SSP in school classrooms homeschool and learning support RTI
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The document outlines five daily classroom activities: 1) Using the SSP Spelling Strategy to spell words on the board. 2) Writing words on individual boards and underlining sound patterns. 3) Listening for specific sounds in sentences and identifying words containing them. 4) Holding sentences in memory, writing them, reading them aloud, and revising any errors. 5) The entire class participates in collaborative learning activities.
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This lesson plan aims to teach beginner level students about hobbies and the vocabulary to describe how often activities are done. The 45-minute lesson uses various interactive activities like games, videos, pictures and group discussions to introduce target vocabulary words for common hobbies and frequency terms like "usually", "always", and "never". Students practice describing their own hobbies and how regularly they engage in different activities. The lesson concludes by assigning homework where students write two paragraphs, each about a different hobby and how often they do it.
Checkpoint 4 part 1 second attempt
This lesson plan is for a 45-minute beginner English class focusing on hobbies and frequency adverbs. The teacher will review common hobbies and adverbs like "usually" and "always" through group activities, videos, and pictures. Students will practice identifying, acting out, and discussing their hobbies and how often they engage in them. For homework, students will write short paragraphs describing two different hobbies and how frequently they do each one.
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The document discusses vocabulary strategies for language learners. It notes that learners need a working vocabulary of at least 2,000 words to communicate effectively and that vocabulary is extremely important at beginning and intermediate levels. It recommends that teachers teach students vocabulary strategies like keeping a vocabulary notebook, grouping words by category, practicing pronunciation, using semantic mapping, total physical response, and labeling items. Using humor, practicing with friends, and using new words in sentences as soon as possible are also advised.
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This lesson plan aims to teach beginner level students about hobbies and the vocabulary to describe how often activities are done. The 45-minute lesson uses various interactive activities like games, videos, pictures and group discussions to introduce target vocabulary words for common hobbies and frequency terms like "usually", "always", and "never". Students practice describing their own hobbies and how regularly they engage in different activities. The lesson concludes by assigning homework where students write two paragraphs, each about a different hobby and how often they do it.
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2) The teacher will call out words for students to silently spell by holding up their assigned letters.
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2) It describes a study that found Hong Kong students were often unaware of pronunciations that mixed English and Cantonese sounds.
3) It proposes teaching synthetic phonics as a way to improve learners' pronunciation even when direct pronunciation instruction is not possible, as was shown to be effective in an exploratory study with Hong Kong primary students.
Ntit welcometo sophiesworld
Here are some key things good teachers do:
- Care about students and their learning. Make students feel respected, valued and supported.
- Be well-prepared and organized for lessons. Have clear objectives and engage students.
- Use a variety of teaching methods and activities to accommodate different learning styles.
- Provide timely feedback to help students improve. Give praise as well as constructive criticism.
- Maintain discipline and order in the classroom so it's conducive to learning.
- Continually work to improve your own teaching skills through reflection and professional development.
- Be passionate and enthusiastic about the subject you teach to motivate students.
- Build positive relationships and communicate well with students, parents
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This document describes various games to help students practice different aspects of pronunciation, including games focused on the International Phonetic Alphabet (IPA), word endings, word stress, blending, rhythm, reductions, and intonation. The games include card games like Go Fish and Connect Four using IPA symbols, as well as other activities using songs, roleplays, and physical movement to highlight pronunciation patterns. The goals are to help students learn phonetic symbols, distinguish different sounds, identify stress and intonation patterns, and improve their production of connected speech features.
Teaching Vocabulary[1]
This document provides ideas for English language teachers on how to teach vocabulary in the classroom. It discusses presenting new words in context by reading a text that includes the words or showing pictures. It also discusses presenting words in isolation by showing pictures before introducing a topic. Some specific vocabulary teaching methods discussed are using realia, pictures, mime and gestures, contrasting words, enumeration, and explanation. It emphasizes teaching the meaning, sound, and written form of any new words introduced.
How to teach vocabulary
The document outlines a three step process for teaching vocabulary:
1) Presenting new words using visuals, gestures, context, and other techniques like dictionaries.
2) Helping students remember words through review games, memorization games with classmates, and socio-affective activities.
3) Ensuring students make words their own through personalized vocabulary records, creative writing using new words, and finding words in other materials.
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This document outlines the Speech Sound Pics (SSP) Approach for teaching phonics. It describes several exercises:
1. Students are given a speech sound and must provide pictorial representations (sound pics) and example words.
2. Students work in pairs using "Duck Level" sheets to practice reading words aloud and writing words dictated by their partner.
3. The conductor gives a word and students must provide the lines, numbers, sound pics in their keyring cloud and find the word.
4. Students listen for a target sound in sentences and write words containing that sound. They extend sentences and make changes to words in a series of interactive exercises.Speech Sound Harry part of Speedy SSP
Download power point so the animations work- and watch lessons with Miss Emma, using this powerpoint, for ideas.
These cover Green and Purple Levels - the focus however is purely on developing phonemic awareness, the MOST important part for the brain.
www.speedyssp.com
www.myspeedyssp.com
www.facebook.com/readaustralia
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The document provides ideas for teaching vocabulary in the English classroom, including presenting new words within context by using texts or pictures, in isolation by showing pictures before a topic is introduced, and using realia, pictures, gestures, opposites, enumeration, and explanation. It emphasizes teaching the meaning, sound, and written form of new words and contacting the author with any comments or questions.
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This document outlines two lesson plans for teaching grammar and listening skills to high school students. The first lesson focuses on prepositions - students are divided into groups and tasked with correcting sentences with incorrect prepositions by matching the right preposition from a word bank. The second lesson teaches about the short story "The Necklace" by Guy de Maupassant. Students listen to an audiobook of the story twice and complete a gap-fill activity to test their comprehension, then discuss the plot and compare the European setting to their own context. Both lessons utilize group work and multimedia materials to engage students in developing their English language skills.
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Chapter 6 1
1) The document discusses different methods for teaching vocabulary and language functions at various language levels, from using flashcards with beginners to having students build their own vocabulary trees and take more responsibility for language use at higher levels.
2) It also covers types of mistakes students make, such as slips, errors, and attempts, as well as false friends, and developmental errors. The teacher must realize mistakes are natural for language learning.
3) Guidelines are provided for correcting students, including doing so carefully during study sessions, asking peers for help, or explaining the problem yourself. Praise should also be given and students should understand what they are being praised for.
Strategies for learning new words
This is one of my group homework in English class. I think these are basic and useful tips to learn English vocabulary :)
A way with words helping students practice and retrieve vocabulary
This document discusses strategies for teaching vocabulary to language learners. It begins by outlining the historical approaches to vocabulary instruction, from an emphasis on grammar in early methods to a focus on vocabulary acquisition in more recent communicative approaches. The document then provides examples of vocabulary activities teachers can use, such as having students define words in context, use words in stories, play vocabulary games, and strategies for remembering words like word webs and lexical item collectors. It emphasizes the importance of repetition and encountering words in multiple contexts for students to learn vocabulary. Finally, it discusses using dictionaries and strategies successful language learners employ, such as paying attention to both form and meaning of words.
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This document discusses strategies for supporting English as an Additional Language (EAL) students in the foreign language classroom. It identifies some of the most common issues EAL students face, such as taking 5-7 years to develop academic English proficiency. It recommends nurturing language development, coaching students on how to learn, and building stable social groups. Effective EAL support strategies are beneficial for all students in foreign language classes.
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The document discusses strategies for teaching vocabulary to language learners through both incidental and explicit learning. It recommends encouraging incidental learning through extensive reading, film reviews, role plays and other activities. For explicit instruction, it suggests giving direct time to vocabulary, using techniques like demonstration, definition, cognates and context to explain word meanings without relying on translation. Various vocabulary teaching methods are outlined, including the use of visuals, synonyms/antonyms and mind maps.
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This document outlines a lesson plan for an English class focusing on movies and the passive voice. The lesson includes a warm-up activity where students guess movie genres, a presentation reviewing passive voice structures, and several exercises practicing the passive voice in the context of movies. Students will work individually, in pairs, and as a group. For assessment, the teacher will check students' understanding through questioning and observation of their skills development during the lesson.
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This document discusses techniques for teaching vocabulary to young learners. It begins by explaining why vocabulary is important, as words are like bricks that build language. It then provides five techniques to teach vocabulary: 1) pointing using flashcards, 2) substitution using synonyms and antonyms, 3) naming by substituting words in contexts, 4) miming and using actions, and 5) using real objects. Finally, it describes six activities to engage young learners in vocabulary learning: Sparkle, Spelling Bulls-eye, Word Ladder, Guess the Word, and Vocabulary Puzzle. The goal is to make vocabulary learning interesting, relevant, and achievable for students.
Gifu ALT Workshop 2015
This document summarizes problems with English education in Japan and provides suggestions for improvement. It identifies key issues such as an overemphasis on grammar and vocabulary at the expense of other skills, as well as a focus on entrance exams. It then offers recommendations in areas like sounds, conversations, and discussions. Suggestions involve using movie clips to practice pronunciation, implementing conversation frames to facilitate dialogue, and incorporating activities like "See Think Wonder" to develop higher-order thinking. The document aims to address imbalances and propose hands-on techniques.
Eal strategies booklet
This document provides strategies for supporting English language learners in various classroom contexts. It begins by recommending seating ELL students next to sympathetic peers who speak their first language and providing visual supports. It also emphasizes speaking clearly, using students' names, and incorporating group work and first language use. Subsequent sections provide reading, writing, speaking and listening, and summarizing strategies. Key recommendations include activating prior knowledge, using visuals and hands-on activities, explicitly teaching genres and vocabulary, incorporating partner and small group work, and focusing on meaning over accuracy.
Teaching pronunciation
The document outlines a framework for teaching pronunciation. It begins by describing common pronunciation problems students may have with words, stress, and intonation. It then discusses techniques for teaching pronunciation, including drilling, minimal pairs, chants, role plays, and using technology. Finally, it presents a 5-stage framework for teaching pronunciation: 1) describing the phonetic feature, 2) listening discrimination exercises, 3) controlled practice, 4) guided practice combining form and meaning, and 5) communicative practice integrating pronunciation into speaking.
Chapter 6 teaching vocabulary (edited)
This document discusses teaching vocabulary to young learners. It begins by defining vocabulary as the collection of words an individual knows. It notes that vocabulary instruction is receiving more attention now due to research showing its importance in language development. Some basic principles of vocabulary development discussed include emphasizing both direct and indirect teaching, presenting multiple exposures to new words, and having students keep vocabulary notebooks. The document then provides several classroom techniques and activities that can be used to help children develop their vocabularies, such as connecting words to students' lives, using word games, and incorporating dictionaries. It concludes by reiterating the importance of applying principles of vocabulary development and using different techniques to enrich language programs.
COT Lesson Plan in English 3 Verbs
This document outlines a lesson plan to teach students about identifying and using action words in simple sentences. The objective is for students to demonstrate understanding of English grammatical structures to communicate effectively in oral and written forms. The lesson will have students identify action verbs in sentences, pictures, and videos. It includes motivation, examples, practice activities, and an evaluation to identify verbs in sentences and pictures. The lesson plan provides details on procedures, learning resources, applications of concepts, and a reflection.
Pronunciation improvement as a by-product of synthetic phonics instruction
1) The document discusses challenges in teaching pronunciation to English learners in Hong Kong, as the curriculum and exams do not focus on pronunciation.
2) It describes a study that found Hong Kong students were often unaware of pronunciations that mixed English and Cantonese sounds.
3) It proposes teaching synthetic phonics as a way to improve learners' pronunciation even when direct pronunciation instruction is not possible, as was shown to be effective in an exploratory study with Hong Kong primary students.
Ntit welcometo sophiesworld
Here are some key things good teachers do:
- Care about students and their learning. Make students feel respected, valued and supported.
- Be well-prepared and organized for lessons. Have clear objectives and engage students.
- Use a variety of teaching methods and activities to accommodate different learning styles.
- Provide timely feedback to help students improve. Give praise as well as constructive criticism.
- Maintain discipline and order in the classroom so it's conducive to learning.
- Continually work to improve your own teaching skills through reflection and professional development.
- Be passionate and enthusiastic about the subject you teach to motivate students.
- Build positive relationships and communicate well with students, parents
Pronunciation Games:Fun and Effective
This document describes various games to help students practice different aspects of pronunciation, including games focused on the International Phonetic Alphabet (IPA), word endings, word stress, blending, rhythm, reductions, and intonation. The games include card games like Go Fish and Connect Four using IPA symbols, as well as other activities using songs, roleplays, and physical movement to highlight pronunciation patterns. The goals are to help students learn phonetic symbols, distinguish different sounds, identify stress and intonation patterns, and improve their production of connected speech features.
Teaching Vocabulary[1]
This document provides ideas for English language teachers on how to teach vocabulary in the classroom. It discusses presenting new words in context by reading a text that includes the words or showing pictures. It also discusses presenting words in isolation by showing pictures before introducing a topic. Some specific vocabulary teaching methods discussed are using realia, pictures, mime and gestures, contrasting words, enumeration, and explanation. It emphasizes teaching the meaning, sound, and written form of any new words introduced.
How to teach vocabulary
The document outlines a three step process for teaching vocabulary:
1) Presenting new words using visuals, gestures, context, and other techniques like dictionaries.
2) Helping students remember words through review games, memorization games with classmates, and socio-affective activities.
3) Ensuring students make words their own through personalized vocabulary records, creative writing using new words, and finding words in other materials.
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A way with words helping students practice and retrieve vocabulary
A way with words helping students practice and retrieve vocabulary
2013 supporting the eal students in the mfl classroom
2013 supporting the eal students in the mfl classroom
Gieser class 4 secondary level- passed and corrected
Gieser class 4 secondary level- passed and corrected
Pronunciation improvement as a by-product of synthetic phonics instruction
Pronunciation improvement as a by-product of synthetic phonics instruction
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Explicit phonics teaching has ended - Blue Level Coders and Clever Clouds - R...
Explicit phonics teaching has ended - Blue Level Coders and Clever Clouds - R...Read Australia (Wiring Brains Education)
This document outlines the Speech Sound Pics (SSP) Approach for teaching phonics. It describes several exercises:
1. Students are given a speech sound and must provide pictorial representations (sound pics) and example words.
2. Students work in pairs using "Duck Level" sheets to practice reading words aloud and writing words dictated by their partner.
3. The conductor gives a word and students must provide the lines, numbers, sound pics in their keyring cloud and find the word.
4. Students listen for a target sound in sentences and write words containing that sound. They extend sentences and make changes to words in a series of interactive exercises.Speech Sound Harry part of Speedy SSP
Download power point so the animations work- and watch lessons with Miss Emma, using this powerpoint, for ideas.
These cover Green and Purple Levels - the focus however is purely on developing phonemic awareness, the MOST important part for the brain.
www.speedyssp.com
www.myspeedyssp.com
www.facebook.com/readaustralia
What are Coded Readers - What is a Code Level?
1) Coded readers refer to the different color levels (Orange, Green, Purple, Yellow, Blue) within the Speech Sound Pics (SSP) phonics program that indicate the set of grapheme-phoneme correspondences taught at each level.
2) Students using SSP daily can learn to read and spell confidently within 18 weeks on average. By the end of their first year (term 4) of school, SSP students will benchmark above level 15.
3) The SSP levels progress from Orange (phonemic awareness only), to Green (teaching s, a, t, p, i, n), to Purple, Yellow, and Blue, ensuring students can read real
SSP - Suggested Coded Readers
Visit www.sspreaders.com for more ideas, and to access sorted coded readers from Oxford Owl.
www.readaustralia.com
Whole class 30 minute SSP session with Harry focus - plus 'oo' work
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Year 1 SSP session with focus on Speech Sound Harry (phonemic awareness) and then intro to sound pic 'oo' as two variations - on whiteboard. Class splits to tables to do 'jobs' and Miss Emma takes children for SpeedySSP session in small groups (differentiated)
This is the power point used for whiteboard. Download so the animations work.
www.speedyssp.com
www.facebook.com/readaustralia SSP Teaching Guide Poster - Speedy SSP
Choice of readers and decoding strategies are crucial for students learning to read. Students should sound out words they are unsure of by starting from the left and blending the individual speech sounds together into whole words. Underlining sound-letter correspondences reinforces links between sounds and letters, helping with both reading and spelling. Teachers should set up four reading stations at different levels so that each student can work at their own ability.
Teach like a Tiger
Miss Emma (The Reading Whisperer) urges parents and teachers to 'teach like a tiger' for children.
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Prep session with Miss Emma - counting speech sounds, intro to 'sh'- work wit...
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Power point used by Miss Emma for Prep lesson. Whole Class Speech Sound Harry (not all used, but listed for use by class teacher at other times) - intro to 'sh' and then 'b' activities on table tops while Miss Emma does some small group SpeedySSP at own level.
www.speedyssp.com
www.facebook.com Older students struggling with reading and spelling - Reading Whisperer ideas
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The Reading Whisperer shares some ideas for primary school teachers and learning support staff regarding older students who are struggling with reading and spelling. Tales of the Magic Ant and the Speech Sound King
The Speech Sound King found a strong ant that could lift heavy rocks and weights. He realized the ant was no ordinary ant and watched in amazement as it exercised. The King wanted to send a message to his son about the ant using only pictures of the sounds in the word "ant in pan". He drew the pictures and sent them, hoping his son could decode the message.
SSP Green Level Rap Poster
The document lists various combinations of letters that rhyme with "ants" in the first three lines, with the fourth line revealing that the letters spell out "Pat has lots of ants in his PANTS".
Example SSP Phonics Reader - Yellow2 - Tish and Dad Look For a Pet
Example SSP Phonics Reader - Yellow2 - Tish and Dad Look For a PetRead Australia (Wiring Brains Education)
This document outlines the Speech Sound Pics (SSP) approach for teaching speech sounds to children. It encourages students to play "Speech Sound Detective" by looking for pictures represented by speech sounds in blue. It also provides instructions to use an SSP book for purple level decoding practice and lists related websites and social media where additional resources can be found.Reading Whisperer Advice: Three Cueing System, Guided Reading, Levelled Reade...
Reading Whisperer Advice: Three Cueing System, Guided Reading, Levelled Reade...Read Australia (Wiring Brains Education)
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.comSchool SSP Information Brochure - What is the Speech Sound Pics Approach?
School SSP Information Brochure - What is the Speech Sound Pics Approach?Read Australia (Wiring Brains Education)
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.comPhonemic Awareness using SSP the Speech Sound Pics Approach
Developing phonemic awareness in the early years using Duck Hands, Lines and Numbers.
www.wiringbrains.com
SSP School Professional Development - Reading and Spelling Oct 21
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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.comWhy call them Speech Sound Pics ? The SSP Approach
Why are phonemes called Speech Sound Pics within the SSP Approach?
The Reading Whisperer explains.
www.facebook.com/readaustralia
Speedy Screening SSP - Powerpoint - Tracking Progress
This document provides an overview of the Speech Sound Pics (SSP) Approach for teaching literacy. It emphasizes that letters represent speech sounds, not the other way around. It describes the methodology, including using visual prompts to teach spelling, sound pic words to teach blending, and sentences to build fluency. Resources include online lessons, readers, and a monthly subscription program. The approach uses sound pic recognition, articulation, and formation to teach spelling and decoding in a structured multi-sensory manner from basic sounds to more advanced words and sentences.
Karen - Whiteboard Resources - ce, ge, ure, ire, split digraphs, 'ir' cloud
Karen - Whiteboard Resources - ce, ge, ure, ire, split digraphs, 'ir' cloudRead Australia (Wiring Brains Education)
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
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Explicit phonics teaching has ended - Blue Level Coders and Clever Clouds - R...
Explicit phonics teaching has ended - Blue Level Coders and Clever Clouds - R...
Whole class 30 minute SSP session with Harry focus - plus 'oo' work
Whole class 30 minute SSP session with Harry focus - plus 'oo' work
Prep session with Miss Emma - counting speech sounds, intro to 'sh'- work wit...
Prep session with Miss Emma - counting speech sounds, intro to 'sh'- work wit...
Older students struggling with reading and spelling - Reading Whisperer ideas
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Example SSP Phonics Reader - Yellow2 - Tish and Dad Look For a Pet
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School SSP Information Brochure - What is the Speech Sound Pics Approach?
School SSP Information Brochure - What is the Speech Sound Pics Approach?
Phonemic Awareness using SSP the Speech Sound Pics Approach
Phonemic Awareness using SSP the Speech Sound Pics Approach
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Why call them Speech Sound Pics ? The SSP Approach
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Speedy Screening SSP - Powerpoint - Tracking Progress
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Karen - Whiteboard Resources - ce, ge, ure, ire, split digraphs, 'ir' cloud
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Speech Sound Pics (SSP) Approach - Wiring Brains for Reading, Writing and Spelling in the Primary Years.
A Whole School Approach.
All Speaking the Same Language.
Every Teacher and TA Supported. Every Student Succeeds.
www.wiringbrains.comTeach Reading using SSP Direct Instruction PLUS
The document outlines the stages and skills developed in the SSP (Synthetic Sound Pics) reading program. It begins with developing phonemic awareness through activities like using "Duck Hands" to segment words into sounds. Students are then taught to decode and encode words using an initial set of 6 sound pictures. The program progresses students through different "code levels" (green, purple, yellow, blue), teaching new letter-sound correspondences and sight words. As students advance, they read coded books and work on fluency, comprehension, and encoding skills. The goal is for students to master decoding so they can read independently by the end of Year 1.
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A presentation designed to be used in conjunction with handouts, to prepare ESL teachers to use the IPA in their classroom.
Fichas ingles
This document provides tips and strategies for teaching spelling to students. It discusses 17 spelling tips, including representing sounds with phonograms, using multisensory activities, using color-coded letter tiles, teaching reliable spelling rules, and making review a priority. The overall goal is to take the struggle out of spelling by teaching spelling as a phonetic code rather than just memorization of random letter sequences.
Multisensory Spelling
This lesson was created in response to an assignment requiring us to incorporate one or more of Medina's brain rules.
5 Effective Strategies for Decoding Skills.pptx
The document provides 5 effective strategies for improving decoding skills:
1. Develop phonemic awareness, symbol imagery, and concept imagery abilities.
2. Have students practice air writing letters and words to help visualize their shapes.
3. Create mental images for the sounds and letters in words by associating each with a visual.
4. Specifically practice decoding skills through identifying vowels, tracking responses, modeling errors, and teaching self-correction.
5. Attach mental images to sight words by having students collect unfamiliar words and sort them by reading speed.
Grammar
The document describes a lesson plan for teaching prepositions to students. It includes setting learning outcomes, introducing the topic of prepositions, providing examples and visual aids, student activities to practice using prepositions in sentences, assessment of student understanding, and concluding that the objectives were achieved. The lesson plan utilizes eclectic teaching methods, audio-visual aids, and group work to actively engage students in learning prepositions.
Workshop 1 drilling vocab
This document discusses strategies for drilling vocabulary and pronunciation in the English classroom in an engaging way. It suggests that drilling should not be robotic or boring for students and should give them a sense of achievement. Different types of drilling formats are outlined, including individual drilling, pair work, and group work. A variety of verbal, written, and visual prompts for drilling vocabulary are provided. Techniques for drilling pronunciation in an enjoyable manner are also presented, such as isolating sounds, using gestures, and incorporating intonation. The document stresses making drilling meaningful and interactive for students through checking comprehension, personalizing language, and using games.
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This document provides instructions for teaching a chapter that covers foundational phonics concepts like closed syllables, short vowels, consonant blends, and digraphs. It describes 13 lessons within the chapter that teach these concepts gradually using exercises, worksheets, spelling lists and dictation. The lessons aim to strengthen students' decoding, spelling, and memorization of phonics rules and patterns. Teachers are given guidance on pacing, repetition, and ensuring student mastery before moving to the next lesson.
all ready lesson plans
This document provides a lesson plan for teaching social practices related to goods and services. The lesson focuses on offering and understanding suggestions to purchase or sell products. It includes activities for students to practice conversations about catalogues of goods, comparing products, and making purchasing suggestions. The plan outlines stages, procedures, notes and materials for 9 lessons to help students develop language skills and independence in decision making.
Why Support Wiring Brains Education and use SSP with The Reading Whisperer
Why Support Wiring Brains Education and use SSP with The Reading WhispererRead Australia (Wiring Brains Education)
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.comLesson Plan PhonicsTeacher Candidate Course L.docx
Lesson Plan: Phonics
Teacher Candidate:
Course:
LESSON PREPARATION [before the lesson]
Topic: Phonics
Specific Strategy: Rhyming short, one-syllable vowel words
Subject and Grade Level: Reading, First Grade
Standards: State [Virginia SOL or reading standard of your state]
English 1.6 The student will apply phonetic principles to read and spell.
Standards: National [IRA/NCTE]: Standard 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
Standards: Liberty TCA 1.6 Teacher candidate enhances success of all learners, providing for: diverse backgrounds (race, SES, gender, ethnicity, language)
Liberty TCA – Part 2: 2.1 Teacher candidate shows a high standard of ability in the English language arts and discerns, comprehends, and applies conceptions from reading, language, and child development, in order to assist students to effectively use their developing skills in dissimilar circumstances.
Standards: Common Core CCSS.ELA-Literacy.RF.1.3.b
Decode regularly spelled one-syllable words.
Primary Objective: Given one short vowel, one syllable word (ex. Dog), the student will be able to correctly match seven rhyming words out of a list of ten words with the original word provided.
Diversity: There are two students with ADHD that have IEP’s, and one student of Hispanic background with limited English proficiency. The students with ADHD will benefit greatly with the hands-on materials provided by this lesson and the songs and audio materials will be useful for the LEP student in order to see and hear the words in English.
Differentiation: Auditory: Students will be given the opportunity to listen to the short vowel words and hear how the one syllable words make rhyming patterns in the reading.
Visual: The students will be able to visualize the rhyming words when placed on the whiteboard and can identify the similarities between each short vowel word.
Tactile: Students who learn best tactilely will benefit from the use of hands-on materials, such as letter blocks and tiles to form the rhyming words.
Kinesthetic: Students will have bigger letter blocks to form the short vowel words and can physically move each block around to form the correct letter pattern.
Children’s Literature Selection:
Seuss, Dr. Hop on Pop. New York: Beginner Books, 1963.
Materials/Equipment:
v Mini Charts
v Plastic letters
v letter tiles
v alphabet cards
v Hop on Pop
v Hop on Pop worksheets
v Quiz on identifying the rhyming word
Technology Integration:
“Sing your way into phonics” is an excellent resource for integrating technology and diversity in the classroom. By using the provided CDs, children can experience the different sounds of short, one syllable rhyming words as they view them in class. https://www.actionfactor.com/pages/phonics-products.html#CB1
Character Education Principle: Compassion: Be kind to one another in and out of the classroom. “So whatever you wish th ...
Memrise video on teaching ideas for MFL
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English result elementary tb
This document provides guidance for a lesson teaching students how to say phone numbers and email addresses in English. It includes instructions for classroom activities where students will practice asking for and giving personal contact information. Students are first introduced to vocabulary for numbers 1-20 and the symbols and punctuation used in phone numbers and email addresses. They then practice saying sample phone numbers and email addresses. The main activity has students create a class phone book by collecting the names, phone numbers, and email addresses of at least five other classmates. After collecting this information, students exchange the contact information they have gathered with a partner. The document provides teaching tips and notes on pronunciation. It also references additional practice materials available online.
Seminar ok
This document provides information about teaching writing in Greek, including:
1. An overview of the Greek alphabet and features of Greek grammar like nouns and verbs.
2. Methods for teaching writing to young students, from individual letters to syllables and sentences.
3. Techniques for older students to produce written works like descriptions, interviews, and narratives. These emphasize planning, drafting, and revising.
4. Accommodations for students with dyslexia or dysgraphia, like experimenting with different pens and organizing thoughts before writing.
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The lesson plan outlines activities for teaching a class about troubleshooting problems and discussing ethical choices on the internet. It includes warm-up activities, vocabulary lessons, grammar explanations, conversation models, and opportunities for student practice and feedback. Scarlett Aragon teaches the class over several dates, with objectives that progressively build students' language skills through reciprocal teaching methods that emphasize complex language use and sustained practice.
Grade 4, unit 1, week 1, mini lesson 8
This document outlines a 4th grade mini-lesson on word study. The objectives are to use long-a letter patterns to read words, sort words by vowel sound, and participate in partner discussions respectfully. Students will underline words with the long-a sound in a passage, identify letter patterns that produce long-a, and create a word sort chart with categories for different long-a and short-a letter patterns. They will then apply this knowledge to better read another passage and this week's spelling words.
Phonemic Awareness Final Project ML
The document provides directions for a final project on developing plans to teach phonemic awareness in the classroom. It includes templates to fill out over six sessions that cover topics like phonemic awareness assessments, activities, standards, and strategies. The templates require details on assessments, activities, skills, and using technology. A reflection is also included to discuss how this process has changed instruction. The final submission requires assembling all templates and materials into a formal lesson plan with assessment.
P7techniqs teach pronun
The document provides a long list of techniques for teaching various aspects of pronunciation, including individual sounds, stress, rhythm, intonation, contractions, and cultural communication styles. Some example techniques are backward buildup, bingo, brainstorming, categorizing, chain stories, dialogues, exaggeration, identification, information gap, minimal pairs, pictures, rhyming words, rules, tapping, questionnaires, directions and instructions, identification of questions/statements/lists, dictation, gap fill, and pictorial representations like Sammy diagrams. It also lists questions to discuss cultural differences in speech habits, body language, eye contact, facial expressions, gestures, posture, physical distance, and touching. The overall purpose is to suggest a
SSP Teaching Sequence - Phonics
This document discusses the SSP (Speech Sound Pics) program for developing oral language and phonemic awareness in early years students. It describes using visual prompts of speech sounds to teach letter formation, decoding, and encoding words. Students learn to read words and sentences using the speech sounds and pictures they have learned. The program introduces spelling clouds and has leveled readers, sentences, and poems to reinforce skills within meaningful contexts.
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SSP Primary Classroom Planning - Reading, Writing and Spelling. Wiring ALL B...
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How to teach the phonemic chart - teacher training workshop
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Why Support Wiring Brains Education and use SSP with The Reading Whisperer
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Lesson Plan PhonicsTeacher Candidate Course L.docx
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Why use SSP and not 'Whole Word' Approach with II Students
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).
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Changes to the F-10 Australian Curriculum 2016 - Phonemic Awareness - Phonics...
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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.comSSP School Flier 2016 - Class Pack and Tutoring Pack
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 October 2015 .
Speech Sound Pics (SSP) Overview for Schools Doc October 2015 .Read Australia (Wiring Brains Education)
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.Changing Literacy Practices In Australia
- 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.
ABC Mylor State School Story, the Speech Sound Pics (SSP) Approach
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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.Use a Speech to Print Approach ie Speech to Spelling, Speech to Reading! St...
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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.htmJune10korispeedyducklevelsbooklet 150609055106-lva1-app6891
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.
Retention at School - Thinking of Holding Students Back a Grade Level?
Retention at School - Thinking of Holding Students Back a Grade Level?Read Australia (Wiring Brains Education)
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.Spelling Code in a Box - SSP Spelling Cloud Keyring
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
PM Benchmarking is a Whole Language Based Reading Assessment Ttool
PM Benchmarking is a Whole Language Based Reading Assessment TtoolRead Australia (Wiring Brains Education)
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.Learning to Read using a Skills Acquisition Process - The Speech Sound Pics A...
Learning to Read using a Skills Acquisition Process - The Speech Sound Pics A...Read Australia (Wiring Brains Education)
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.SSP Phonics/ Code Mapping Teaching Order
Explicit teaching and learning order within the Speech Sound Pics (SSP) Approach. Coded readers follow this order, as seen on www.sspreaders.com
Let It Go Frozen - Song Code Mapped SSP
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
SSP in Prep/ Reception/ Foundation - Phonics Skills and Concepts Check at Week 5
SSP in Prep/ Reception/ Foundation - Phonics Skills and Concepts Check at Week 5Read Australia (Wiring Brains Education)
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www.wiringbrains.comAcademic and Emotional Health Warning for Australians From Miss Emma
Academic and Emotional Health Warning for Australians From Miss EmmaRead Australia (Wiring Brains Education)
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.Minecraft : Code Mapping with SSP - Learning to Read and Spell with Minecraft...
Minecraft : Code Mapping with SSP - Learning to Read and Spell with Minecraft...Read Australia (Wiring Brains Education)
Learn to read, write and spell using SSP with Minecraft.
www.wiringbrainsSSP Silly Rhyme Time With Miss Emma - Puppy Time
Use the free Silly Rhyme Time poems from Miss Emma to end your SSP literacy session.
www.wiringbrains.com
Christopher Pyne : Phonics and Whole Language Based Reading Assessments (PM B...
Christopher Pyne : Phonics and Whole Language Based Reading Assessments (PM B...Read Australia (Wiring Brains Education)
The letter recommends binning Australia's PM Benchmarking system for assessing reading in primary schools, as was done in the UK, in order to change teaching practices so that no child enters Year 2 without learning to read, including dyslexic learners. It notes that Finland would never subject students to such a benchmarking system.More from Read Australia (Wiring Brains Education) (20)
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June10korispeedyducklevelsbooklet 150609055106-lva1-app6891
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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- 3. The Five Daily Activities. These have nothing to do with Code Level – the whole class does this together. Encourage collaborative learning.
- 4. Say a word, the students use the SSP Spelling Strategy, up to the lines and numbers. Stop, discuss. Agree on lines. Then make choices. Discuss. Look at Clouds.
- 5. Write a word on the board. Tell the students what is it. They use Duck Hands to work out the speech sounds. Write the word on their board. Underline the sound pics and number. Discuss.
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