It is not only the teaching of reading that must change, but the content in 'readers' and the way we assess their progress within every strand.
Overview of the Speech Sound Pics (SSP) Approach to evaluating reading comprehension, from the very beginning stages of decoding.
Burt Reading Test available for download in Member's Area.
www.myspeedyssp.com
SMARTree English proudly presents a student case study following the course of one behaviorally challenged student over one year. Through Emotional coaching and awareness of Multiple Intelligences, his instructors turned the student away from solitary distactions to become an active member of the class.
SMARTree English proudly presents a student case study following the course of one behaviorally challenged student over one year. Through Emotional coaching and awareness of Multiple Intelligences, his instructors turned the student away from solitary distactions to become an active member of the class.
Learning to Read using a Skills Acquisition Process - The Speech Sound Pics Approach (SSP)
Increasing white matter, wiring ALL brains for reading and spelling.
www.wiringbrains.com
What is SSP https://www.youtube.com/watch?v=CvwlEVoQuis
Case Study - Learning to Read Using SSP
https://www.youtube.com/watch?v=YKnWknpY_3Y
The Speech Sound Pics (SSP) Kindy Kidz Program - developed by the Reading Whisperer Miss Emma
Part of the new BRICKS program- Bringing Research Into Classrooms 4 Kids
www.facebook.com/readaustralia
What is the Speech Sound Pics (SSP) Approach to Wiring Brains for Reading, Writing and Spelling?
Join us as we shift the way we teach and learn literacy, based on the power of neuroplasticity.
Playful, child centred, inquiry learning that gets the best academic outcomes. A win, win for all.
Developed by Miss Emma, The Reading Whisperer, and incorporating a range of fabulous external resources.
Miss Emma
BEd Hons. MA Special Educational Needs (Dyslexia, Behaviour Management, PSED)
www.wiringbrains.com
The Reading Whisperer shares some ideas for primary school teachers and learning support staff regarding older students who are struggling with reading and spelling.
Daily 15 minutes of Speedy SSP in a small group or on a 1:1 will dramatically change your literacy levels. Can be used with struggling readers.
www.facebook.com/readaustralia
www.youtube.com/soundpics
www.readingteachertraining.com
EFFECTIVE FLUENCY STRATEGIES
Student Name
University Name
Date
Instructor Name
Five critical components:
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension strategies
Identifying words accurately and fluently
Constructing meaning once words are identified
Research indicates that students need to acquire skills and knowledge in at least five main areas in order to become proficient readers
The National Account Panel (in accordance with the No Child Left Behind Act) completed all-encompassing analysis to determine the a lot of able way to advise acceptance how to read. The research revealed that if the afterward 5 apparatus are finer taught, they lead to the accomplished adventitious of account success (known as the 5 pillars of reading): phonemic awareness, phonics, fluency, vocabulary, and comprehension.
2
PHONEMIC AWARENESS—The knowledge and manipulation of sounds in spoken words.
VOCABULARY DEVELOPMENT—The knowledge of words, their definitions, and context.
READING COMPREHENSION STRATEGIES—The understanding of meaning in text.
PHONICS—The relationship between written and spoken letters and sounds.
READING FLUENCY, INCLUDING ORAL READING SKILLS—The ability to read with accuracy, and with appropriate rate, expression, and phrasing.
In five components, first one is phonemic awareness that defines the knowledge and manipulation of sounds in spoken words. Through the phonics, the relationship between written and spoken letters and sounds are cleared. By the oral reading skills, the ability to read with accuracy, and with appropriate speed, expression, and phrasing is included. The knowledge of words, their definitions and context are included in the vocabulary development. The understanding of the meaning in text is cleared through the reading comprehension strategies.
3
What is reading fluency?
Accuracy in reading words correctly.
Reading not too fast and not too slow.
Expressions with feeling.
Follow most or all the punctuation marks.
Sounds like talking.
Fluency has natural phrasing and intonation .
Fluency in reading is including accuracy, rate, expression, and punctuation. Accuracy-Accuracy in reading words correctly. Rate-Reading not too fast and not too slow. Expressions-Expressions with feeling, fluency has natural phrasing and intonation . Punctuation - Follow most or all the punctuation marks. Sounds like talking.
4
Strategies for Developing Reading Fluency
Model Fluent Reading
Do Repeated Readings in Class
Promote Phrased Reading in Class
Enlist Tutors to Help Out
Enlist Tutors to Help Out
Try a Reader's Theater in Class
In order to read fluently, students must first hear and understand what fluent reading sounds like. From there, they will be more likely to transfer those experiences into their own reading. Repeated readings as a way to help students recognize high-frequency words more easily, thereby strengthening their ease of reading. Having students practice readin ...
A good vocabulary is an important building block for helping language learners to communicate effectively, but it’s also essential to school performance more widely.for more info https://voiceskills.org/
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).
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
Speech Sound Pics (SSP) Overview for Schools Doc - Teaching Reading, Writing and Spelling in Mainstream Schools.
Contact us for pdf.
info@wiringbrainscom
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
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
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
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
SSP Approach - Assessing Reading Comprehension - BURT Reading Test
1. Speech Sound Pics (SSP) Approach ~ Copyright 2014 ~ www.SpeedySSP.com
SSP Approach – Evaluating Reading Comprehension.
Most reading comprehension assessments do not start at a level that enables beginning readers to
decode the sentence/s independently so that they can critically analyse content. While struggling to
decode, the content cannot be explored independently.
The reason so many schools push sight words/ magic words is because this is the only way to ensure
that children can ‘read’ whole language based text such as PM readers. Most are not reading them
however, using strategies employed by effective readers, as this relates to the brain ~ eyes ~
information processing system. This ‘whole word recognition’ can only take them so far, and many
will struggle to recall them anyway. Not only do we need to re-evaluate how we teach reading, but
also the reading material itself (as it relates to the code) and how we assess progress. There are 5
main strands that must be assessed; phonemic awareness, phonics, fluency, vocabulary knowledge
and comprehension. Fluency and comprehension cannot develop quickly and easily without PA and
phonics, taught in a way that is understood by the child. Saying ‘ aaaaa’ and running fingers up their
arm does not mean the brain is linking the phoneme ‘a’ with the speech sound in the middle of ‘pat’.
These type of strategies can actually confuse many brains. In Prep the Speech Sound Camera is
introduced in the first week. Can you hear the speech sounds in the word ‘sat’? If I take a picture of
the speech sound ss I wonder what the picture would look like? What is this a picture of? t It is ONE
of the pictures of the speech sound ‘tuh’. Concepts are clear, and any child in Prep will understand
them, regardless of socio economic area, first language etc.
The effective reading brain understands the speech to speech sound pic links, and can process these
to make sense of text. So we start there. It can process any word, even without knowing the
meaning. However to decode and pronounce the word correctly the student needs to know that
word (vocab knowledge). They may decode the word ‘gallimaufry’ but not be sure if the code they
chose was accurate for this word. This can be more clearly seen here. If the child sees this speech
sound pic, they are limited with regards to accuracy until they have heard the speech sound. We use
’visual clues’ to indicate the correct pronunciation.
2. Speech Sound Pics (SSP) Approach ~ Copyright 2014 ~ www.SpeedySSP.com
When going through the Burt Reading Test words SSP students at the Blue Level can decode any of
the words given, even if in Prep. They will only accurately say the whole word if they know how it is
pronounced, so this checks for decoding skills AND vocab knowledge. There are essential, if students
are to become fluent readers. The test shows how the ‘reading brain’ is progressing, as there are no
picture clues, and the children cannot guess from content. Pure decoding skills plus vocab are used.
Even if they do not know how pronounced, students using SSP will confidently tackle these words
after only one term
perambulating efficiency perpetual mercenary
3. Speech Sound Pics (SSP) Approach ~ Copyright 2014 ~ www.SpeedySSP.com
The King’s ‘Code’ is taught within 4 basic levels (Green, Purple, Yellow, Blue) within which around 90
of the most commonly used ‘Sound Pics’ are taught, discovered, explored, and used within real
reading and spelling activities. (Phonics is not taught in isolation) Alongside this systematic approach
the students are able to explore the remaining 60 or so Sound Pics that make up the whole Code.
The Spelling Clouds are vital.
4. Speech Sound Pics (SSP) Approach ~ Copyright 2014 ~ www.SpeedySSP.com
So within even 4 terms a student can be taught, and discover, 47 speech sounds and around 150
ways to represent these speech sounds.
Before these are even introduced the students experience intensive, fun, meaningful phonemic
awareness training within SSP Orange. If SSP Orange is used in pre-school every child enters Prep
with good phonemic awareness, and ‘phonics ready’.
The rate at which each student progresses through the 5 Levels depends on each individual.
Please refer to A3 poster, and SpeedySSP Station Boxes, used after tem 1 in Prep. Within a daily 30
minute session all core skills are covered, with every student working at their own level. They quickly
become used to a fast, intensive pace. Students are also reading every day from their SSP Level.
The SSP Approach is then used throughout the day regardless of subject. Teachers know how to
adapt written maths questions for example, to link with their SSP Level.
Activities within general literacy sessions cover phonemic awareness, phonics, reading, spelling,
writing, vocabulary knowledge, comprehension, critical thinking / problem solving, working memory
and more. Ask about activities such as Speech Sound Detective. There is a clear process for spelling
any new word, and for decoding any unfamiliar word.
Teachers develop a deep understanding of each student, and are able to fully meet their literacy
learning needs. Because every aspect of their literacy learning is interlinked their SSP Level is a clear
indication of their overall ‘Level’ for every strand – ie phonemic awareness, phonics, vocab
knowledge, fluency and comprehension. It would be much easier if teachers simply had to record
their SSP Level for progress data, at the end of every term. They will actually have a running record
anyway. This would be especially useful for P-2 teachers, and more time can be spent teaching, and
children can make use of every learning opportunity at their level. Children who are absent simply
continue at their level, for all core skills.
Students also benefit from this clarity. They understand which level they are working at, and that
they may be on one level for reading, for example, and another for SpeedySSP or writing activities.
They benefit from teachers having more time to teach and guide them and assessments become a
natural part of simply recording progress. Standardized assessments are not necessary, as this is an
ongoing process. This means, however, that when assessed within NAPLAN, at Year 3, they are fully
prepared. Students who have used SSP for 3 years will far exceed expectations set out by the
National Curriculum.
When the teacher feels that the student is ready to move up to the next SSP Level a formal
assessment may be recorded – also to satisfy external bodies. SSP Levels do not link with ‘Reading
Age’ because most students using SSP from term 1 in Prep are reading and writing independently in
5. Speech Sound Pics (SSP) Approach ~ Copyright 2014 ~ www.SpeedySSP.com
4 terms. So the goal is not that they are reading at a specific reading age, but that they are reading
and writing at a level that allows them to focus on content.
If every student enters Year 2 as a fluent reader and independent writer, what relevance is ‘reading
age?’ And what does that really mean anyway?
When evaluating ‘reading comprehension’ the student reads text at their SSP Level ; which means
that words are build using the sound pics they are learning (or have learnt in previous levels) along
with the King’s Helpful Words. These are around 100 high frequency words. The students also
understand how to decode all of these words by the time they reach the Blue Level. So the
comprehension task can be as long or short as you wish, as the number of words is not important.
What is important is that the children can decode the words quickly enough to be able to visualise
and comprehend.
Even within the SSP Green Level we are still using these types of questions, when evaluating reading
comprehension, even though the words will consist of only s,a,t,p,I,n and helpful words I, was, the, is
Literal, inferential, and evaluative questions help learners read and think in different ways.
To help students monitor their comprehension, it helps to ask questions while you read. The three
levels of questions are:
Literal. The answers to literal questions can be found in the text. They are directly stated.
We sometimes say this information is on the surface.
Examples: What is the main character's name? What happened in the story on that page?
Inferential. The answers to inferential questions can be found in the text too, but they are
implied, not directly stated. We often say the information is in between the lines or under
the surface.
Examples: Why did the main character laugh? What do you think will happen next?
Evaluative. The answers to evaluative questions require information outside of the text. We
sometimes say the information is in the head or somewhere else.
Examples: How are you similar to the main character? Why did the author write this book?
Rather than simply tell students they are right or wrong, students are asked to support their
answers. For literal questions, students can go back to the text and show you were they found the
information. For inferential questions, students can explain their reasoning and show the part of the
story that supports their idea. For evaluative questions, students can explain their ideas and identify
the other sources of information.
6. Speech Sound Pics (SSP) Approach ~ Copyright 2014 ~ www.SpeedySSP.com
This type of learning is reinforced every day though ‘Speedy Decoding’ and also ‘Critical Thinking/
Problem Solving’ activities.
When Speedy Decoding the student scan and then read in a ‘speaking voice’, or could be asked to
read as many as they can in a certain time limit, or to say them in a silly voice, to tag or twin read
them with a partner…
SSP Green
8. Speech Sound Pics (SSP) Approach ~ Copyright 2014 ~ www.SpeedySSP.com
(SSP Blue)
When given Critical Thinking’ activities the students
have to not only read the words/ sentences but also
make sense of them, and justify their answers.
11. Speech Sound Pics (SSP) Approach ~ Copyright 2014 ~ www.SpeedySSP.com
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Example Ongoing Reading Assessment – Early Purple
Level
– s,a,t,p,i,n,m,d,g the then
Pam the Pig, and Stan the Man, spin on mat and then stand in the pan
Comprehension Measure (ask orally)
Grammar check.
Do you think the Speech Sound Frog has been mischievous?
(the word ‘the’ is missing and there is no full stop)
12. Speech Sound Pics (SSP) Approach ~ Copyright 2014 ~ www.SpeedySSP.com
Literal
What did they do on the mat?
What are their names?
Inferential
How big do you think the pan was?
How many people were there?
(has to critically analyse as there is 1 animal and 1 person)
Evaluative
What do you think would happen if a pig tried to spin on a mat?
Semantic
What does the word ‘spin’ mean? What were they doing on the mat?
13. Speech Sound Pics (SSP) Approach ~ Copyright 2014 ~ www.SpeedySSP.com
Example Level Check. Are you read to move from SSP Green to Purple?
Assessment includes comprehension, but covers all 5 strands (phonemic awareness,
phonics, fluency, vocab and comprehension) At this level vocab is not the priority. This
follows the order of activities within their daily SpeedySSP session (30 minutes).
(There are more visual prompts available, this is just one set)
Can you say the green level word, use Duck Hands, Spelling lines and number them.
Give me the speech sound.
19. Speech Sound Pics (SSP) Approach ~ Copyright 2014 ~ www.SpeedySSP.com
I’m going to use these to build a word on your board. Show me how you work out the
word. (follow the sounds left to right, blend)
spin tap pit pants
20. Speech Sound Pics (SSP) Approach ~ Copyright 2014 ~ www.SpeedySSP.com
Now you do it. Can you build these words?
sat nip spin pants
Follow the sounds, say the word – as quick as you can.
22. Speech Sound Pics (SSP) Approach ~ Copyright 2014 ~ www.SpeedySSP.com
Can you match the words on line (choose 1, 2 or 3) with the words on the cards (previous
activity)
How fast can you say the SSP Green Level Rap?
23. Speech Sound Pics (SSP) Approach ~ Copyright 2014 ~ www.SpeedySSP.com
Which of these words do you recognise?
Then randomly ask them to write some of the words they know, without looking at this
sheet – using the SSP Spelling Strategy (s/ai/d etc)
Speedy Decoding
Scan it in your head, then say it in a speaking voice.
24. Speech Sound Pics (SSP) Approach ~ Copyright 2014 ~ www.SpeedySSP.com
What has the frog eaten? (full stop)
How quickly can you say all of these sentences?
27. Speech Sound Pics (SSP) Approach ~ Copyright 2014 ~ www.SpeedySSP.com
The students know to say the sound, follow the sounds in the word and blend to say the
whole word.
28. Speech Sound Pics (SSP) Approach ~ Copyright 2014 ~ www.SpeedySSP.com
Spell this word using the Speedy SSP Spelling Strategy. This is the picture for ‘d’ in this word.
d
Give the word stand.
5 duck hands, lines, numbers, sound pics.
If I give you this word (you write it and tell them what it is) please copy it and underline the sound
pics.
cents
(I spent ten cents)
What did you learn (that c can be a picture for sss)
Hold a Sentence
Please listen, hold, write, read, check.
the ant sat in the pan
29. Speech Sound Pics (SSP) Approach ~ Copyright 2014 ~ www.SpeedySSP.com
(if you think read, use this one
the ant sat in the pan and Nan sat on the tin.
Read this to yourself, or aloud.
Nat the Nit spins on a tin.
Oral questions
What did Nat spin on?
What is Nat?
What is a nit?
(tell the student if unsure)
Do you think a nit would spin on a tin?
Has the frog eaten anything? (no)
Close your eyes, and think about the nit spinning on a tin, using your imagination. Tell me what you
can see?
You will know how easily they are reading SSP Green level books as doing this every day – see
poster.
If they do the above with confidence, and with no difficulties, they are ready to move on!Teachers
will see which elements the student finds easy, and know which to focus on. For example they may
have read the comprehension sentence but have poor problem solving skills, verbal reasoning or
visualisation. We are also in the process of adding comprehension questions at the end of Dandelion
Readers, which are used primarily within SSP Purple and Yellow, but also within Blue (especially
useful for split vowel digraphs)
Fitzroy readers are used within SSP Yellow and Blue, and include comprehension questions.
A range of SSP readers are being developed, to access on tablets, laptops and as hard copy readers.
SSP Book Tier- Scaffolded Readers – Including over 250 from Oxford Owl, sorted into SSP Levels.
www.PhonicsReaders.com.au