented within the SSP Approach? Please see all Speech Sound Pics as follows.Children use these to learn all of the spelling variations within the whole of the English alphabetic code.This investigative work helps the brain understand the code, for reading and spelling, for more efficiently
  74. 74. Use the clouds to investigate the way in which we represent every speech sound
  75. 75. Use the clouds for yourdetective work now,and to work out ALL of thesound pics for all of thespeech sounds you haven’texplored in the levels.
  76. 76. Use the clouds to help with spelling. This is a blue level sound pic sandwich
  77. 77. Oh my word- have you heard? Miss Emma hurt her nose poor girlChoose a cloud and see if you can create a song, poem, art work or somethingelse to creatively show ALL of the sound pics for that speech sound.
  78. 78. All of the pieces fit into place for each child when we take the SSP Approach Although all children are being taught all 5 elements, SSP allows teachers to identify which children need more time, different resources etc to make sure that each piece fits. Even though all children need the same skill set, their ability to find each piece and use it correctly may be different. If we leave it until even term 2 of Prep manycan already have decided they don’t like this puzzle, and don’t want to play anymore. Its not a fun game. So YES they need a fantastic phonics program, but FIRST they need good PA. ‘ PREVENTION is key within SSP ‘ !!
  79. 79. Daily independent reading sessionsIndependent reading is the kind students choose to do on their own; it is not assigned or assessed, butit has a positive effect on learning and school achievement.The aim with SSP is that it enables children to learn to read before the end of Year 1 (preferably Prep)so that they can all engage in at least 20 minutes of independent reading daily within school, as part oftheir routine- for example after lunch. If any of you saw the Preps I was fortunate enough to work withlast year in Brisbane you will see that the children quickly went from using the books in the middle ofthe room to see how high they could stack them, or to just look at the pictures, to enjoy independentreading time.I commented on one clip about the thrill I felt when I turned to see a boy reading on his own - a childwho was not previously into books at all.After all, why are we giving them literacy instruction if we dont also give them time each day to usethis within reading activities- where they have a choice of material, including books they can actuallydecode at their level. Children were quickly reading to each other, reading to the speech soundfamily, reading alone, reading to an adult...READING ! Just wonderful.As many children no longer receive books as presents, or go to the library, or see their parents readingfor pleasure this time within school is really important. It sets a foundation in the early years ofdeveloping independent reading, and a desire to read.The amount of free reading done outside of school has also consistently been found to relate to growthin vocabulary, reading comprehension, verbal fluency, and general information (Anderson, Wilson, andFielding 1988; Greaney 1980; Guthrie and Greaney 1991; Taylor, Frye, and Maruyama 1990).Students who read independently become better readers, score higher on achievement tests in allsubject areas, and have greater content knowledge than those who do not (Krashen 1993; Cunninghamand Stanovich 1991; Stanovich and Cunningham 1993).
  80. 80. Guided reading with books the children can’t independently decode – eg PM Readers - is (in myopinion) in effect really a session to help children talk about the pictures and to develop orallanguage - to encourage them to ask questions, think about the illustration etc. PM readers donot follow an order of teaching the code (the way in which our speech links to the parts in wordseg that we say f/i/sh and choose those 3 sound pics to represent them from a choice of ….I think the term reading should be carefully considered therefore, as the children aren’t actuallyreading - and it can encourage the children not to, because they tend not to look at the actualwords- certainly not see words as made up of parts. Children who focus on the pictures focus lesson the text, and this also impacts on their verbal intelligence/ oral skills even though we wouldthink it would be the opposite.For the children who struggle encouraging them to look at the visual can be detrimental withregards to wiring their brain for reading. Its important to understand that these children arentreading - they are looking at the pictures, saying the same phrase that they know from page 1-and substituting the verb. So if they see the first page- I am playing. I can play- they quickly realiseall the pages will have I am xxxxx. I can xxx and just look at the illustration. Many have the booksmemorised. We create a feeling for many that reading is about guesswork and memory. Whenwe read we dont need images to get started, and to understand the words- we pick up the bookand focus completely on the words in print, to fully engage in what the author is trying to convey.
  81. 81. I recently demonstrated a ‘guided reading’ session in Prep using PM Readers and at one pointturned the book upside down and they still ‘read’ the page. I should really have then found apage, covered the picture, and asked them to read it upside down again. Without the visual theycouldn’t. When I asked them to link speech sounds with the words they were stuck- eg ‘playing’where is the part for ‘ng’ and they don’t point straight to the end. They don’t realise their speech– and the smaller parts- link to these words, and the parts in the word. If I cover the illustrationsthis would make them look at the print- and I could then see which children actually are startingto understand the print, and which arent. I can also take words with sound pics they dontknow, and investigate them. For example showing them the speech sound ng link to the soundpics in the word.So if you have to use PMs in a school you are working in, then try to fit in some decodingpractice, so that we can stimulate the parts in their brains that need stimulating, for them to linkthe speech with the print. Get to know which children are making sense of the print, and whichare really just making sense of the illustration, and knowing what order of words to say.So we may need to think about breaking down the skills, and having sessions to address these(modified for different audiences) eg if using PMs they are really talk and discover sessions- ielets talk about the picture cues (developing vocab) and lets then be told the words, and lets linkparts of the words in print to the parts in our speech. Children know they cant read the words asthey are made up of the sound pics they don’t know, however they can use this time to discoverthem and store for future use.We don’t have ‘guided reading’ sessions in the traditional sense with the SPELD or Dandelionbooks as the whole point is that you dont need to guide them, they can read/ decode themthemselves. So I would have a small group session using lots of phonemic awareness followed bymatching speech sounds to sound pics, ordering, and blending into words. Id then get thechildren to choose a green level reader and read it to themselves - and Id listen to each in turn.So this might be their SSP session.So perhaps talk and investigate words is one activity (this focuses on the vocab andcomprehension part) and SSP is another as this will be the phonemic awareness and phonics (ifready for the phonics) part of the puzzle.
  82. 82. • So if you have to use PM readers then, after reading the text, cover the picture and then get children to really look at the text rather than guessing at the words because of the visual.• Although many children will link the oral words, the picture clue, and the print- because their brains have that capacity- the traditional ‘guided reading’ activity for the children who don’t have brains wired for reading and spelling can slow them down further- unless we change it to meet their needs (ie a real need to understand the speech sounds to sound pic/ phoneme link). With children who struggle I would be really careful in my use of PM readers (and whether I used them at all).• As an experiment, if you are using early PM readers, do the normal ‘tell me what you see..’ with the group for a few pages, then hide the picture on a page ahead (many children memorise the whole book order) and then ask the children to read it. Guided reading needs to mean that you are guiding children to read, not guess and memorise.• If it was just me I wouldn’t think of PM readers as being useful for ‘reading’ activities until the children have gone through all of the SSP levels. Then when they see ‘I am playing. I can play’ – they are actually reading the words. They know those sound pics – and how to blend them.• p/l/ay/i/ng
  83. 83. These phonics books are created to enable children topractice sound pic recognition and blending- gettingthem to do this so quickly that they can start to thinkabout what it means. The children who get it canwhizz through these, and then start to use PMsindependently as they can actually then look at thewords and so quickly decode them that it becomesword recognition, leading to fluency (which is whatreading actually is)What people have wanted from guided reading - andthe things we can do with visual cues- can get caughtup with what actually happens in brains. So lets reallybreak it all down- and make sure that the activity weare choosing is specific to the skills we want todevelop.Understand that children in Prep cant possibly ‘read’PM readers like this one unless they can do this To actually decode this (thewithout seeing the illustration– and to do this we need foundation for meaning) theyto teach them those speech sound to sound pic links. need to know these sound picsOnly the lucky ones can actually pick up reading skillsin this way, alongside other reading and spelling ew s aactivities.Em ll n oeThe Reading Whisperer sh y ..and how to blend them
  84. 84. Interested in what happens when we know children are developing phonemic awareness, and are ready for phonics?Then read on….you may want to get a cuppa.
  85. 85. All levels coveredin Prep (and inYear 1 if SSP notpreviously used)Please print (A3) andlaminate for every child’shome folder, and haveone on each table foreasy access, to giveprompts for spellingand writing activities.Also have a table ‘trying’ book ifyou don’t like children rubbingout work. They follow theprocess – say the word, count thespeech sounds, draw lines, workout the sound pics
  86. 86. To read andRemembertheskills?relate to specific skill, so that spell the asbasicSSP helps you identify strengths and weaknesses, they you can adapt and extend depending on the child.skills children need are to ...• *hear speech sounds – beginning, middle, end – know how many there are * know that we use ‘sound pics’ to represent speech sounds * be able to blend ‘speech sounds’ and ‘sound pics’ into words (l to right) * to be able to place (order) ‘sound pics’ correctly to build words * to understand that most sounds can be represented using more than . one ‘sound pic’ (ss/ps/sc/s etc) *to understand that some ‘sound pics’ can represent more than one spoken sound (eg ow/ th) * to understand that ‘sound pics’ can be made up of one or more letter (eg eigh) * to understand what they are reading
  87. 87. These skills are introduced within the taught levels, alongside the introduction of new speech sound pics. The skills are reinforced through a range of encoding, decoding and vocab focused activities, to quicklydevelop fluency and comprehension
  88. 88. SSP Phonics- The Whole Package• To offer the ‘whole package’ teaching must centre around helping the brain process the information rapidly and effectively, to improve fluency, vocabulary and comprehension. START with speech & phonemic awareness) so that systematic and direct teaching of the alphabetic code (phonics) is logical, fun and meaningful! The quicker they decode the quicker the comprehend…the more they read the more they understand.
  89. 89. • Have daily ‘Let’s talk and explore’ and also daily ‘Speedy SSP sessions, in small groups and on a 1:1 if children need more (whether struggling, or gifted) Speedy Speech Sound Pics 10 minute daily sessions.Let’s talk and explore… small group sessions with children of similar oral abilities. A focus on their level 10 minute sessions. Twice a week if - say words from their level, identify possible. speech sounds, segment, manipulate and blend them, and also do the same with Developing oral language, questioning their speech sound pics. skills, active listening, rhyming, playing Build words on whiteboards or with pencilSpeech Sound Detective within ‘real’ books and paper, create sentences, use grammarthat the teacher shares, as the children cant and punctuation when past yellow level. decode it all. Listening to stories, finding Decode their own reader (that links with facts, creating their own stories orally and their SSP level) – to self, partner, the more…. group. Twin read, tag read. Finished the levels but the class isn’t ready Children can be moved to other groups ifto explore the clouds? Independent reading they are ready for next level and the replaces daily SSP session others aren’t.
  90. 90. Suggestion for organising daily SSP sessions in Prep (and Year 1 if children haven’t successfully completed the SSP levels) Teacher led TA led Speedy SSP Speedy SSP (10 mins) (10 mins) - takes a group and - takes a group and then then another when finished another when finished All finished in 30 minutes. All finished in 30 minutes Could be daily, after lunch, with older students on a rota to come and hear readers for this daily half hour session. We need children being heard reading their readerevery day. Parents might be able to come in for this daily session, and go through each child’s speech sound pics and words in folders Children read quietly on carpet to themselves or to a friend. A range of material available – children choose. Ideally this is a time when they can also read their own reader (from folder) to a parent or older student, and change if necessary. If the child knows all of their sound pics they will be given new ones.
  91. 91. Working together…• Parents and Grandparents• TAs• Older students• Children helping children within classrooms…
  92. 92. Use free videos to share with parents eg ‘ Helping your child get ready for Prep’Wont load in your powerpoint? Go to Videos within the Teacher Resources folder
  93. 93. Helping parents who are notconfident with reading and spelling themselvesFree ONLNE lessons are being created so thatparents and carers can learn to readand spell alongside their children.Developing a love of books together !
  94. 94. Free online story time sessions for parents and carers to watch at home.
  95. 95. Whole class SSP teaching. All children go through the following levels, at their own pace.You are planning activities for these 4 levels (when youhave children on all 4 levels) Children know which ‘job’ to get after the carpet intro. Try to have at least a 30 minute SSP session daily in Prep, where the whole class is working at their level. Include decoding and encoding activities plus letter formation practice of all letters of the alphabet using the phrases. This is a separate session to ‘emergent writing’ sessions, comprehension sessions etc.
  96. 96. Readers for this level- SSP flap books, SPELD SA phonics books (you can download for free or order hard copies at a reasonable rate – see ReadingTeacherTraining.com/readers.htm speedy . . __ . .Skills included;Listening for speech sounds, identifying if speech sounds are at thebeginning, middle or end of the word, linking with soundpics, identifying sound pics, blending sound pics into words, segmentingsound pics, forming sound pics (letters), writing words, creatingsentences, discussing meaning.
  97. 97. Readers for this level- SSP flap books, SPELD SA phonics books (you can download for free or order hard copies at a reasonable rate – Dandelion Launchers – see ReadingTeacherTraining.com/readers.htmSkills included;Listening for speech sounds, identifying if speech sounds are at the beginning, middleor end of the word, linking with sound pics, identifying sound pics, blending sound pics intowords, segmenting sound pics, forming sound pics (letters), writing words,creating sentences, discussing meaning, thinking about sentence structure before writing,rhyming.Introduced to concepts that speech sounds can be represented by more than one sound pic(eg c/k/ck) that sound pics can be made up of more than one letter (eg ck, ff, ll) , that somesound pics can represent more than one speech sound ( eg c and g) and that when 2 of thesame letter are next to each other this represents the same speech sound (ss, ll)
  98. 98. Continue with Dandelion readersSkills included;Listening for speech sounds, identifying if speech sounds are at the beginning, middleor end of the word, linking with sound pics, identifying sound pics, blending sound picsinto words, segmenting sound pics, forming sound pics (letters), writing words,creating sentences, discussing meaning, thinking about sentence structure beforewriting, using capital letters, finger spaces and full stops, rhyming, clappingrhythms, working out which speech sound the sound pic represents, by blending theword for meaning (oo/ th/ eigh) . New concepts – when some sound pics sit together they create a brand new sound pic(sh/ch/th/ng) – and can again represent more than one speech sound (th/ oo) - q isalways sitting with u in a word
  99. 99. By now children should have all of the foundational skills required to decode (read) andencode (spell) and you are able to help children with fluency, vocab and comprehension.Please have a 15 minute reading time every day, with a range of books for the children tochoose. They can read to themselves, to a friend, in groups, to an adult etc.Readers will be following the order, eg Dandelion – and I will upload as many free readersas possible this year, so that children can practice these skills in meaningful ways.New conceptsA speech sound can be split, in print, by sound pics – eg ate has 2 speech sounds a-e/t(t is last speech sound) however in print the speech sound a-e (ay) sandwiches this soundpic. (next slide illustrates- you do not need to watch this with the children, but can ifhelpful) Some sound pics can be made up of sound pics that dont seem to fit ! (eg ph, wh ) – the King wants it this way so we just remember themWords learnt as ‘tricky words’ are now either ‘tricky yes, yes’ (decodable) or ‘tricky no, no’(difficult to decode and easier to memorise eg one / two / was )Some words may sound the same, but are spelt with different sound pics. (hear, here etc)
  100. 100. Then the children systematically gothrough each speech sound to cover any sound pics missed within levels
  101. 101. Free teaching resources availablefor each level, and new ones regularly added Please do help us with this and submit your own resources for sharing on the new RTT site !
  102. 102. Don’t forget to get some Speech Sound Family animals for your classroom. They love you reading to them! If you speak in speech sounds they can understand you, as most only speak in speech sounds. This is why they love it when you say the sound pics before you blend them into the word.Please use puppets to show how wordsare created using smaller parts.
  103. 103. SSP Reading and Spelling SkillsDeveloping consistency, giving children effective tools to read and spell even unfamiliar words.Building confidence, and a common language between teachers, parents and students
  104. 104. SSP Phonics Spelling- say the word- listen for the speech sounds andwork out how many there are- draw the lines andnumbers _ _ _ 1 2 3- work out thesound pics a n t
  105. 105. The SSP Spelling Process Shown Visually (i-e – blue level sound pic- sound pic sandwich)
  106. 106. How to count sound pics for spelling (95% of the time)
  107. 107. Readers to order(many can be sourced for free, to download and print)
  108. 108. Use a lot of flap books in the green level If you cant view teaching video, please go to Videos in Teacher Resources
  109. 109. Find free flap books for GreenLevel in the “Readers’ folder within Teacher Resources
  110. 110. Dandelioncontinueto complimentSSP At this stage however usea combination, suitablefor that child ( this Preppieis reading a Fitzroy book to the Speech Sound Hippo)
  111. 111. Remember that recognising the word isn’t enough, to shape fantastic reading brains… …and to read it… They need to know that a is a picture for the first speech sound, that ‘n’ is a picture for the middle speech sound, that ‘t’ is a picture for the last speech sound and that when they blend the three they say the word ‘ant’. We constantly say words, look at them in print, and ask the children to work out which is the picture for a specific speech sound. They need to see words as made up of parts – parts that link with smaller speech sounds.
  112. 112. Link them with the decodable readers that use their sound pics, to build confidence
  113. 113. When on the Green Level for example
  114. 114. Letter formation (we recommend RWI cards and phrases )froggy legs Ill show you where to start
  115. 115. All RWI letterformation phrases are in theTeacher Resources Folder
  116. 116. Pronunciation of theSpeech Sound Pics™There is a power point presentation in theteacher resource folder that goes through theSpeech Sound Clouds and gives the speechsound for each. The children hear the speechsound as they click on the star.The most commonly used ones are shown, butALL sound pics used for this speech sound arealso shown using the Speech Sound Clouds.
  117. 117. iy
  118. 118. Rote learning of the sound pics See ‘Sound Pic’ chants in Teacher Resource folderIn Prep go through the Green Level sound picsevery day until you are ready to move on to thePurple Level (use SSP assessment checks at the end of each level andrecord result – this takes 2 minutes per child)You can then go through Green and Purple everyday, or twice a week.When on the Yellow Level go throughGreen, Purple, Yellow twice a week.When on the Blue Level go though all levels –Green, Purple, Yellow and Blue, once a week.
  119. 119. s a t sit ant tap p i npan pin nap
  120. 120. m d g o c kman dad gap pot cat kitten gent centck e u r h bduck end up rat hat bigf ff l le ll ssfit fluff lamp giggle hill grass
  121. 121. j v w x y z zzjam van win box yell zoo buzz happy flyqu ch sh th ngquit chips ship this thumb ringai ee igh oa oo eighrain green high boat look moon eight. height
  122. 122. Take eg one per week orfortnight, with children on this level. As well as learningthese through activities, also go through these everyday.When on the next line do the same. They will be able topractice them again within your weekly session, whereyou go through all levels systematically
  123. 123. blue level sound picsar or ow oi air urcar for cow tow soil hair purseer ay oy ou auperfect play toy out group touch Augustir ie ue ea ui eyfirst chief tie blue beat head suit key theyaw wh ph ew oe ure areclaw whip dolphin few toe pure are dare
  124. 124. blue level ‘sound pic sandwiches’ Say the word and listen to the last speech sound. The Speech Sound Pic Sandwich Maker jumps the last sound from the end, into the sandwich! a-e e-e i-e cake athlete bike o-e u-e coke flute which of these sound pic sandwiches can you see?
  125. 125. Watch Preps going through all levels with the Fantastic Mrs FGo through them all, even if not all children are on these levels (exposing them to them is still helpful)
  126. 126. See Assessment Folder – and keep checking for.
  127. 127. Free online lessons available for home/ classroom ReadingTeacherTraining.com
  128. 128. Example free home lesson- handwriting within Green Level
  129. 129. Lesson with Miss Emma
  130. 130. Example Free Home Lesson (Green)
  131. 131. Example Free Home Lesson (Green)
  132. 132. Reading Whisperer ® Classroom lessons (see Video Folder – Classroom Lessons – or ReadingTeacherTraining.com)These are shorter than home lessons and last around8 – 12 minutes. Watch in the classroom with allchildren, in small groups if they need morepractice, or on a 1:1 basis. Speech Sound Pic DetectiveAll cover the skills and concepts needed at each level (asseen as you scroll through the levels) They are helpful forterminology, in particular ie how to introduce conceptsThere is a lesson for each sound pic focus in every level ieapprox. 70 lessons, with a lesson per Speech Sound Cloudcoming soon (including special ending cloud lessons)
  133. 133. Now go to Part 2 of SSP Overview for SchoolsLet’s look at the (phoneme) teaching order