Speech Sound Pics (SSP) Overview for Schools Doc October 2015 .

The Speech Sound Pics (SSP) Approach ---- Public Handbook for Schools
Simplifying the Learning to Read and Spell Phase for All Learners
Reading for Pleasure before Grade 2.
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Created by SSP ConDUCKtor Julie Lancaster in Collaboration with Miss Emma. Copyright 2015
Train to be an SSP Tutor (ConDUCKtor) WiringBrainsLab.com info@wiringbrains.com

Useful websites:
wiringbrains.com (Main site, includes the link to the member’s area)
facebook.com/sspcodecrackers Closed group, SSP members only.
sspreaders.com (Access to free SSP Code Level readers)
codedsightwords.com (Music videos, incorporating coded lyrics)
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SSP within a Mainstream School
As a whole school cover the 47 unique speech sounds represented using the Spelling Clouds over the
year.
As a whole school we follow the clouds, in addition to the explicit teaching of the code through the
four levels.
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Resources
Each Class P-2:
• Create a Class Folder (information and printable resources)
• Include on book list for each child: Whiteboard Pens (4/6?), Whiteboard Erasers (2?), SSP Cloud
Keyring ($18 per child, however schools pay $15 when ordered in bulk)
• Colour coded book boxes
•
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• Whiteboards/Pens/Erasers
• SSP Teacher Class Pack: Hard Copy Resources
25 x Student Posters, 1 x A4 or A5 Clouds, 1 x Keyring, 1
x SSP Card Pack, 1 x 440 Coded Sight Word Flip Book, 1
x Box of both Orange & Purple Pocket Rockets, 1 x RWI
Phonics Cards, 1 x A3 Sound Pic Poster, 1 x Green Flip
Book, 1 x Purple Flip Book.
12 Month Access to Wiring Brains $480 + GST + Postage.
•
SSP Tutor Pack for Learning Support
•
Decodable Readers ---- Pocket Rockets (included in SSP Teacher Class Pack) ---- one box set per
classes in Year 1 and one per two classes in Year 2 for children who need to catch up, one box
each in Prep, Dandelion Books (1 set of 158 books covering all 4 Code Levels = $845 + GST +
Postage) ---- Printed Free Books, Speedy Sentences (all to be colour coded and placed in the
relevant book box ---- see sheet in folder for coding levels).
As students move through these at their own pace teachers share resources. Some classes will
need more green and purple level readers than others, at different times.
• A3 Laminated Speedy Six Poster for wall
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• A3 Laminated SSP Piano per class.
• 1 small table top laminated piano per student in Prep.
• A4 Laminated SSP Piano x 6 and prepared speech sound lines card (group work)
•
Laminated RWI Letter Formation Desk Strips (one each)
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• Laminated double sided poster work for small group work x 6 of each code level
• Laminated Speech Sound Pics, with the Visual Prompt on one side, no VP on other.
• Laminated Sound Pic Words and Duck Level (high frequency) for each level so children can
practice ‘following the speech sounds, and manually construct sentences without writing.
• Laminated Speedy Sentences and placed in
appropriate reading boxes, clearly showing code level
eg
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• Laminated Visual Prompts for each level with correct number of lines on back
• Duck Level words
Make sure you have the brain training videos downloaded and ready for use.
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Load the SSP Spelling Piano app onto ipads, and also Pocket Phonics.
Each Class 3-6:
• Class Folder (contains information and printable resources)
• Include on book list for each child: Whiteboard Pens (4/6?), Whiteboard Erasers (2?), SSP Cloud
Keyring
• Whiteboards/Pens/Erasers
• A4 Spelling Clouds for classroom display
• A3 Laminated Speedy Six Poster
NOTE: Children can’t use their keyring until they understand the order of the Spelling Clouds so they
must be able to find and see the clouds on display as the children need to use them every day and
discover the sound pics. Once they can start to say ‘g’ is in purple level etc. they can have their own
keyring.
Also have table top charts ready.
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Movable clouds are a great idea. Hang them from ceilings if wall space is limited.
Each teacher:
• in the Early Years will introduce the children to SSP by showing the ‘Speech Sound King’s Code’
video clip and reading ‘The Tales of the Magic Ant’. You can order as a Big Book.
• will need to load the Sassoon infant font onto their computer so that all resources display correctly;
• will be able to access www.wiringbrains.com site, via the school’s login to access the members area
for videos, printable resources and general information;
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• is encouraged to join the supportive closed group facebook page SSPCodeCrackers where you can
collaborate with others using SSP and ask questions in a safe environment. When requesting to join
you need to introduce yourself and say how you use SSP e.g. ‘I’m a Year 2 teacher using SSP at a
school in Queensland’;
• will be able to access the Spelling Piano App on the school iPad’s. If you cannot hear Miss Emma’s
voice when you play the piano keys, you may need to go into Settings then Sound and check that
the ringer and alerts button is switched all the way up.
• Will display useful visuals for parents and visitors, eg
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• Create a SSP Class Album whereby you have a representation of each sound pic in there e.g. in the
‘s’ cloud - a picture or drawing of things that contain the various sound pics for ‘s’.
• Have a Speech Sound Table ---- children to bring in items with the sound in its name (links with the
whole school speech sounds plan). Good for discussion as early on parents may give their children
items with the letter not the sound; children go home to explain to parents. If it hasn’t got the right
sound it can’t sit on the Speech Sound Table.
• At least once a week play Speech Sound Detective ---- find a
particular sound pic in print in everyday objects or books (can be linked
to the sound of the week). Children can write all the words on their
whiteboards ---- discuss choices as some will not the sound as they may
not be able to read the word, you may need to code the word for them.
Findings can be recorded in the SSP Class Album. Empty product boxes
can be reused or flattened and laminated.
Video to show students discovering new sound pics.
https://www.youtube.com/watch?v=2buVkzqpYwQ
• Use the ‘Close your eyes and visualise’ technique as much as possible to build working memory. As
they get better the sentences get longer. Ask the children to recall the 3rd
/5th
word, 2nd
sound etc.
• Code map names and all other labels within the classroom.
• Speak in speech sounds as much as possible.
• Prepare laminated coded texts/sentences. Children can work in pairs or individually to read the
text/sentences in speech sounds, then recall the sentence. They can then underline and number
the speech sounds for the text/sentence.
Ask parents to come in and help with this every morning. Share videos like this one with them.
https://www.youtube.com/watch?v=afU66Qwg-LI
Also send home weekly o fortnightly newsletters, starting with the overview as shown here.
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• Laminate number strips and letter formation strips that children can take home to practise.
• Laminate Speech Sounds so children can use in activities to make up words.
• Send home the code level group work sheet for practise.
• Laminate Sound Pic Words for each level so children can construct sentences.
• Laminate Speedy Sentences and place in appropriate reading boxes.
• Laminate the Raps. At the moment there is one for Green (14 secs), Purple (16 secs) and Yellow (14
secs).
• Laminate Visual Prompts for each level.
• Another useful app is ‘Pocket Phonics’.
• Fitzroy Readers can be used from yellow level if you have access to them.
• In Prep avoid rotations so you can see each child doing each activity and who has got what.
• Children can’t use their keyring until they understand the order of the Spelling Clouds so must be
able to find and see clouds as children need to use them every day and discover. Once they can
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start to say ‘g’ is in purple level they can have their own keyring.
There are masses of resources to download and print in the member’s area.
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Speech Sound Pics (SSP)
Speech Sound Pics (SSP) is a Reading, Writing and Spelling Program aligned with the Big Six -
components identified as being critical to the development of independent reading:
• Oral Language
• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension
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A child’s reading level/ability needs to encompass the above. If a book is not scaffolded at their code
level, they can’t read it fluently and demonstrate comprehension. SSP recommends the use of
decodable readers at each Code Level to allow for this. This means the students develop fluency and
automaticity. They have enough ‘free’ working memory to also develop comprehension skills, at each
code level, as they aren’t working hard to just figure out each word, or taking their eyes from the text.
Let them follow the words with their finger if they want to, but they will soon start to scan ahead, and
so this is often something they choose not to do, very early on.
‘‘Think of learning to read using SSP as a ‘skills’ acquisition process that will allow learners to develop
reading brains quickly and easily. It also wires ‘spelling brains’ at the same time.’’ Miss Emma (creator
of SSP).
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SSP is a speech to print approach and all children need to go through the skills acquisition (some may
already have some knowledge) at their own pace, it comprises of three phases:
• Phase 1 ---- Orange Level
o Phonemic Awareness/Preparing for Coding.
• Phase 2 ---- Learning to Code (reading, writing and spelling)
• Code Mapping with Fluency and Comprehension through 4 Levels ---- Green, Purple, Yellow, Blue
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• Phase 3 ---- Independent Readers and Writers (literacy teaching)
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What is so special about SSP is not just WHAT is taught, but HOW.
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There is some useful information about the Big Six on the SA Education Department web site, for
example this suggestion.
You will find that the children are ready to use the 26 letter names around the end of the Purple Level.
Until then just refer to the speech sounds and the pictures of those speech sounds. Letter names are
just label. It means that when a child asks you WHIICH sound pic to use for the ‘ssss’ speech sound etc,
you can tell them. Until then just go and point to it.
When they use letter names check understanding. ‘Yes, that’s his name. But what is it a picture of?
Which speech sound?’ Practice saying that, so you get out of habits like saying ‘what sound does that
letter make?’ as letters do not make sounds.
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Phase 1 - Orange Level
o Phonemic awareness
o Oral language
o Articulation
o No letters involved
o Preparation for coding
o Duck hands
o Left to right
o Order of sounds
Duck hands are used to split speech sounds in spoken
words, and to help the brain ‘see’ the Speech Sound Pics
in written words. Duck hands go from left to right to
help the brain track speech sounds from left to right, as
well as when in print. They ‘follow the sounds’ so that
the brain can ‘say the word’. This is a strategy used for
ALL words in the English language except ‘one’ and
‘once’. Although those two can be split for speech sounds,
they cannot be mapped. You can now order the Speech
Sound Duck and King puppets ! Build a bank of puppets
with movable mouths, eg from IKEA.
Listen carefully to the speech sounds in words, as these will be ‘mapped’ with the phonemes/graphemes
(Speech Sound Pics). Every time your mouth changes to make a new speech sound this is where the
word is split for ‘code mapping’ and for duck hands, lines and numbers. Every speech sound is used,
and every letter in every word. No magic letters long, short etc. just speech sounds mapped with
Speech Sound Pics. Children quickly learn to listen to the speech sounds in words, articulate the
sounds, blend, segment (order) and manipulate them. We refer to this as Code Mapping as it goes
much further than traditional phonics, as all spelling choices are taught (90 within the Code Levels)
and discovered (all 200 or so within inquiry learning) and no rules are needed. Students also actually
figure out the structure of our written code, far more easily. Learning is meaningful, personalised and
differentiated. Their interest in the ‘King’s Code’ does not end when the bell does. Parents will talk
about their observations, and close attention to environmental print. They become ‘Code Crackers’!
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If we were to take pictures of speech sounds (using a Speech Sound Camera), what would they look
like? These picture representations are shown in the Spelling Clouds. Children learn to crack the code
by discovering the Speech Sound Pics.
SSP has visual prompts which are images linked with Speech Sound Pic words within each level.
Within this phase introduce the letter formation phrases for air writing, leading to writing (which is
simply talking on paper). RWI letter formation cards can be accessed on the SSP Notebook or via the
Members Area at wiringbrains.com.
Children are introduced to the Helpful Words (coded sight words). These are words that could be
outside of the child’s Code Level but words that they need to know as they appear in texts to form
sentences. Therefore they can be on the Purple Level, for example, but already be on Duck Level 3.
They need to be able to code high frequency words even while only focusing on a small group of sound
pics. Start to look at sentences and give them a ‘code level’ according to the words.
The happy frog went fishing
duck 1 yellow level purple level yellow level yellow level.
This is why students do not start on PM readers until they reach SSP Blue.
Helpful Words are split into Duck Levels. To move up a Duck Level the child must be able to:
• Say the word
• Follow the sounds using duck hands
• Draw the correct amount of lines and number the lines
• Make the correct spelling choices
There are certificates which can be printed once a child moves up a Duck Level. A record of these
must be kept so they can be passed on to the teacher the following year.
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Phase 2 ---- Learning to Code with Fluency and Comprehension
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At each level within Phase 2, children are learning new codes and concepts e.g. in purple they may
learn the concept that two letters together make one sound and the ‘c’ sound pic can represent cent
and cat. The most difficult concept is Sound Pic Sandwich which is taught explicitly and incidentally
e.g. if writing the sentence ‘I like cake’ you would discuss the fact that it has two Sound Pic
Sandwiches even though children are not working within the blue level.
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Phase 2 consists of the following routine (see below for a detailed explanation of the activities in the
members area):
• 10-15 minutes Speedy decoding/reading in pairs at their code level.
• 10-15 minutes Code level brain training video.
• 15-20 minutes Speedy Six. These have nothing to do with code level; the whole class does
this together. Encourages collaborative learning.
• 15 minutes Poster work ---- as a class. The students do the same activity, for the same
period of time (around 2 minutes per activity) at their code level (can alternate with the code
level brain training video)
• 20-30 minutes Writing for a purpose. Use the SSP Spelling strategy.
• 30 minutes Cracking comprehension (alternate with writing for a purpose).
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• Come together for Silly Rhyme Time ---- Spelling Cloud poems.
At some point during the day let each child go through their Duck Level Award video, to learn more
and work through all initial 7 levels.
Students learn to decode and encode using Speech Sound Pics (pictures of speech sounds ----phonemes
and graphemes). Speech Sound Pic words are created using the Sound Pics the students have learnt
previously and are learning within their current level. This helps speed up decoding skills, moving
towards fluency. Spelling Clouds, which represent speech sounds (not letters), are introduced to the
children whereby they can ‘discover’ the Sound Pic choices for a particular sound ---- please note that
these are not explicitly taught. Children get to know what looks right.
Speedy decoding/reading in pairs
It is ideal to partner children on different levels. One is the ‘Coder’ who does the ‘follow the sounds’
part, and the other is the ‘Pointer’ who ‘says the word’. Print the cards as this can help students
remember their role.
• The Pointer points to the words (you can start with the lower reader).
• The Coder ‘follows the sounds’ (the text needs to be at their level so they can code the words
according to speech sounds, it also helps with spelling whilst helping their partner with their
reading)
• The Pointer ‘says the word’ by blending the sounds their partner has said.
• Once the sentence is finished the Pointer can say the full sentence (or they can say it together).
This speeds up their code knowledge and reading fluency.
Both children need to have a turn at this so both would have a book at their level. This helps both
with their encoding (spelling) and decoding skills. Reading is simply coding with fluency and
comprehension..
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When a student comes to a word they don’t instantly recognise and you want them to keep the flow
of the sentence, to retain meaning, use this technique for that word. Tell them the sounds as they look
at the word (they may be able to blend them), continue reading. At the end of the text go back to the
word and say ‘Remind me how we code map that word’, don’t stop fluency whilst reading.
Alternatively at the end of the text you can tell the child the word and the child uses their duck hands
to give the speech sounds and then maps them with the sound pics in the word.
Students are using the ‘follow the sounds, say the word’ technique daily, so that they get used to doing
this with words they don’t know, assuming they have no coding partner. Which is more likely? Which
sounds right? Ultimately, they only know this if they have heard the word before. This also means
that they quickly recognise which words ‘look right’ and you should include this daily. Put three word
on the board, or choose them specifically for individual children, and see if they can spot which ‘looks
right’.
Speedy coded sentences can also be used for this activity; these are built using sound pics the child is
learning. They ‘scan it and say it in a speaking voice’. They scan ahead, work out any words they
might have stumbled on and blend them, then they have a go in a speaking voice.
Code Level Brain Training Videos
These are fast paced and follow a similar routine to the poster. Differentiate the instructions when
watching these e.g. those children who are watching a higher level video may just listen and absorb or
attempt to duck hand words, those watching a lower level video may be using lines, numbers and
making speech sound choices rather than just duck handing etc.
Speedy Six Daily Activities
Before you start the Speedy Six you might give them a word with your speech sound focus. They say
it, duck hand it, draw the speech sound lines and numbers. You show them the word but leave out the
sound pic for that speech sound. Can they work out which it is using the clouds as their reference?
Which looks right? For example c / a / ? / le and have the ‘s’ cloud visible. This would link in with the
whole school approach to exploring the 47 unique speech sounds.
1. Code Map a Spoken Word
Conductor (teacher) says a word. Students use duck hands, lines and numbers. Stop as a class
and agree on how many lines (ask them to play it, like a piano if they need to change it).
Make sound pic choices using the clouds and discuss again. You can ask questions e.g. ‘What sits
on number one? Where does the ‘ee’ sit? (If you were doing a word like h/a/pp/y it would be
number 4 line.)
If children are at a lower level you could write the word on the board. Once they have worked
out sounds/lines, ask these children e.g. ‘You know we have got 4 lines, which sound pic is going to
go on ‘h’’ etc. Children can write the word a few times but they also need to say the sounds as
they write quickly.
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Ask children to put the word into a sentence. Is it meaningful? What is it like to be happy?
Change the tense of the sentence.
2. Code Map the Speech Sound Pics in a Word
Write a word on the board ---- this could be a random word or relevant to the work you are doing
or to extend their vocabulary e.g. dictionary and tell the children what the word is. (Can they
visualise it, is it meaningful?) The aim is to code words that lead to new learning. So even if the
child is on the green level they can still be listening for multiple speech sounds, and understanding
high code level words. You have told them the word, so now they focus on the speech sounds.
Children to duck hand the word. They copy the word from the board onto their whiteboards.
They then underline the speech sounds and number them e.g. d/i/c/ti/o/n/a/r/y. Discuss answers.
The word doesn’t change (the spelling) but their mouth changes, accents can change the clouds
that they look in to code map it. Always go back to what how the King would say the word
(English accent) or google Cambridge pronounce to hear the word spoken in English.
http://dictionary.cambridge.org/dictionary/english/pronunciation.
Children can amend their own clouds depending on their accents, they can write a sound pic on
the outside of their own clouds as a spelling choice.
3. Listen for a Speech Sound
Tell the children a speech sound to listen for. Read a prepared sentence twice. Children work out
the word with that speech sound and say the word number and sound pic number e.g. number 3
word number 3 sound pic. You can ask some to do this orally and get others to write the word
down and underline the sound pics.
As they get better you can read the sentence first then give them the speech sound. You can also
lengthen the sentence and have multiple words in the sentence with the same speech sound.
Some children just need to focus on the word, and order in the word. You could ask others to write
the sound pic in the word and underline it. Differentiate.
4. Hold a Sentence
Some students may do this orally if it is outside their code level, others may write. However, it is
recommended that you give a code level sentence at the various levels (green, purple, yellow, blue)
when they are to write it, as the focus is on developing working memory and speed writing.
Say the sentence twice. The children:
Hold it ---- children hold the sentence in their minds. They can close their eyes and visualise the
sentence ---- can they form pictures in their mind to see what is happening?
Write it ---- children quickly write the sentence on their boards.
Read it ---- children read back their own writing, does it match their visualisation, are all words there?
Check it ---- children check for capital letters, full stops etc. (has the Speech Sound Frog eaten any
punctuation), do all words look right?
Change it -.children make any necessary changes.
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Some children can extend and carry on the sentence. Select a sentence that includes punctuation
you are currently learning. You can use the speedy sentences to start with.
5. Manipulating Speech Sounds
Do this orally.
If I change ‘x’ in the word ‘xxxxxxx’ with a ‘y’ what is the new word?
Example: I change the ‘r’ in frog to a ‘l’ what is the new word?
OR
What is the new word if I take ‘x’ from the word ‘xxxxxx’?
Example: If I take ‘l’ from plant what is the new word?
OR
What is the new word if I add ‘x’ to the word ‘yyyyyy’?
Example: What is the new word if I add ‘p’ to the beginning of the word lump?
You can ask if the words become a word or a nonsense word. Children can use duck hands to
help them.
6. Made up Word
Give the students a made up word e.g. ch/i/f, underline and number the speech sounds. They then
have to put as many different choices for each of the speech sounds within a given time. This will
improve the time it takes for them to find the correct clouds, reinforce the spelling choices they
already know and show them new ones.
If there is extra time at the end of Speedy Six, give the children a real word and get them to
underline the sound pics in the word. Within a given time they can only change one sound pic at a
time to make a new real word. Write the new word underneath and show the sound pics.
f i sh
d i sh Make sure they change the sound pics not the single letters.
d i n
p i n
During the week students can create words using the wrong sound pics for the right speech sounds to
see if they can build a word that others can’t figure out e.g. ptynne (pt/y/nne) = t/i/n
Poster Work ---- Whole Class
Instructions are at the top of each activity on the poster. When first starting with the Visual Prompts
children can use a whiteboard to cover up other distractions. It doesn’t matter if they don’t know
what the visuals represent it may be ‘boot’ or ‘red boot’ or lady by a boot’, the activity is about
splitting the words into the speech sounds. With other activities on the poster, differentiate where
necessary ---- they can start at their code level, extend to write more when it comes to the sentences,
have them underline and number the speech sounds or use the sentences for them to put a line through
all the words that have a picture of ….’I’ etc.
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Writing for a Purpose (alternate with Cracking Comprehension)
Remind children to use the SSP Spelling strategy when they get stuck on a word ---- say the word, duck
hand it, draw lines for each speech sound and number each line, work out the spelling choices (with the
help of the clouds).
The first 5 minutes is called Rapid Writing.
Use a prompt and the group decides on a short sentence. You can model it on the board, in speech
sound lines however you really want to let the children just get on so you can see how well they are
hearing the speech sounds. Then show them how you would do it and they can change theirs or argue
their case. (Be ready, they are often correct)
THEN they fill in the lines. You will need to help some more than others. With some you may need to
model it on the board while others are filling in the lines themselves.
They then follow the sounds, say the word, and then read the whole sentence. You might then get
some children to just carry on ---- they write, but put speech sound lines if unsure.
eg Then the monst_ tr_d to eat him. (then the monster tried to eat him)
You could also give children a sentence at their level, therefore they shouldn’t need to think about the
coding and can write rapidly. They can start by writing the sentence in speech sound lines (they still
use finger spaces and punctuation, they just don’t write the letters at first) and build up to rapidly
writing the sentence without the lines. This progresses to them creating their own sentence that they
want to write (so they can say it orally), again starting with lines first then fill it in.
Be very careful to recognise the sentence they are creating orally, to then put on paper and how much
you 'edited' that before they start writing. The whole process of using a writer's voice is difficult i.e.
how to decide on a sentence that is worded in a writer’s voice - a whole sentence (which is not always
how we talk).
Writing for a Purpose is writing using the strategies they have been practising e.g. lines and numbers
if not sure of how to spell the word. However, make sure they know what they want to write before
they start and encourage them to stop every now and again to 'read it, check it, change it’.
Starting points can be difficult so again start with a stimulus. You might use the same one you did
with the Rapid Sentence. Talk about it, think what you want to write and with reluctant writers just
create one sentence. Many reluctant writers will start by re-writing the sentence you did as a class
within the Rapid Writing activity.
Within Prep you can introduce the ‘Writing for a Purpose’ stage using letter formations, leading up to
using the coded high frequency words (helpful words) doing duck hands first, followed by lines and
numbers. Once or twice a week work in partners using the Speedy Sentences ---- one reads (at their
level), the other writes then they swap. See how many sentences each pair can do within the 5
minutes.
When writing independently and they are not sure of a sound pic you initially just want them finding
the right cloud. You might then tell them which one to use, or point to two and tell them it is one of
these, can you figure out which one ? eg p/l/ay ---- you might point to ay and also ai. Ask them to write
play and plai ---- can they see which looks right? Until they begin code mapping they won’t as their
brain has not been storing that info. This quickly develops.
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Eventually they will find the cloud, and work it out for themselves. By this stage they are using their
keyring independently.
Cracking Comprehension (alternate with Writing for a Purpose)
Reading comprehension skills are based on earlier stages of reading development, including oral
reading and reading with speed/fluency. Without developing these earlier reading skills, students must
continually focus on decoding letters and words, rather than pursuing the progression to meaning and
understanding.
Early reading is grounded in strong cognitive skills such as attention, auditory analysis, speech sound
segmenting and blending, memory, processing speed and visualisation. Therefore, the key to improving
reading comprehension skills is to ensure that every student successfully completes Phase 2, regardless
of age!
If a child is struggling to read the text and understand the questions unless you explain it orally, it is
the text that needs to change. Use coded text at their SSP Code Level.
Use the ‘Spot the King’s sentence’ from the member’s area of wiringbrains.com as short comprehension
activities. If you create your own please share !
Snap and Crack
Teaching children to read with fluency and comprehension.
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Take a snap (photo) of a reader (or page or two) they can code (if they can say 85% of the words a
loud without help they will be able to comprehend most of the text), put it on the whiteboard or print
it off and mark each line with a number. Check if they can ‘crack’ the code and understand it all, they
need to be able to justify their answers. We are also helping them to develop ‘speed reading’ skills.
• Speedy pair decode the first two sentences/lines (teacher with class or student).
• Student reads the first two sentences/lines to themselves (texts will get longer as the children
become more proficient).
• Teacher reads the text with expression.
• Student underlines/identifies any words they are not sure of (meaning)/unfamiliar code (if doing
as a whole class, children can take notes as the text is read e.g. line 4). Clarify the meaning of
these words, use an alternative word, put it into another sentence.
• Ask quick fire questions ---- was it in the text or did they visualise it (literal and inferential)? If
the answer was in the text, students need to be able to say the number of the line where the
answer is located.
• Ask student to define particular vocabulary. Ask them to give an alternative word. Ask them
to put it in another sentence.
• Ask them how to spell certain words.
• Hide the text ---- student to retell the text.
• How is this meaningful to you? Have you learnt anything new?
• Ask the child to ‘Close your eyes and visualise.’ What can they hear, see, smell, touch, taste,
feel? Can share with the person next to them or as a whole class.
Silly Rhyme Time
Use the Speech Sound Cloud Poems to expose students to the whole code within meaningful context.
There is a poem for every Spelling Cloud. Also build a bank of silly/ funny rhymes and poems eg Andy
Griffith. Give them a few words and they have to think of as many rhyming words as possible.
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Transitioning to Phase 3
Some students will be ready to graduate from the SSP Blue Code Level earlier than others. They are
now reading chapter books with fluency and comprehension as they have worked through the blue
level readers etc. They are now choosing age appropriate chapter books for pleasure.
See examples at end of this Year 2 clip. https://www.youtube.com/watch?v=YKnWknpY_3Y
They are now ready for literacy teaching as they are no longer learning to read and spell - so you can
use any comprehension activities (age appropriate) and they need to now focus on the 100 or so sound
pics not in the 4 code levels, as found in the Spelling Clouds. You could start using Cars and Stars now.
So when the others are doing the poster as in Phase 2 you extend those students even further.
It means the others still practice and reinforce, but you are challenging all students. No student should
ever think 'this is too easy/ hard for me'.
Visual Prompts: they write at least 4 lines about a visual prompt and THEN fill in the lines (good for
working memory) They have to punctuate it as well. So instead of 'sip' or 'the monster is sipping' they
might do something like this (that they make up):
The big yellow monster is sipping from the cup. ‘‘I wonder what is in the cup?’’ said the mouse to
herself. She was watching the monster and feeling thirsty. ‘‘Can I have a sip?’’ she said.
But LINES first, with punctuation.
When doing 'say it, write it' the student would write the sound pic and then give an example of words
using that, but not just as that one speech sound- so s sat s sugar s was etc.
When doing follow the sounds, say the word they could write the word using the wrong sound pics -
instead of 'ant' they might put ai/gn/tte. They try to be really creative.
When doing chants they might lead a group.
When doing coded sight words they have a challenge of finding words with ……… (how many have 3
sound pics, how many have representations for the speech sound X etc.).
When doing speedy sentences they have to write them for others - only using the sound pics in that
level. They could type these and then code in black and grey to add to the reading buckets.
Graduating from Blue means they are really confident - they are now 'Clever Clouds'. You are trying
to transition the whole class to becoming Clever Clouds and moving to Phase 3. This can happen
around term 3 or 4 in Year 1. Every student enters Year 2 ready for Phase 3 if you use SSP from Prep.
This means that Year 2+ teachers are no longer having to worry about students in their class still at
the 'learning to read and spell' stage.
Really stretch them within the Speedy Six with regards to not only spelling but grammar, punctuation
and adventurous vocabulary.
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You can give them higher level comprehensions to do as they can read the text and questions
themselves, so this is when you can use Cars and Stars or any comprehension text pieces.
Same for Rapid Writing as they are now writing independently, so set more of a challenge.
Make sure they are reading a wide variety of books for pleasure. Get them to peer mentor others by
doing the 'follow the sounds' with higher level text for other children. Other children can choose the
material based on what they are interested on but can't yet independently code.
Moving the class to Phase 3 means you are changing the time allocation, but if there are some who
still need the poster and brain training videos, let them do those still at another time during the day.
More info about this in the new members area.
Page 38 of 41

Phase 3 ---- Independent Readers and Writers (literacy teaching)
Phase 3 consists of the following routine:
• 5 minutes Speedy paired decoding
• 15 minutes Speed reading
• 40 minutes Speedy Six as a Class
• 50 minutes Rapid Writing: Writing for a Purpose / Cracking Comprehension
• 10/15 minutes Editing / reviewing
(Alternate writing with reading comprehension.)
The whole class is in Phase 3 by Grade 2 if SSP is used in Prep and Year 1 as explained. Many may
have reached Phase 3 by the middle of Grade 1. Phase 3 is used in Grades 2-6. When in Phase 3 the
poster and video are no longer needed.
Within Phase 3 the students are no longer learning to read and so you can choose any text, as long as
the content is developmentally appropriate. You could use Cars and Stars etc. at this stage (if
available). Until then, however, the students cannot code the text, or questions and the exercise would
become an oral comprehension as you would need to read it to them. A different part of the brain is
used and they are not practicing the skills they need to develop. So until then you need to give them
comprehension tasks using text they can code without much help (they can read 90% independently,
fluently and with expression). Even if you read them the questions they can find the answers in the
text. Make sure they show you where they found the answers. You might also ask the questions
orally and they write the answers.
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Response to Intervention (RTI)
40 minute RTI ---- Intensive work with older students going through the learning to code phase.
• 3 minutes
Speedy decoding/reading in pairs at their code level.
• 3 minutes
How many Speedy Sentences can they read in a speaking voice at their Code Level?
• 5 minutes
Chants ---- using chant card at their level.
Together (led by the teacher) ---- code chant above average level of group or student.
• Poster work - split into:
o 2 minutes
Code recognition at their Code Level and moving on to the next level.
o 2 minutes
Follow the sounds, say the word at their Code Level and moving on to the next level.
o 3 minutes
Duck levels ---- coded sight words. Start from a level achieved the day before.
• 10 minutes
Speedy Six.
Page 40 of 41

• Silly Rhyme Time using the Speech Sound Cloud Poems.
• Assessment Tools. Build a learning journey to show ‘How Far Travelled’ for each student.
•
And finally….our ‘Team Commitment to Students.’
•
Page 41 of 41

Speech Sound Pics (SSP) Overview for Schools Doc October 2015 .

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