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Spelling development using SSP Phonics from the Reading Whisperer
 

Spelling development using SSP Phonics from the Reading Whisperer

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The Reading Whisperer is sharing a range of reading and spelling resources, on the new RTT site

The Reading Whisperer is sharing a range of reading and spelling resources, on the new RTT site
www.ReadingTeacherTraining.com
Enjoy !

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    Spelling development using SSP Phonics from the Reading Whisperer Spelling development using SSP Phonics from the Reading Whisperer Presentation Transcript

    • Spelling Development using SSPChildren must be exposed to the whole of the alphabetic code from term 1in Prep, in order for us to shape reading and spelling brains for EVERY child
    • An approach that helps adults work WITH individual brains, before the child has achance to even know his brain processes things differently to many.Supporting adults so that inclusion is something thathappens, its not just included in a policy document.To be fully inclusive we need to teach to EVERY child’sneeds, not expect them to thrive when taught in waysthat seem to ‘work’ for the majority. This means knowingwhich children have poor phonemic awareness, withinthe first term of Prep.SSP is not just about ‘reading, writing and spelling’ itis an approach that facilitates self-confidence for ALLchildren, that embraces EVERY brain and personality,and demands that we refuse to allow even ONE of ourchildren to leave primary school unable to read and spell.
    • The Speech Sound Pics Approachempowers adults so that they can embrace, honourand also meet the needs of ALL children from their first day at school.Some children are lucky. They can (seemingly) learn to read and spell usingany approach. Others aren’t. They do not have brains that naturally processspeech sounds, are able to identify the smaller parts in words, be able to segment andorder them and often cant even pronounce them with ease.They cannot make sense of words without being explicitly taught why these words aremade up of these smaller parts- the sound pics - and their brains cant retain whole wordsfor the sake of remembering them.Even if they remember them for a ‘spelling test’ they wont be able to transferknowledge to their writing, or reading, because it isnt knowledge, its short termmemory. Reading becomes guesswork, and something to dread. They arent being giventhe skills THEIR brains need to crack the alphabetic code.Do you find that acceptable? If not then please do join us for training, and let’s workcollaboratively. Let’s make change happen rather than talk about it. Rather than sayyou want to promote inclusion, let’s DO it.
    • This could also be said for children with a Dyslexic brain etc So choose update your knowledge of different operating systems , and adapt your school curriculum! Those lucky children who have brains that crack the code easily? They will thrive also. New thinking. Smarter Teaching .
    • Always start with SPEECH Spelling starts from speech, not print. We created the written word to record our spoken words, not the other way around.Words are spelt using sound pics™ – representations of the smaller parts of our words –so children MUST be taught them all. All can be seen within the Speech Sound Clouds This enables everyone (teachers and students) to work smarter, not harder.
    • Give this to parents
    • Explicit teaching order can be coveredin Prep‘How’ is shownon the RTT Term 1site. Term 2ReadingTeacherTraining.com Term 3 and 4
    • Spelling without print comes first!
    • Children aren’t really ready to move to print until they can listen to a word and identify the speech sounds sat = s a t and hear the word when spoken in parts If they can hear the speech sounds then they are ready to progress to doing this with letters. Help children order (number them) and build words using their sound pics. You can use magnetic letters or cards in Prep. Here are words the children will spell within the Green level – using s,a,t,p,I,n
    • Have a Speech Sound Spelling TableChildren can play bingo, snap, build words, change words etc
    • Use whiteboards and magnetic letters in the early years so that children aren’t held backtrying to use pencils to form letters, when the activity is to spell (encode) words Sort them into tubs for easy access s,a,t,p,i,n tubs for green level activities
    • Expose children to the whole codethrough SSP songsGreen Level Songs- s,a,t,p,i,n
    • Ask for powerpoint, graphics areanimated. These will also soon beon youtube with musicwww.youtube.com/soundpics
    • In Prep and Year 1 use the letterformation phrases so children learn to write the sound pics more easily
    • Remember to link this with reading• Their readers follow the same systematic order of learning the letter sounds (sound pics)
    • So after decoding her lists she could write some of them
    • Children learn the speech sound tosound pics link as they move through the levels. Being able to hear the speech sounds in words, know howmany lines are needed, and then find . the sound pics is vital. From Prep children have their own collection of sound pics, and words created using just these sound pics. Spelling development is scaffolded.
    • Speech Sound Harry (P-2)• Have sound pics the children know and are learning in the area you greet children, so that you can include this within morning activities – eg weather, day of the week etc.Laminated on A5– add new sound pics and place sporadicallyon sheet for easy access each morning.Ask the children to silently spell words as you point to thesound pics next to Harry.
    • Children need easy access to their sound pics when writing, especially in P-2 Also display the clouds on walls for easy access and allow children to have their own Speech Sound Cloud Albums
    • Children need ‘trying’ books on tables, so that they can use theprocess and then write the King word in their writing books
    • Build confidence putting their sound pic words into sentences • Use familiar sentences in the early stages eg Pat sits in the tin the ant sat in the pan Pat sat in the sand pit You could use their readers, and write sentences from these books (they have the right sound pics according to their level )
    • Find ways (with children) to remember how to spell tricky words (words that they can’t decode easily yet as they haven’t reached the level in which they will learn these sound pics)
    • Put tricky words and sound picsneeded for that activity on their tables in Prep if a spelling activity as they don’t want to struggle because they know how to spell it but not how to form that letter!
    • Consider sound pic banks so that Prepand Year 1 children can get the sound pic card when spelling So in previous activity Heidi could then write the words to accompany her collage, by asking the teacher which sound pic she needed to represent that speech sound within the words.
    • Children from Year 1 need testing onthese. Every child from year 1 should be confident with all of these pics
    • Plan lessons to help children learn the code in fun waysI have a range of power points you can use with whiteboards or on laptops, tointroduce variations – with follow up activities such as this one. All will be accessible onthe SpeechSoundPics.com web site (free of course)
    • For example discovering 4 sound pics for this speech sound
    • Spelling tests should mean code knowledgetesting- not whole word testing. Getting the word ‘right’ is only part of the process; a process thathelps the brain understand not only the meaning of the word but why it is spelt as it is.
    • Alongside systematic teaching is guided learning of the code• The procedure remains the same however, whether in Prep or Year 7 Say the word, hear the speech sounds, work out how many lines you need, find the speech sound cloud, try the sound pics. Check for the King word, underline, write out 7 times.
    • Show discoveries using the clouds Grain Waves
    • Have fun with them and make meaningful !
    • Use phonics games and apps• Refer to www.SpeechSoundPics.com web site when completed as I will list all that are suitable, and link to the levels• Children are far more likely to want to practise spelling if they are having fun while doing so.•
    • When children enter year 1 they can have covered all levelsIf not, spend term 1 (and 2 if necessary) getting them all up to speed
    • Spelling Activities Explicit Teaching Order – Years 1 - 3• Focus on double letters – when it’s a short vowel sound (clap – clapping) Focus on ay a-e ai eigh a plus suffixes s,ed,ing,er,est Focus on ee, ea, e, y, plus suffixes s,es,ed,ing,er Focus on igh, i-e,ie,y,I plus suffixes s,es,ed,ing,y,er Focus on ow, o-e, oa, o, plus suffixes s,es,ed,ing Focus on oo, u-e, ew, ue, oe plus suffixes s,ed,ing,er, est Focus on ou, ow, plus suffixes ed,ing,ly,er,est Focus on ar plus suffixes s,es,ed,ing,er,est Focus on ir, ur, er, plus suffixes s,es,ed,ing,y,er,est Focus on air, are, ear, plus suffixes ed, ing, y, er, est Focus on or, oor, ore, aw plus suffixes ed,ing,s,er,est| Focus on oy, oi plus suffixes ed, ing, es,y,er,est Focus on ear, eer, ere/ and also ire - plus suffixes ed,ing,s Student workbooks that compliment these are Read, Write Inc Get Spelling Book 1
    • Focus on …• c city race g gentle cabbage bridge Unusual plurals – knives, potatoes, babies, sheep, women Endings – le - cuddle battle il, el, al – pupil parcel medal en, an, on, in – garden iron woman tion, sion - attention, television ent, ant - transparent, imporant ence – patience / ance – extravagance ous , cious, tious – famous, delicious, cautious ible, ibly, able, ably – horrible, horribly, comfortable, comfortably ful, fully – cheerful, thankfully Negative prefixes – un, in, dis, ir, il
    • Continued here shortly
    • Years 3 - 7• As a school choose when you will focus on the speech sound clouds during a 10 minute speedy spelling session each morning, regardless of other spelling activities (eg explicit teaching of skills) Teachers focus on a speech sound and investigate all of the sound pics (spelling variations) that can be used to represent this speech sound in words. You could do this activity straight after registration, with children completing their album over 4 terms. Let them add to it as they discover new sound pics. If they have used SSP previously they will be used to this, and keep expanding on their knowledge.
    • There are a couple missing- will add shortlyPlease also look at special ending clouds
    • This document is a work in progress, however withplanning sessions for 2013 well underway this mayat least offer some ideas. Please download thespeech sound clouds (including special endingclouds) from facebook.com/readaustralia – go toPhotos and then browse AlbumsFeel free to contact me– Emma@ReadAustralia.com“Together we can give everychild a love of literacy, and theskills to enhance their lives. “
    • Please also askfor SSP Reading Notes for Parents and Teachers