This short document appears to be random letters with no discernible meaning or story. It does not provide enough context or information to generate a multi-sentence summary.
The document contains a random listing of letters with no context or meaning. It does not provide any information that can be summarized in a concise manner.
This document contains all 26 letters of the alphabet listed in order without any other text or context provided. It does not contain enough information to create a meaningful 3 sentence summary.
The document provides a representation of board structures through primitive geometric shapes and relationships. It explains essential principles and utilities for representing board game components in 3D space through asymmetric and metric representations.
The document appears to be in another language and contains words that are unfamiliar to me. As I do not have enough context to fully understand the meaning, I cannot provide an accurate high-level summary in 3 sentences or less.
This document contains all 26 letters of the alphabet in both uppercase and lowercase form in sequential order without any other text or context provided. It appears to simply list the letters of the alphabet from A to Z in both cases.
This document discusses a web construction project. It appears to be in Spanish and refers to building or creating something online or for the web. In a few sentences or less, it gives a high-level overview of a project related to web development or web design.
This document discusses hammer teaching, an approach to literacy instruction that explicitly teaches phonics and allows students to move from fluency to comprehension quickly. It notes that SSP is one program based on hammer teaching principles that provides free resources, but that many programs can be effective if they incorporate systematic phonics instruction, differentiated teaching, and make learning fun. The document questions whether school leaders are making decisions that fail students and empower teachers, and provides resources for teachers and parents seeking effective literacy strategies.
The document contains a random listing of letters with no context or meaning. It does not provide any information that can be summarized in a concise manner.
This document contains all 26 letters of the alphabet listed in order without any other text or context provided. It does not contain enough information to create a meaningful 3 sentence summary.
The document provides a representation of board structures through primitive geometric shapes and relationships. It explains essential principles and utilities for representing board game components in 3D space through asymmetric and metric representations.
The document appears to be in another language and contains words that are unfamiliar to me. As I do not have enough context to fully understand the meaning, I cannot provide an accurate high-level summary in 3 sentences or less.
This document contains all 26 letters of the alphabet in both uppercase and lowercase form in sequential order without any other text or context provided. It appears to simply list the letters of the alphabet from A to Z in both cases.
This document discusses a web construction project. It appears to be in Spanish and refers to building or creating something online or for the web. In a few sentences or less, it gives a high-level overview of a project related to web development or web design.
This document discusses hammer teaching, an approach to literacy instruction that explicitly teaches phonics and allows students to move from fluency to comprehension quickly. It notes that SSP is one program based on hammer teaching principles that provides free resources, but that many programs can be effective if they incorporate systematic phonics instruction, differentiated teaching, and make learning fun. The document questions whether school leaders are making decisions that fail students and empower teachers, and provides resources for teachers and parents seeking effective literacy strategies.
Phonemic awareness is the ability to hear and manipulate individual sounds in words and is an important precursor to learning phonics and reading. It should be explicitly taught and assessed in early years, as research shows a link between strong phonemic awareness and later reading success. Phonics teaches letter-sound relationships to help children blend sounds into words. Both phonemic awareness and phonics are essential foundations for reading.
Children given the opportunity to blend QUICKLY so they they do not need to spend time ;sounding out'. Their brains can also comprehend the text.
Use as power point so animations work as more exciting (and appeals to boys )
Use Sassoon infant font please.
www.speedyssp.com
www.facebook.com/soundpics
This very short text contains a series of vowel sounds without surrounding consonants. It does not provide enough contextual information to form a multi-sentence summary.
The document discusses the development of reading skills in children from the green to blue levels. At the green level, the brain is learning to blend sounds to read whole words from left to right. Introducing high frequency words helps the brain read sentences more fluently. As reading progresses to the purple and yellow levels, the brain starts scanning ahead to aid fluency and comprehension. By the blue level, the brain no longer wants to point to individual words, which would disrupt its natural flow of comprehending the full text.
SSP is for the most part FREE, created by the Reading Whisperer to give every school, and every parent, the opportunity to help every child learn to read and spell with confidence.
www.readingteachertraining.com
www.facebook.com/readaustralia
www.youtube.com/soundpics
This document provides information about phonics resources for teaching reading, including:
1. SSP flap books and SPELD SA phonics books that can be downloaded for free or ordered at a reasonable rate, to use as readers for beginning levels.
2. Links to download free phonics books, decoding folders, and readers that follow the scope and sequence of the SSP program.
3. Recommendations for differentiation based on student ability levels, and using teaching assistants to help move students through levels at their own pace.
4. An overview of phonics skills covered at each level, including new concepts introduced, to support reading development.
Overview of basic skills and concepts required for decoding and encoding skills at any age- the foundation of reading and spelling success.
www.readaustralia.com
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
The document discusses an innovative approach to teaching reading and spelling called the Speech Sound Pics (SSP) Approach. It is based on research showing that developing phonemic awareness, the ability to hear smaller parts of spoken words, is key to reading and spelling success. The SSP Approach uses pictures to represent speech sounds and a strategy to decode words by sound. It aims to help children read and spell 99% of words without memorization. The school will be implementing the SSP Approach through daily SpeedySSP activities tailored to each student's level. Parental involvement is encouraged to support children's progress at home as well.
Developing a spelling strategy, based on the idea that print is simply 'talking in print'. The speech sounds in words are therefore the starting point, with a line to represent each speech sound, and students then choose the speech sound pics (phonemes/ graphemes)
Simple spelling!
www.readaustralia.com
www.facebook.com/readaustralia
The document discusses phonemic awareness, which is the ability to hear and manipulate individual sounds (phonemes) in spoken words. It is not the same as phonics. Research shows phonemic awareness is a strong predictor of reading success and failure. The document recommends screening young children for phonemic awareness skills within the first two weeks of school to identify students who may struggle. It provides examples of simple auditory tests to check if children can hear individual sounds and identify sounds within words. The goal is to quickly identify children who may need extra support to develop phonemic awareness through explicit teaching programs.
This document provides recommendations for ensuring reading and spelling success for all children. It recommends teaching phonemic awareness early and assessing students' progress regularly. It also recommends explicitly teaching grapheme-phoneme conversions and providing practice opportunities. Building fluency is also addressed through various forms of assisted reading. Early identification of reading difficulties is important through assessing prerequisite skills like phonemic awareness in kindergarten. Frequent progress monitoring is suggested to identify students needing additional support.
Please 'save' this power point to your laptop, to open and view, with animations. Can be used on whiteboards, and on laptops- children enjoy going through them independently.
Follows the SSP Explicit teaching order, but has a focus on phonemic awareness and on linking speech sounds with speech sound pics.
www.speedyssp.com
www.facebook.com
Want to know more? Why is SSP so successful?
Explicit instruction of phonemic awareness led to improvements in multiple areas of reading, including phonemic awareness, oral reading, and spelling (Byrne & Fielding-Barnsley, 1991, 1993, 1995, 2000). When combined with letter-sound correspondence, teaching phonemic awareness was more effective in improving reading ability (Hatcher, Hulme, & Ellis, 1994; Neuman & Dickinson, 2003; Schneider, Roth, & Ennemoser, 2000). Phonemic awareness, phonics, and fluency contribute to the development of automatic word identification include (Fox, 2007; Metsala & Ehri, 1998; Strickland, 2001). Research has identified phonemic awareness as the most potent predictor of success in learning to read. It is more highly related to reading than tests of general intelligence, reading readiness, and listening comprehension (Stanovich, 1986,1994). The lack of phonemic awareness is the most powerful determinant of the likelihood of failure to learn to read because of its importance in learning the English alphabetic system or how print represents spoken words. If children cannot hear and manipulate the sounds in spoken words, they have an extremely difficult time learning how to map those sounds to letters and letter patterns - the essence of decoding. (Adams, 1990). It is the most important core and causal factor separating normal and disabled readers (Adams, 1990). It is central in learning to read and spell (Ehri, 1984).
In case you can't book me or attend - here are the training slides.
Speech to Print Approach ie Speech to Spelling, Speech to Reading.
Em
www.facebook.com/readaustralia
www.youtube.com/soundpics
This document contains lists of phonetic spelling patterns in English including consonant digraphs, trigraphs, vowel digraphs, and diphthongs. It also includes a series of sentences demonstrating words containing common spelling patterns.
A lack of reading limits one’s quality of life (Bradford, Shippen, Alberto, Houschins, & Flores, 2006) and yet only 1 in 5 students with intellectual disabilities reaches minimal literacy levels (Katims, 2001). Slow development of reading skills may affect more than just one academic subject but may also delay language acquisition, general knowledge, vocabulary, and even social acceptance.
However, “Literacy and reading instruction for students with significant intellectual disabilities is in its infancy….there is a dearth of information regarding complete instructional programs that might help these children learn to read and write” (Erickson et al., 2009, p. 132).
This document provides information about sorting decodable readers according to the Synthetic Phonics Spelling program (SSP). It recommends free readers from SPELD SA and Oxford Owl that have been sorted into SSP levels. It also lists the order of letters and sounds taught in the SSP program and notes that one decodable reader only contains words using the letters s, a, t, i, m, n, o, p. Instructions are given to look at the SSP teaching order to determine which code level box a reader belongs in, with examples provided.
Phonemic awareness is the ability to hear and manipulate individual sounds in words and is an important precursor to learning phonics and reading. It should be explicitly taught and assessed in early years, as research shows a link between strong phonemic awareness and later reading success. Phonics teaches letter-sound relationships to help children blend sounds into words. Both phonemic awareness and phonics are essential foundations for reading.
Children given the opportunity to blend QUICKLY so they they do not need to spend time ;sounding out'. Their brains can also comprehend the text.
Use as power point so animations work as more exciting (and appeals to boys )
Use Sassoon infant font please.
www.speedyssp.com
www.facebook.com/soundpics
This very short text contains a series of vowel sounds without surrounding consonants. It does not provide enough contextual information to form a multi-sentence summary.
The document discusses the development of reading skills in children from the green to blue levels. At the green level, the brain is learning to blend sounds to read whole words from left to right. Introducing high frequency words helps the brain read sentences more fluently. As reading progresses to the purple and yellow levels, the brain starts scanning ahead to aid fluency and comprehension. By the blue level, the brain no longer wants to point to individual words, which would disrupt its natural flow of comprehending the full text.
SSP is for the most part FREE, created by the Reading Whisperer to give every school, and every parent, the opportunity to help every child learn to read and spell with confidence.
www.readingteachertraining.com
www.facebook.com/readaustralia
www.youtube.com/soundpics
This document provides information about phonics resources for teaching reading, including:
1. SSP flap books and SPELD SA phonics books that can be downloaded for free or ordered at a reasonable rate, to use as readers for beginning levels.
2. Links to download free phonics books, decoding folders, and readers that follow the scope and sequence of the SSP program.
3. Recommendations for differentiation based on student ability levels, and using teaching assistants to help move students through levels at their own pace.
4. An overview of phonics skills covered at each level, including new concepts introduced, to support reading development.
Overview of basic skills and concepts required for decoding and encoding skills at any age- the foundation of reading and spelling success.
www.readaustralia.com
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
The document discusses an innovative approach to teaching reading and spelling called the Speech Sound Pics (SSP) Approach. It is based on research showing that developing phonemic awareness, the ability to hear smaller parts of spoken words, is key to reading and spelling success. The SSP Approach uses pictures to represent speech sounds and a strategy to decode words by sound. It aims to help children read and spell 99% of words without memorization. The school will be implementing the SSP Approach through daily SpeedySSP activities tailored to each student's level. Parental involvement is encouraged to support children's progress at home as well.
Developing a spelling strategy, based on the idea that print is simply 'talking in print'. The speech sounds in words are therefore the starting point, with a line to represent each speech sound, and students then choose the speech sound pics (phonemes/ graphemes)
Simple spelling!
www.readaustralia.com
www.facebook.com/readaustralia
The document discusses phonemic awareness, which is the ability to hear and manipulate individual sounds (phonemes) in spoken words. It is not the same as phonics. Research shows phonemic awareness is a strong predictor of reading success and failure. The document recommends screening young children for phonemic awareness skills within the first two weeks of school to identify students who may struggle. It provides examples of simple auditory tests to check if children can hear individual sounds and identify sounds within words. The goal is to quickly identify children who may need extra support to develop phonemic awareness through explicit teaching programs.
This document provides recommendations for ensuring reading and spelling success for all children. It recommends teaching phonemic awareness early and assessing students' progress regularly. It also recommends explicitly teaching grapheme-phoneme conversions and providing practice opportunities. Building fluency is also addressed through various forms of assisted reading. Early identification of reading difficulties is important through assessing prerequisite skills like phonemic awareness in kindergarten. Frequent progress monitoring is suggested to identify students needing additional support.
Please 'save' this power point to your laptop, to open and view, with animations. Can be used on whiteboards, and on laptops- children enjoy going through them independently.
Follows the SSP Explicit teaching order, but has a focus on phonemic awareness and on linking speech sounds with speech sound pics.
www.speedyssp.com
www.facebook.com
Want to know more? Why is SSP so successful?
Explicit instruction of phonemic awareness led to improvements in multiple areas of reading, including phonemic awareness, oral reading, and spelling (Byrne & Fielding-Barnsley, 1991, 1993, 1995, 2000). When combined with letter-sound correspondence, teaching phonemic awareness was more effective in improving reading ability (Hatcher, Hulme, & Ellis, 1994; Neuman & Dickinson, 2003; Schneider, Roth, & Ennemoser, 2000). Phonemic awareness, phonics, and fluency contribute to the development of automatic word identification include (Fox, 2007; Metsala & Ehri, 1998; Strickland, 2001). Research has identified phonemic awareness as the most potent predictor of success in learning to read. It is more highly related to reading than tests of general intelligence, reading readiness, and listening comprehension (Stanovich, 1986,1994). The lack of phonemic awareness is the most powerful determinant of the likelihood of failure to learn to read because of its importance in learning the English alphabetic system or how print represents spoken words. If children cannot hear and manipulate the sounds in spoken words, they have an extremely difficult time learning how to map those sounds to letters and letter patterns - the essence of decoding. (Adams, 1990). It is the most important core and causal factor separating normal and disabled readers (Adams, 1990). It is central in learning to read and spell (Ehri, 1984).
In case you can't book me or attend - here are the training slides.
Speech to Print Approach ie Speech to Spelling, Speech to Reading.
Em
www.facebook.com/readaustralia
www.youtube.com/soundpics
This document contains lists of phonetic spelling patterns in English including consonant digraphs, trigraphs, vowel digraphs, and diphthongs. It also includes a series of sentences demonstrating words containing common spelling patterns.
A lack of reading limits one’s quality of life (Bradford, Shippen, Alberto, Houschins, & Flores, 2006) and yet only 1 in 5 students with intellectual disabilities reaches minimal literacy levels (Katims, 2001). Slow development of reading skills may affect more than just one academic subject but may also delay language acquisition, general knowledge, vocabulary, and even social acceptance.
However, “Literacy and reading instruction for students with significant intellectual disabilities is in its infancy….there is a dearth of information regarding complete instructional programs that might help these children learn to read and write” (Erickson et al., 2009, p. 132).
This document provides information about sorting decodable readers according to the Synthetic Phonics Spelling program (SSP). It recommends free readers from SPELD SA and Oxford Owl that have been sorted into SSP levels. It also lists the order of letters and sounds taught in the SSP program and notes that one decodable reader only contains words using the letters s, a, t, i, m, n, o, p. Instructions are given to look at the SSP teaching order to determine which code level box a reader belongs in, with examples provided.
Changes to the Australian Curriculum, including specific reference to decodable readers.
Free decodable, scaffolded readers - www.SSPReaders.com
Meeting and exceeding the new expectations
www.ReadAustralia.com
Immunisation Against Illiteracy Pack- All reading for pleasure before Year 2.
This shows what is included in the new teacher class pack for P- 2, and the tutor pack.
Working out pricing.
25 Posters
1 set clouds
5 keyrings
5 table top posters
400+ coded sight words booklet (7 duck levels)
1 green, 1 purple book
Handbook (pdf)
Training DVD
6 month access to members area.
Tutor pack- as above, 5 posters, 1 keyring and 1 table top cloud poster.
Video showing the phonics elements here https://www.youtube.com/watch?v=cWNw2BvijCk
This document provides guidance for implementing the Speech Sound Pics (SSP) reading program in schools. It outlines resources needed for each classroom, including printed materials, apps, and displays. It describes the three phases of SSP: Phase 1 focuses on phonemic awareness without letters; Phase 2 teaches the four code levels to develop reading, writing, and spelling; Phase 3 supports independent literacy. Key aspects of SSP are explicitly teaching the speech sounds and their connections to graphemes using visual prompts and a left-to-right approach.
- The Speech Sound Pics (SSP) literacy program is emerging and promising but lacks published research evidence. However, many successful literacy programs developed by teachers also lack published research initially.
- There is disagreement between advocates of SSP and those who believe only programs with published research should be used in schools. Published research is unrealistic as an initial requirement for education programs.
- Teachers are looking for evidence like student achievement data and testimonials from schools that have successfully used programs like SSP. Published research is only one useful piece of information and should not be the sole criteria for determining an education program's effectiveness.
The document discusses a speech therapist who tried to undermine the professional judgement of a teaching team using the Speech Sound Pics (SSP) Approach, which focuses on developing oral language and phonemic awareness. The author, who created SSP, has extensive qualifications in special education needs and dyslexia. However, some dyslexia awareness groups have been trying to discourage its use for months by distributing fliers. The author asks them to stop interfering and leave the teachers and parents who see results from SSP alone.
According to Reid Lyon and James Wendorf, ninety-five percent of the children that are struggling with reading are instructional casualties. That means THERE IS NOTHING WRONG WITH THE CHILD, THE ISSUE IS HOW THEY ARE BEING TAUGHT.
"It’s a consequence of an unnatural, overwhelming ambiguity forced upon the child while nobody is giving them a stairway through it before they shame-out to the process. The shame itself then impedes their cognitive ability to process it, as well as diminishes their self-esteem in general with all of its transferred effects.
So we have this massive problem that when we cut it down has to do with the social-educational paradigm-inertia."
http://www.childrenofthecode.org/interviews/moats.htm
Reading Whisperer Advice: Three Cueing System, Guided Reading, Levelled Readers, PM benchmarking - all have to go, if every Australian student is to learn to read and spell with confidence by 6 (before grade 2)
www.wiringbrains.com
The document is a list of words and concepts related to the Speech Sound Pics (SSP) Approach. It includes days of the week, months, colors, shapes, animals, and other common nouns. The approach involves using pictures to represent speech sounds and teach literacy.
Recent research shows that retaining students is generally not the best option and does more harm than good. While a temporary boost in performance may occur, benefits do not tend to last and retained students are 60% less likely to graduate high school. Instead of retention, schools should focus on implementing new interventions, teaching strategies, and learning supports tailored to students' needs. As a parent, it's important to be involved in discussions with the school about retention or alternative options that may help a struggling child succeed.
Wiring Brains for reading and spelling using the Speech Sound Pics (SSP) Approach. A sneak preview of the SSP Parent and Teacher Handbook.
http://www.WiringBrains.com
Spelling Code in a Box !
SSP spelling cloud keyring. Every spelling choice for every speech sound in the English language!
https://www.youtube.com/watch?v=FW3uU27oGxk
1) The document discusses concerns with using PM Benchmark assessments for students who have not completed the Speech Sound Pics (SSP) program, as PM Benchmark relies on whole language approaches removed from UK schools.
2) It provides suggestions for alternative assessments that test phonics skills more appropriately for different reading levels, such as the Motif, Castles and Coltheart, and TERC tests.
3) The author advocates using SSP to teach reading as an alternative to whole language approaches like PM Benchmark, which can demoralize students if used before phonics mastery.
The document discusses the SSP approach to teaching reading using a "skills acquisition process" to develop reading brains. It argues that SSP wiring reading and spelling brains simultaneously through a systematic progression of sound-picture mapping. In contrast, traditional "whole language" and PM readers ask children to guess words they cannot decode, slowing learning. SSP progresses through four color-coded levels of increasing complexity. Home readers should reinforce the sound-pictures being learned, using only decodable texts matching the child's current level. The goal is for children to authentically read texts they can fully decode by blending learned sound-pictures.
Code Mapped Songs - The Speech Sound Pics (SSP) Approach.
Let It Go (Frozen)
Let It Go (Frozen) - Song, Code Mapped, Coming very soon !! youtube.com/soundpics
If the kids know the words (my next door neighbour's 3 year old knows them very well) then USE this to help their brains link the speech sounds to sound pics. They can 'hear' the words in order along with the music, in their minds, so get mapping ! Play Speech Sound Pic Detective. Follow the words along with the music, and stop at one. Ask what the next word is, and then use Duck Hands, Lines and Numbers, and map the lines with the sound pics. They are already coded so doesn't matter what code level they are at, they will figure it out.
Kids LOVE doing this.
Miss Emma
www.wiringbrains.com
This document discusses the importance of phonemic awareness in learning to read and spells. It notes that without adequate phonemic awareness, readers must rely on guessing and visual memory rather than understanding sounds in words. Approximately 10-33% of people have difficulty with phonemic awareness, which can limit their ability to decode words and benefit from phonics instruction. The document stresses that phonemic awareness is the best predictor of early reading success more than other factors like IQ. It questions why Australia continues to use instructional approaches that have been shown to limit literacy development and notes alarming rates of functional illiteracy in the country.