White board power point with resources for a range of lessons (teaching specific phonemes ce, ge, ure, are, ir/er/ur, split digraphs)
Have fun!
Em
www.facebook.com/readaustralia
This document provides information about teaching speech sounds and phonics using the Sound Pics approach. It includes lists of the blue level sound pic cards with example words. It discusses using the cards for decoding practice and reinforcing sound-letter connections. It also mentions that sound pic cards and readers can be ordered from the provided website.
This document provides information about phonics resources for teaching reading, including:
1. SSP flap books and SPELD SA phonics books that can be downloaded for free or ordered at a reasonable rate, to use as readers for beginning levels.
2. Links to download free phonics books, decoding folders, and readers that follow the scope and sequence of the SSP program.
3. Recommendations for differentiation based on student ability levels, and using teaching assistants to help move students through levels at their own pace.
4. An overview of phonics skills covered at each level, including new concepts introduced, to support reading development.
This document provides an overview of the ReadingTeacherTraining.com program for teaching reading using Speech Sound Pics. It recommends using the site's free lessons to help wire children's brains for reading and help teachers understand the approach. It also recommends booking a new workshop on introducing Speech Sound Pics for Prepp and Year 1 teachers. The document then provides details on the order and approach for teaching the speech sound clouds systematically and explicitly, with opportunities for inquiry learning. It outlines the progression of skills and introduces new concepts at each level.
The Speech Sound Pics Approach is a free curriculum for Prep and Year 1, that can be adapted in the later years, to use within an RTI model. It is a direct, explicit and systematic approach to the teaching of reading and spelling that includes differentiation - in order to meet the needs of all children, and also includes child centred inquiry learning POWERPOINT version
This document provides information about the Speech Sound Pics (SSP) Approach for teaching reading, spelling, and writing. It was created by Emma Hartnell-Baker, who has advanced degrees in education. The SSP Approach uses picture symbols to represent speech sounds and teaches them in a specific order. It aims to help all students learn to read and spell. The document includes the order of teaching sounds, sample picture symbols, and instructions for teachers on implementing speedy sessions with students at different levels.
Accompanying workbook: http://www.scribd.com/doc/74873261/P2-Phonics-Workbook
Tom's TEFL: http://www.globalcitizen.co.uk/wp/toms-tefl-resources/
(KS1/P2) – ‘Off-the-shelf’ HK curriculum-based Powerpoint activities (247 slides) and A5 workbook (31 pages) including minimal pairs, animated 3-letter blends, long/short vowels, animated diagraphs, magic/silent ‘e’, blends and short vowel word families. Links, word lists and answers embedded in the ‘notes’ section of each slide in addition to sounds and animation (viewable on full screen).
Please note the preview is corrupt, download the file for the correct version.
This is to accompany the Powerpoint located here: http://www.slideshare.net/mod83/toms-tefl-p1-phonics-programme
More available at http://www.tinyurl.com/tomstefl
The document provides an educational script for a lesson on pronouns in English for 9th grade students. It begins with a dialogue between a boy named Sunny and his mother where he struggles to use pronouns correctly in place of repeating his own name. It then outlines learning objectives for the lesson, which are to define nouns and pronouns, identify examples of each, and correctly use pronouns based on number, gender, and person. The rest of the script acts out scenarios and examples to teach these concepts, including different types of pronouns like personal pronouns for the 1st, 2nd, and 3rd person. It emphasizes the importance of pronouns agreeing in number with the nou
This document provides information about teaching speech sounds and phonics using the Sound Pics approach. It includes lists of the blue level sound pic cards with example words. It discusses using the cards for decoding practice and reinforcing sound-letter connections. It also mentions that sound pic cards and readers can be ordered from the provided website.
This document provides information about phonics resources for teaching reading, including:
1. SSP flap books and SPELD SA phonics books that can be downloaded for free or ordered at a reasonable rate, to use as readers for beginning levels.
2. Links to download free phonics books, decoding folders, and readers that follow the scope and sequence of the SSP program.
3. Recommendations for differentiation based on student ability levels, and using teaching assistants to help move students through levels at their own pace.
4. An overview of phonics skills covered at each level, including new concepts introduced, to support reading development.
This document provides an overview of the ReadingTeacherTraining.com program for teaching reading using Speech Sound Pics. It recommends using the site's free lessons to help wire children's brains for reading and help teachers understand the approach. It also recommends booking a new workshop on introducing Speech Sound Pics for Prepp and Year 1 teachers. The document then provides details on the order and approach for teaching the speech sound clouds systematically and explicitly, with opportunities for inquiry learning. It outlines the progression of skills and introduces new concepts at each level.
The Speech Sound Pics Approach is a free curriculum for Prep and Year 1, that can be adapted in the later years, to use within an RTI model. It is a direct, explicit and systematic approach to the teaching of reading and spelling that includes differentiation - in order to meet the needs of all children, and also includes child centred inquiry learning POWERPOINT version
This document provides information about the Speech Sound Pics (SSP) Approach for teaching reading, spelling, and writing. It was created by Emma Hartnell-Baker, who has advanced degrees in education. The SSP Approach uses picture symbols to represent speech sounds and teaches them in a specific order. It aims to help all students learn to read and spell. The document includes the order of teaching sounds, sample picture symbols, and instructions for teachers on implementing speedy sessions with students at different levels.
Accompanying workbook: http://www.scribd.com/doc/74873261/P2-Phonics-Workbook
Tom's TEFL: http://www.globalcitizen.co.uk/wp/toms-tefl-resources/
(KS1/P2) – ‘Off-the-shelf’ HK curriculum-based Powerpoint activities (247 slides) and A5 workbook (31 pages) including minimal pairs, animated 3-letter blends, long/short vowels, animated diagraphs, magic/silent ‘e’, blends and short vowel word families. Links, word lists and answers embedded in the ‘notes’ section of each slide in addition to sounds and animation (viewable on full screen).
Please note the preview is corrupt, download the file for the correct version.
This is to accompany the Powerpoint located here: http://www.slideshare.net/mod83/toms-tefl-p1-phonics-programme
More available at http://www.tinyurl.com/tomstefl
The document provides an educational script for a lesson on pronouns in English for 9th grade students. It begins with a dialogue between a boy named Sunny and his mother where he struggles to use pronouns correctly in place of repeating his own name. It then outlines learning objectives for the lesson, which are to define nouns and pronouns, identify examples of each, and correctly use pronouns based on number, gender, and person. The rest of the script acts out scenarios and examples to teach these concepts, including different types of pronouns like personal pronouns for the 1st, 2nd, and 3rd person. It emphasizes the importance of pronouns agreeing in number with the nou
1. The document is a script for an educational television program about pronouns. It provides dialogues and explanations to teach students about pronouns.
2. The program defines pronouns as words used in place of nouns to avoid unnecessary repetition. It provides examples of common pronouns like he, she, they, and explains how pronouns refer back to specific nouns.
3. The program aims to help students learn to identify nouns, understand the purpose and types of pronouns, and use pronouns correctly in place of nouns in sentences. It provides exercises and quizzes to reinforce the lessons.
This document is a script for an educational television program about pronouns. It contains dialogues between characters to demonstrate proper and improper pronoun usage. It also includes explanations of pronouns from anchors. The anchors define nouns and pronouns, provide examples of each, and classify different types of pronouns like personal pronouns and possessive pronouns. The goal is to teach students to identify pronouns, understand their purpose in replacing nouns, and use pronouns correctly in speech and writing.
The document discusses different spelling patterns for the "ai" sound in English words, including "ai", "ay", and "a-e". It provides example words using each spelling pattern like "wait", "play", and "name". It encourages generating sentences using words with these sounds and revising sentences for correct spelling of words like "wait" and "Monday". The purpose is to help readers recognize different spelling patterns for the same sound and practice spelling words with those patterns in sentences.
This document provides directions for using a set of remedial reading drills to help children who are behind in reading. It describes how to introduce the phonic method to students, teach sound blending, and use the drills with techniques like grapho-vocal exercises. Teachers are advised to start with Drill 1, stress accuracy over speed, and supplement the drills with simple sentence and story reading once students have mastered certain sounds. The goal is to help students develop correct responses to written symbols and gain independent reading skills.
This document provides a grammar lesson on parts of speech including nouns, verbs, adjectives, adverbs and pronouns. It begins by explaining nouns and their singular and plural forms. It then discusses count nouns versus non-count nouns and possessive nouns. Next, it covers pronouns and their types. The document proceeds to explain verbs including 'be' verbs and action verbs. It also discusses adjectives and their comparative and superlative forms. Finally, it defines adverbs and their purpose in modifying verbs, adjectives and other adverbs.
The document discusses irregular verbs, which do not follow the regular rule of adding "-ed" to form the past tense and instead have different past tense spellings that must be memorized. It provides examples of irregular verb conjugations in the present and past tense, as well as with helping verbs. Worksheets and activities are suggested for practicing identifying and using irregular verbs in speaking and writing.
Presentation for enjoyable music and songs august 30 th 2012christian navarro
This document discusses using music to teach and maintain student attention and discipline during English language learning. It notes that music is highly memorable and motivating, especially for children. The rhythms and patterns in music and song correspond to those in language and can help students learn through repetition. The summary also mentions Gardner's theory of multiple intelligences, which includes musical intelligence as one of the nine types of intelligence.
Robin Harvey of Project DCLT and Pauline Huang & Denis Bellocq of St. Hilda's & St. Hugh's School discuss using songs & chants in the Foreign Language Classroom.
How to teach your kids #silent-e rules -(1) short to long vowel rule, (2) sof...Lynn Scotty
https://youtu.be/sBA9EWQykqA
When a CVC (consonant-vowel-consonant) word is followed by e, the sound of the first vowel changes from short to long. When c is followed by e, it usually makes the /s/ sound When g is followed by e, it usually makes the /j/ sound
The document is an English lesson about routines. It contains a mini story describing a character's daily routine of waking up, eating meals, going to school/home, studying, watching TV and going to bed. It also contains vocabulary words and grammar explanations about auxiliary verbs like do, did, will and would. Exercises are provided to practice using these auxiliary verbs in questions and answers about daily activities.
Spelling patterns are repeating sounds in words that help improve fluency and accuracy in reading. Some patterns have the same sound spelled the same way, like "ay" in day and play, while others have the same sound spelled differently, like the "ow" sound in flower and house. Recognizing patterns can help readers sound out unfamiliar words. The document provides examples of spelling patterns and activities for students to practice identifying and applying patterns.
This document discusses the key properties and formation of nouns in English. It covers:
1. The definition and identification of nouns as names of entities, people, places, ideas. Nouns can take determiners and have inflections for number and possession.
2. The types of nouns including common, proper, concrete, abstract, collective, mass/non-count nouns.
3. How most nouns form the regular plural by adding -s, while some irregular nouns have different patterns like foot/feet or man/men. Exceptions are discussed for nouns ending in consonants like -ch or vowels.
K TO 12 GRADE 2 LEARNING MATERIAL IN ENGLISHLiGhT ArOhL
This document appears to be a section from an English learner's textbook for grade 2 students in the Philippines. It covers lessons on sounds, the alphabet, and elements of stories. The lessons include identifying sounds in the environment and from transportation, animals, and musical instruments. They also cover the English and Filipino alphabets, beginning letters of words, and elements of a sample story called "The Tenth Hen." Students are asked to listen to sounds, identify objects, answer questions about the story, and learn sight words. The goals are to help students gain skills in phonics, reading, and understanding basic story elements.
This document describes a module on adverbs ending in -ly for an English grammar class, including objectives to define and identify adverbs and adjectives, understand their functions, and apply adverbs ending in -ly correctly. It provides an overview, focus questions, activities, assessments, and references to reinforce students' knowledge of adverbs ending in -ly through different exercises.
The document describes Jessica Flores' routine as a housemaid. It provides details of her housework responsibilities on each day of the week, including sweeping, cooking, laundry, cleaning the bathroom and garage, and spending weekends with her family. It also includes vocabulary related to housework and days of the week.
The document is a lesson plan for teaching prepositions to first year English students. It has the objectives of students being able to use correct prepositions in sentences and construct their own sentences with prepositions. It outlines using a video, presentation, examples, student practice, and assignment to teach common prepositions and have students use them correctly in their own sentences. It provides a list of prepositions for an assignment where students choose the right preposition to complete sample sentences.
This document provides an overview of basic English grammar concepts including nouns, verbs, adjectives, pronouns, conjunctions, and prepositions. It defines each part of speech and provides examples. Nouns are names of people, places or things. There are proper nouns, which name individual items with capitalized initial letters, and common nouns, which name groups of similar items. Verbs express actions or states of being. Adjectives describe nouns. Pronouns are used in place of nouns. Conjunctions join words or sentences. Prepositions show relationships between other words.
This document discusses the eight parts of speech in English grammar: noun, adjective, pronoun, verb, adverb, preposition, conjunction, and interjection. It provides examples for each part of speech and gives a homework assignment identifying the parts of speech in underlined words and marking prepositions, conjunctions, and interjections in sentences.
The document provides an overview of basic English grammar concepts including:
1) Present tense verbs like "be", demonstratives like "this/that", possessive adjectives like "my/your", and the present continuous tense.
2) How to form yes/no questions and wh-questions.
3) The use of prepositions of place like "at, on, in" and the ability verb "can".
PDF version to show to school leaders.
The Speech Sound Pics Approach (SSP) - Explicit Phonics Instruction, Phonemic Awareness Development, within Inquiry (child centred) learning.
www.readingteachertraining.com
www.facebook.com/readaustralia
www.youtube.com/soundpics
The document provides guidance for teachers and parents on using speech sound picture (SSP) decoding practice books and folders to help children learn to decode words. It explains that additional "helpful words" are added to folders as children progress. The focus is on decoding words using SSPs, though sentences are also provided for context. Teachers are encouraged to have children identify SSPs in words at all times to help shape reading and spelling skills.
1. The document is a script for an educational television program about pronouns. It provides dialogues and explanations to teach students about pronouns.
2. The program defines pronouns as words used in place of nouns to avoid unnecessary repetition. It provides examples of common pronouns like he, she, they, and explains how pronouns refer back to specific nouns.
3. The program aims to help students learn to identify nouns, understand the purpose and types of pronouns, and use pronouns correctly in place of nouns in sentences. It provides exercises and quizzes to reinforce the lessons.
This document is a script for an educational television program about pronouns. It contains dialogues between characters to demonstrate proper and improper pronoun usage. It also includes explanations of pronouns from anchors. The anchors define nouns and pronouns, provide examples of each, and classify different types of pronouns like personal pronouns and possessive pronouns. The goal is to teach students to identify pronouns, understand their purpose in replacing nouns, and use pronouns correctly in speech and writing.
The document discusses different spelling patterns for the "ai" sound in English words, including "ai", "ay", and "a-e". It provides example words using each spelling pattern like "wait", "play", and "name". It encourages generating sentences using words with these sounds and revising sentences for correct spelling of words like "wait" and "Monday". The purpose is to help readers recognize different spelling patterns for the same sound and practice spelling words with those patterns in sentences.
This document provides directions for using a set of remedial reading drills to help children who are behind in reading. It describes how to introduce the phonic method to students, teach sound blending, and use the drills with techniques like grapho-vocal exercises. Teachers are advised to start with Drill 1, stress accuracy over speed, and supplement the drills with simple sentence and story reading once students have mastered certain sounds. The goal is to help students develop correct responses to written symbols and gain independent reading skills.
This document provides a grammar lesson on parts of speech including nouns, verbs, adjectives, adverbs and pronouns. It begins by explaining nouns and their singular and plural forms. It then discusses count nouns versus non-count nouns and possessive nouns. Next, it covers pronouns and their types. The document proceeds to explain verbs including 'be' verbs and action verbs. It also discusses adjectives and their comparative and superlative forms. Finally, it defines adverbs and their purpose in modifying verbs, adjectives and other adverbs.
The document discusses irregular verbs, which do not follow the regular rule of adding "-ed" to form the past tense and instead have different past tense spellings that must be memorized. It provides examples of irregular verb conjugations in the present and past tense, as well as with helping verbs. Worksheets and activities are suggested for practicing identifying and using irregular verbs in speaking and writing.
Presentation for enjoyable music and songs august 30 th 2012christian navarro
This document discusses using music to teach and maintain student attention and discipline during English language learning. It notes that music is highly memorable and motivating, especially for children. The rhythms and patterns in music and song correspond to those in language and can help students learn through repetition. The summary also mentions Gardner's theory of multiple intelligences, which includes musical intelligence as one of the nine types of intelligence.
Robin Harvey of Project DCLT and Pauline Huang & Denis Bellocq of St. Hilda's & St. Hugh's School discuss using songs & chants in the Foreign Language Classroom.
How to teach your kids #silent-e rules -(1) short to long vowel rule, (2) sof...Lynn Scotty
https://youtu.be/sBA9EWQykqA
When a CVC (consonant-vowel-consonant) word is followed by e, the sound of the first vowel changes from short to long. When c is followed by e, it usually makes the /s/ sound When g is followed by e, it usually makes the /j/ sound
The document is an English lesson about routines. It contains a mini story describing a character's daily routine of waking up, eating meals, going to school/home, studying, watching TV and going to bed. It also contains vocabulary words and grammar explanations about auxiliary verbs like do, did, will and would. Exercises are provided to practice using these auxiliary verbs in questions and answers about daily activities.
Spelling patterns are repeating sounds in words that help improve fluency and accuracy in reading. Some patterns have the same sound spelled the same way, like "ay" in day and play, while others have the same sound spelled differently, like the "ow" sound in flower and house. Recognizing patterns can help readers sound out unfamiliar words. The document provides examples of spelling patterns and activities for students to practice identifying and applying patterns.
This document discusses the key properties and formation of nouns in English. It covers:
1. The definition and identification of nouns as names of entities, people, places, ideas. Nouns can take determiners and have inflections for number and possession.
2. The types of nouns including common, proper, concrete, abstract, collective, mass/non-count nouns.
3. How most nouns form the regular plural by adding -s, while some irregular nouns have different patterns like foot/feet or man/men. Exceptions are discussed for nouns ending in consonants like -ch or vowels.
K TO 12 GRADE 2 LEARNING MATERIAL IN ENGLISHLiGhT ArOhL
This document appears to be a section from an English learner's textbook for grade 2 students in the Philippines. It covers lessons on sounds, the alphabet, and elements of stories. The lessons include identifying sounds in the environment and from transportation, animals, and musical instruments. They also cover the English and Filipino alphabets, beginning letters of words, and elements of a sample story called "The Tenth Hen." Students are asked to listen to sounds, identify objects, answer questions about the story, and learn sight words. The goals are to help students gain skills in phonics, reading, and understanding basic story elements.
This document describes a module on adverbs ending in -ly for an English grammar class, including objectives to define and identify adverbs and adjectives, understand their functions, and apply adverbs ending in -ly correctly. It provides an overview, focus questions, activities, assessments, and references to reinforce students' knowledge of adverbs ending in -ly through different exercises.
The document describes Jessica Flores' routine as a housemaid. It provides details of her housework responsibilities on each day of the week, including sweeping, cooking, laundry, cleaning the bathroom and garage, and spending weekends with her family. It also includes vocabulary related to housework and days of the week.
The document is a lesson plan for teaching prepositions to first year English students. It has the objectives of students being able to use correct prepositions in sentences and construct their own sentences with prepositions. It outlines using a video, presentation, examples, student practice, and assignment to teach common prepositions and have students use them correctly in their own sentences. It provides a list of prepositions for an assignment where students choose the right preposition to complete sample sentences.
This document provides an overview of basic English grammar concepts including nouns, verbs, adjectives, pronouns, conjunctions, and prepositions. It defines each part of speech and provides examples. Nouns are names of people, places or things. There are proper nouns, which name individual items with capitalized initial letters, and common nouns, which name groups of similar items. Verbs express actions or states of being. Adjectives describe nouns. Pronouns are used in place of nouns. Conjunctions join words or sentences. Prepositions show relationships between other words.
This document discusses the eight parts of speech in English grammar: noun, adjective, pronoun, verb, adverb, preposition, conjunction, and interjection. It provides examples for each part of speech and gives a homework assignment identifying the parts of speech in underlined words and marking prepositions, conjunctions, and interjections in sentences.
The document provides an overview of basic English grammar concepts including:
1) Present tense verbs like "be", demonstratives like "this/that", possessive adjectives like "my/your", and the present continuous tense.
2) How to form yes/no questions and wh-questions.
3) The use of prepositions of place like "at, on, in" and the ability verb "can".
PDF version to show to school leaders.
The Speech Sound Pics Approach (SSP) - Explicit Phonics Instruction, Phonemic Awareness Development, within Inquiry (child centred) learning.
www.readingteachertraining.com
www.facebook.com/readaustralia
www.youtube.com/soundpics
The document provides guidance for teachers and parents on using speech sound picture (SSP) decoding practice books and folders to help children learn to decode words. It explains that additional "helpful words" are added to folders as children progress. The focus is on decoding words using SSPs, though sentences are also provided for context. Teachers are encouraged to have children identify SSPs in words at all times to help shape reading and spelling skills.
The Speech Sound Pics Approach - a focus on the Green Level (s,a,t,p,i,n)
Save to your laptop to open power point on your local computer, can be used on whiteboards. Includes RWI letter formation, Jolly Phonics songs. Shows resources including decodable readers, and links to enhance C2C curriculum teaching with SSP.
www.youtube.com/soundpics
www.facebook.com/readaustralia
www.readingteachertraining,com
This document provides teaching materials for the Speech Sound Pics method for teaching reading, writing, and spelling. It includes slides with pictures representing speech sounds, word lists to practice decoding, and songs teaching letter-sound correspondences. Activities include direct instruction, inquiry-based learning where students record findings, and speed decoding practice. The goal is for students to become familiar with representations of speech sounds to lay a foundation for reading.
Please 'save' this power point to your laptop, to open and view, with animations. Can be used on whiteboards, and on laptops- children enjoy going through them independently.
Follows the SSP Explicit teaching order, but has a focus on phonemic awareness and on linking speech sounds with speech sound pics.
www.speedyssp.com
www.facebook.com
Want to know more? Why is SSP so successful?
Explicit instruction of phonemic awareness led to improvements in multiple areas of reading, including phonemic awareness, oral reading, and spelling (Byrne & Fielding-Barnsley, 1991, 1993, 1995, 2000). When combined with letter-sound correspondence, teaching phonemic awareness was more effective in improving reading ability (Hatcher, Hulme, & Ellis, 1994; Neuman & Dickinson, 2003; Schneider, Roth, & Ennemoser, 2000). Phonemic awareness, phonics, and fluency contribute to the development of automatic word identification include (Fox, 2007; Metsala & Ehri, 1998; Strickland, 2001). 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 the likelihood 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).
Please 'save' to your laptop to use in the classroom as a power point, so that the animations are accessible. Insert Jolly Phonics songs from resources folder or order USB ($35 inc P&P) www.facebook.com/readaustralia readingteachertraining.com
Free whiteboard lessons from the Reading Whisperer. Using the Speech Sound Pics Approach (SSP) to teach the speech sound pics 'oi' and 'oy'
www.facebook.com/readaustralia
Email Miss Emma to ask about school PD training emma@readaustralia.com
Watch SSP in action- www.youtube.com/soundpics
Powerpoint presentation to show parents and carers eg at parent information sessions
www.readingteachertraining.com
www.youtube.com/soundpics
www.facebook.com/readaustralia
In case you can't book me or attend - here are the training slides.
Speech to Print Approach ie Speech to Spelling, Speech to Reading.
Em
www.facebook.com/readaustralia
www.youtube.com/soundpics
This document provides teaching resources for developing decoding skills using speech sound pictures (SSP). It includes:
1) Practice books, word lists, and sentences for students to decode words using their SSP knowledge at the green level.
2) Additional word lists and exercises for purple, yellow, and blue levels to continue building decoding fluency with new speech sound patterns.
3) Songs, chants, and games incorporating SSP to make practice fun and engaging.
4) Suggestions for low-cost classroom materials like cards and posters to support SSP instruction.
This document provides instructions for explicitly teaching speech sound pictures (phonemes) within the Synthetic Phonics approach. It includes ordering phonics flashcards from a website to teach and reinforce sound pictures. Children take home sound picture folders and readers each night. A lesson example focuses on teaching the 'ge' sound picture through example words, identifying it in a word list, and adding it to a class sound picture album. The document concludes by providing contact information to request teaching resources.
These may seem boring and repetitive but allow children to systematically practice decoding and encoding skills at their level, every day.
www.readingteachertraining.com
This is a powerpoint, with animations, song
Teaching order of the phonemes (speech sound pics) within the SSP Approach - developed by the Reading Whisperer.
SSP resources are free.
www.facebook.com/readaustralia
This document provides instruction for students on blending and reading words using "green level" and "purple level" sound pictures. It includes:
1) A chart showing the green and purple level sound pictures and accompanying phrases to teach letter formation.
2) Exercises for students to blend sound pictures into words, write the words, and match words to pictures.
3) A recommendation to visit a YouTube channel for Jolly Phonics songs teaching the various representations of sounds.
School PD Power point for Monday- please ensure that you have sassoon infant on your laptops so the power point loads as it should.
Readers can be seen prior to training at www.speechsoundpics.com - teachers may need to view at home as EQ seems to block the readers from fully loading.
If you can view youtube I will sort the training videos and upload there - if you cant download on powerpoint. .
emma@readaustralia.com
This document provides information about teaching phonics to children. It discusses developing literacy skills like rhyming, syllables, letter sounds and blending sounds. The document outlines the skills taught in each phase of phonics instruction including sound awareness, rhyming, segmenting, blending and tricky words. It encourages using games, rhymes and songs at home to reinforce phonics. Parents are advised to focus on enjoying reading together and asking questions to develop comprehension in addition to phonics skills.
The document discusses various reading approaches that can be used in the EFL Emirati classroom, including phonics, look-say, choral reading, reading aloud, shared reading, reader's theatre, sustained silent reading, and the language experience approach. Each approach is defined and examples are provided of how to implement the approaches in the classroom, such as using word walls, games, and group activities. The role of the teacher in facilitating the approaches is also addressed.
This document provides instruction on forming verbs in the simple past tense in English. It explains that regular verbs are usually made past tense by adding "-ed" or "-d", depending on whether the verb ends in a voiced sound. It provides examples of common past tense verbs and has students practice forming past tense sentences. It also discusses three main endings for irregular past tense verbs: "-id", "-t", and "-d".
Each week the children will learn new letter sounds and associated actions to help with reading and writing. This week's letter sounds are s, a, t, i, p, n, c, k, ck, and e. The children are asked to draw pictures of things starting with each letter sound and bring them to school.
Download this as a power point to look at on a laptop with children you are helping. So first create a free account, and then 'save' - and watch as a slide show. You should then see the animations, and hear audio – eg when the sound pic whizzes across – and also the JP songs-
Em:-)
Similar to Karen - Whiteboard Resources - ce, ge, ure, ire, split digraphs, 'ir' cloud (20)
A lack of reading limits one’s quality of life (Bradford, Shippen, Alberto, Houschins, & Flores, 2006) and yet only 1 in 5 students with intellectual disabilities reaches minimal literacy levels (Katims, 2001). Slow development of reading skills may affect more than just one academic subject but may also delay language acquisition, general knowledge, vocabulary, and even social acceptance.
However, “Literacy and reading instruction for students with significant intellectual disabilities is in its infancy….there is a dearth of information regarding complete instructional programs that might help these children learn to read and write” (Erickson et al., 2009, p. 132).
This document provides information about sorting decodable readers according to the Synthetic Phonics Spelling program (SSP). It recommends free readers from SPELD SA and Oxford Owl that have been sorted into SSP levels. It also lists the order of letters and sounds taught in the SSP program and notes that one decodable reader only contains words using the letters s, a, t, i, m, n, o, p. Instructions are given to look at the SSP teaching order to determine which code level box a reader belongs in, with examples provided.
Changes to the Australian Curriculum, including specific reference to decodable readers.
Free decodable, scaffolded readers - www.SSPReaders.com
Meeting and exceeding the new expectations
www.ReadAustralia.com
Immunisation Against Illiteracy Pack- All reading for pleasure before Year 2.
This shows what is included in the new teacher class pack for P- 2, and the tutor pack.
Working out pricing.
25 Posters
1 set clouds
5 keyrings
5 table top posters
400+ coded sight words booklet (7 duck levels)
1 green, 1 purple book
Handbook (pdf)
Training DVD
6 month access to members area.
Tutor pack- as above, 5 posters, 1 keyring and 1 table top cloud poster.
Video showing the phonics elements here https://www.youtube.com/watch?v=cWNw2BvijCk
This document provides guidance for implementing the Speech Sound Pics (SSP) reading program in schools. It outlines resources needed for each classroom, including printed materials, apps, and displays. It describes the three phases of SSP: Phase 1 focuses on phonemic awareness without letters; Phase 2 teaches the four code levels to develop reading, writing, and spelling; Phase 3 supports independent literacy. Key aspects of SSP are explicitly teaching the speech sounds and their connections to graphemes using visual prompts and a left-to-right approach.
- The Speech Sound Pics (SSP) literacy program is emerging and promising but lacks published research evidence. However, many successful literacy programs developed by teachers also lack published research initially.
- There is disagreement between advocates of SSP and those who believe only programs with published research should be used in schools. Published research is unrealistic as an initial requirement for education programs.
- Teachers are looking for evidence like student achievement data and testimonials from schools that have successfully used programs like SSP. Published research is only one useful piece of information and should not be the sole criteria for determining an education program's effectiveness.
The document discusses a speech therapist who tried to undermine the professional judgement of a teaching team using the Speech Sound Pics (SSP) Approach, which focuses on developing oral language and phonemic awareness. The author, who created SSP, has extensive qualifications in special education needs and dyslexia. However, some dyslexia awareness groups have been trying to discourage its use for months by distributing fliers. The author asks them to stop interfering and leave the teachers and parents who see results from SSP alone.
According to Reid Lyon and James Wendorf, ninety-five percent of the children that are struggling with reading are instructional casualties. That means THERE IS NOTHING WRONG WITH THE CHILD, THE ISSUE IS HOW THEY ARE BEING TAUGHT.
"It’s a consequence of an unnatural, overwhelming ambiguity forced upon the child while nobody is giving them a stairway through it before they shame-out to the process. The shame itself then impedes their cognitive ability to process it, as well as diminishes their self-esteem in general with all of its transferred effects.
So we have this massive problem that when we cut it down has to do with the social-educational paradigm-inertia."
http://www.childrenofthecode.org/interviews/moats.htm
Reading Whisperer Advice: Three Cueing System, Guided Reading, Levelled Readers, PM benchmarking - all have to go, if every Australian student is to learn to read and spell with confidence by 6 (before grade 2)
www.wiringbrains.com
The document is a list of words and concepts related to the Speech Sound Pics (SSP) Approach. It includes days of the week, months, colors, shapes, animals, and other common nouns. The approach involves using pictures to represent speech sounds and teach literacy.
Recent research shows that retaining students is generally not the best option and does more harm than good. While a temporary boost in performance may occur, benefits do not tend to last and retained students are 60% less likely to graduate high school. Instead of retention, schools should focus on implementing new interventions, teaching strategies, and learning supports tailored to students' needs. As a parent, it's important to be involved in discussions with the school about retention or alternative options that may help a struggling child succeed.
Wiring Brains for reading and spelling using the Speech Sound Pics (SSP) Approach. A sneak preview of the SSP Parent and Teacher Handbook.
http://www.WiringBrains.com
Spelling Code in a Box !
SSP spelling cloud keyring. Every spelling choice for every speech sound in the English language!
https://www.youtube.com/watch?v=FW3uU27oGxk
1) The document discusses concerns with using PM Benchmark assessments for students who have not completed the Speech Sound Pics (SSP) program, as PM Benchmark relies on whole language approaches removed from UK schools.
2) It provides suggestions for alternative assessments that test phonics skills more appropriately for different reading levels, such as the Motif, Castles and Coltheart, and TERC tests.
3) The author advocates using SSP to teach reading as an alternative to whole language approaches like PM Benchmark, which can demoralize students if used before phonics mastery.
The document discusses the SSP approach to teaching reading using a "skills acquisition process" to develop reading brains. It argues that SSP wiring reading and spelling brains simultaneously through a systematic progression of sound-picture mapping. In contrast, traditional "whole language" and PM readers ask children to guess words they cannot decode, slowing learning. SSP progresses through four color-coded levels of increasing complexity. Home readers should reinforce the sound-pictures being learned, using only decodable texts matching the child's current level. The goal is for children to authentically read texts they can fully decode by blending learned sound-pictures.
Code Mapped Songs - The Speech Sound Pics (SSP) Approach.
Let It Go (Frozen)
Let It Go (Frozen) - Song, Code Mapped, Coming very soon !! youtube.com/soundpics
If the kids know the words (my next door neighbour's 3 year old knows them very well) then USE this to help their brains link the speech sounds to sound pics. They can 'hear' the words in order along with the music, in their minds, so get mapping ! Play Speech Sound Pic Detective. Follow the words along with the music, and stop at one. Ask what the next word is, and then use Duck Hands, Lines and Numbers, and map the lines with the sound pics. They are already coded so doesn't matter what code level they are at, they will figure it out.
Kids LOVE doing this.
Miss Emma
www.wiringbrains.com
This document discusses the importance of phonemic awareness in learning to read and spells. It notes that without adequate phonemic awareness, readers must rely on guessing and visual memory rather than understanding sounds in words. Approximately 10-33% of people have difficulty with phonemic awareness, which can limit their ability to decode words and benefit from phonics instruction. The document stresses that phonemic awareness is the best predictor of early reading success more than other factors like IQ. It questions why Australia continues to use instructional approaches that have been shown to limit literacy development and notes alarming rates of functional illiteracy in the country.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
2. Order for Explicit Teaching of the Phonemes
(Speech Sound Pics) within the SSP Approach
RWI phonics flashcards used to teach and reinforce
the sound pics – approx $10 per pack
Children have their sound pics and sound pic words in SSP folders that can go home
each night, with phonics readers. Order these cards from readaustralia.com/orders.htm
3. This presentation is for a teacher who is covering ‘ge’ ‘ce’ ‘ure’ ear’
‘reinforcing ‘ir, er’ etc - save this to your laptop as a power point to edit for
your own use.
If you would like some resources just let me know –
Emma@ReadAustralia.com
Let’s start with a focus on ‘ge’
*Listen to these words and tell me which speech sound you can hear in all of
the words?
gentle, jam, large, giant, edge
*Slide - Now look at these words and work out the sound pics used for this
speech sound (g j ge g dge)
*Slide- Here are ALL of the sound pics for this speech sound (show cloud) – ge
is highlighted (and star plays speech sound). Look out for this sound pic, and
see if you can spot the other sound pics for that speech sound in words you
see on your morning tea snack packet.
*Slide- which is the odd one out? ( g represents ‘g’ as in gap – not the focus
speech sound)
*Slide – read as class – visualise - draw
*Start a class ‘j’ speech sound cloud
7. The gentle giant got large
gingerbread and jam sandwiches
in July, and ate them on the
bridge !
After reading the test together, and pointing to the ‘j’ speech sound pics, ask
the children to close their eyes and visualise the scene.
The children now draw a picture showing how they visualised this piece of text.
8. ‘ce’ focus
Listen to these words and tell me which speech sound you can hear in all of
the words?
science house dance grass castle sit
Slide - Now look at these words and work out the sound pics used for this
speech sound
Slide- Here are ALL of the sound pics for this speech sound (show cloud) – ce
is highlighted (and star plays speech sound). Look out for this sound pic, and
see if you can spot the other sound pics for that speech sound in words you
see on your morning tea snack packet (or do a follow up activity with children
exploring using a range of objects you’ve brought in, with labels etc)
Look at the cloud- which two didn’t we see in the words science, house,
dance, grass, castle, sit ? (sc/ce/se/ce again/ss/st/s)
c – as in cent ps - as in psychology
Slide - Read these as a class
Start a class ‘sss’ speech sound cloud
11. Sam and the silly
mouse began to
dance on the grass
Read the text together as a class, and higlight the ‘ssss’ sound pics. Read it again to the
children with their eyes closed – they visualise the scene. Now go and draw it , or write
about what you visualised.
12. Show children all of the blue sound pics in the following slides, focusing on any you
are looking at (eg ‘are’ ‘ure’ - or have explored before) See how they fit into ‘real’ text.
I have put a Jolly Phonics song for ‘er’ and will find some more.
When you cover sound pics for one speech sound, start the class on a cloud to explore
all of them (not just the ones shown in National Curriculum) Small groups could work on
creating something creative, to show the sound pic in words – but the text has to make
sense. Can be a poem, short story…anything. See the example using ‘ear’ etc
All clouds follow.
Have fun ! Em
13. blue level sound pics
ar or ow oi air ur
car for cow tow soil hair purse
The 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 !
14. Decoding with Blue Level Sound Pics
er ay oy ou au
perfect play toy out group touch August
I play with my puppy, he loves it so much
He’s wriggly, he licks me, he’s silky to touch.
He’s perfect when out with just me, or a
group…
He tugs on my toys, and runs round in a loop
In November when cold, or August when hot
He just wants to play, he just doesn’t stop!
16. Oh my word- have you heard?
Miss Emma hurt her nose
poor girl
Choose a cloud and see if you can create a song, poem, art work or something
else to creatively show ALL of the sound pics for that speech sound.
17. Decoding with Blue Level Sound Pics
ir ie ue ea ui ey
first chief tie blue beat head suit key they
The first time they told me to get the blue tie
I thought it was to go round my head, not sure
why!
The key is to loop it, no easy feat,
but finishes the ‘suit look’, ready to meet
VIP people, perhaps the top chief !
Mum said we’re not going, WHAT A RELIEF !
18. Decoding with Blue Level Sound Pics
aw wh ph ew oe ure are
claw whip dolphin few toe pure are dare
I love the cute dolphin, who kisses my nose
She splashes my fingers, and blows on my toes
I 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 !
19. Teacher ideas- use the RWI cards for decoding practice, to reinforce the speech sound pic recognition and also blending skills
Can you decode these words?
20. Investigating Blue Level ‘sound pic
sandwiches’ 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?
21. Read the words and
find the right card
huge brute
make a cake
nice smile
phone home
22. blue level sound pics
ar or ow oi air ur
car for cow tow soil hair purse
er ay oy ou au
perfect play toy out group touch August
ir ie ue ea ui ey
first chief tie blue beat head suit key they
aw wh ph ew oe ure are
claw whip dolphin few toe pure are dare
Children say the speech sound linked with that sound pic, then sound out the word, blend, say the word. Do this once a week if at this level