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1. Phonemic Awareness - (preparation for coding)
Ability to confidently use Duck Hands, to split spoken words into speech
sounds, and then say the sounds as they draw a line for each.
Understanding of which sound ‘sits’ on each, and to ‘follow the s
sounds, say the word’..ie oral decoding and encoding.
Introduction to the concept of speech sounds represented on paper ie
text is talking on paper.
Focus on initial group of 6 phonemes (speech sound pics) with which students can decode and encode.
Skills developed during preparation for coding extended to coding.
Letter formation
Code Recognition
Follow the Sounds, Say the Word (decoding) for Green Code Level words
As above, within whole sentences.
Decoding skills reinforced within real books- Coded Readers.
SSP Spelling Strategy (encoding)
Decoding and Encoding of Sight Words - Duck Levels 1 (and 2 if capable)
Introduction to the concept that these are 6 pictures of the speech sounds,
but there are lots of pictures for most speech sounds- start using Spelling Clouds.
Introduction to a new set of sound pics, and concepts needed for effective coding:
2 of the same letter can represent one speech sound ll ss ff gg tt ff
Speech sounds can be represented by more than one letter le ll gg ss tt ff ck
Sound pics can represent more than one speech sound c cat cent g giant giggle
Speech sounds can be represented by more than one sound pic l ll le / s c ss /
Letter formation continued.
Code Recognition
Follow the sounds, Say the word for Purple Code Level words
As above, within whole sentences/
Decoding skills reinforced within real books- Coded Readers
- Speedy Decoding in Pairs, Independent Coding.
SSP Spelling Strategy (encoding)
Decoding and Encoding of Sight Words (Duck Levels)
More extensive exploratory work using the Spelling Clouds- not just
words coded using these 24 sound pics- and through Pot Luck reading.
Introduction to a new set of sound pics, and concepts needed for effective coding:
Continuing the concept that 2 of the same letter can represent one speech sound zz oo ee
Continuing the concept that speech sounds can be represented by more than one letter - 4 letters - eigh
Continuing the concept that sound pics can represent more than one speech sound y yell happy fly th this thumb oo
look moon eight eight height
The same speech sound can be represented by more than one
sound pic ee green y happy ai rain eigh eight y fly igh high
When some sound pics sit together they represent a
completely different speech sound ch sh th oa ai ng
Some sound pics represent 2 speech sounds qu (k/w) x (k/s)
Letter formation continued - confidently forming all 26.
Code Recognition
Follow the sounds, Say the word for Yellow Code Level words
As above, within whole sentences.
Decoding skills reinforced within real books- Coded Readers
(Start Fitzroy Readers) - exploring vocabularly.
Students becoming more fluent, using more of the code.
Proactively include teacher led questions to check literal and lateral thinking/ comprehension.
SSP Spelling Strategy (encoding)
Decoding and Encoding of Sight Words (Duck Levels)
More extensive exploratory work using the Spelling Clouds- using their own keyring.
not just words coded using these 42 sound
pics- and within Pot Luck Books.
Use of SSP Spelling Piano app for ipads
- transfer to deocding work.
Students can now start working through PM Readers if you use these.
Introduction to a new set of sound pics, and concepts needed for effective coding:
Continuing the concept that speech sounds can be represented by more than one letter
Continuing the concept that sound pics can represent more than one speech sound ow ou ie ey are ear ea ew
The same speech sounds can be represented by more than one sound pic
Continuing the concept that when some sound pics sit together they represent a completely different speech sound
Formal Introduction of Sound Pic Sandwiches.
Code Recognition
Follow the sounds, Say the word for Bluee Code Level words
As above, within whole sentences.
Decoding skills reinforced within real books- Coded Readers - now
able to independently read much more of their Pot Luck Books
(Carry on with Fitzroy Readers - increased vocab - wider range coded)
Students becoming more fluent, using more of the code.
Proactively include teacher led questions to check literal and lateral
thinking/ comprehension.
SSP Spelling Strategy (encoding) Use Probe Testing (or similar)
to check Coding and Comprehension. Can use PM Benchmarking.
Start Cars and Stars as they move through this level.
Decoding and Encoding of all 440 Sight Words (7 Duck Levels)
More extensive exploratory work using the Spelling Clouds- using their own keyring. Not just words coded using these
90 sound pics- and within Pot Luck Books. Use of SSP Spelling Piano app for ipads - transfer to deocding work.
This sequence prevents even one
child from struggling to learn to
Code. Every Australian student
deserves the skills needed to
become a ‘reader’. Every day children have
WHAT
access to books, they listen
to stories, sing, rhyme,
talk, create, .....develop
Verbal Intelligence ..but
this is the specific
route to Coding.
SSPReaders.com Use SSP for less
than $200 per class.
SSP Learning Journey
in General Terms
- Phonemic awareness
- Phonemic awareness WITH phonics
- Fluency of the text at their Code Level
- Comprehension of the text at their
Code Level
- Comprehension of text read
orally, which means
vocabulary knowledge of that
text.
For it all to come together
you need a clear way of moving
them through the Code Levels, so
that they know enough of the
code to tackle pretty much any text.
This is when your
- Literacy Teaching
comes into play.
Next Stage - Clever Clouds. By now the students can read and spell anything! Now focus on literacy teaching. All of this happens before Year 2 for every student. Generally takes around 4 terms to get every child here.
Prep and Year 1 Older Students
SSP Spelling Strategy
with Clouds (Year 2 - 10)
RTI : 1:1 and Small Groups
30 Minute Daily Session-
Wiring Brains Labs with
Learning Support.
In class activities.
Online Lessons- Home and
School.
HOW
SSP fully engages boys.
The UK Primary National Strategy acknowledged the value of addressing decoding and
comprehension separately in the initial stage of reading instruction in 2006.
. “ … attention should be focused on decoding words
rather than the use of unreliable strategies such
as looking at the illustrations, rereading the sentence,
saying the first sound or guessing what might ‘fit’.
Although these strategies might result in intelligent
guesses, none of them is sufficiently reliable and
they can hinder the acquisition and application
of phonic knowledge and skills, prolonging the
word recognition process and lessening
children’s overall understanding.
Children who routinely adopt alternative cues
for reading unknown words, instead of learning to
decode them, later find themselves stranded when
texts become more demanding and meanings less
predictable.
(Primary National Strategy, 2006b, p.9).”