how to guarantee that every child can read before year 2

‘Encoding’ means that a child can say the words they see on the page, and understand the speech sound to sound pic links. ‘Reading’ means they can do the above, and understand it.

In the Primary National Strategy (2006a), the three cueing model (known in England as the Searchlight model) is finally and explicitly discredited. Instead, the Strategy has acknowledged the value of addressing decoding and comprehension separately in the initial stage of reading instruction. “ … attention should be focused on decoding words rather than the use of unreliable strategies such as looking at the illustrations, rereading the sentence, saying the first sound or guessing what might ‘fit’. Although these strategies might result in intelligent guesses, none of them is sufficiently reliable and they can hinder the acquisition and application of phonic knowledge and skills, prolonging the word recognition process and lessening children’s overall understanding. Children who routinely adopt alternative cues for reading unknown words, instead of learning to decode them, later find themselves stranded when texts become more demanding and meanings less predictable. The best route for children to become fluent and independent readers lies in securing phonics as the prime approach to decoding unfamiliar words (Primary National Strategy, 2006b, p.9).” PM Readers and other ‘Levelled Readers’ are based on the Searchlight Model. PM readers bypass the ‘learning to code’ phase (SSP Phase 2). Students cannot comprehend what they cannot rapidly code, as they lose fluency. So this is what we DO DO within SSP, instead.

Visual Prompts for Phonemic Awareness

Children associate this with the word ‘sip’ They use Duck Hands to split the speech sounds, from left to right, and blend into the word. They draw a line and say the sounds as they do so, and then the same as they number the lines.

_ _ _ 1 2 3

Visual Prompts. These are associated with the target speech sounds in that code level.

Focus sound pic for code recognition. Visual prompt shows which speech sound it is a picture of ie not ‘sh’ here. Children understand that sound pics need to be seen in real words to truly know what they represent.

Sound Pic used in a word, to develop rapid blending.

No unfamiliar sound pics in the word. We use the ‘Follow the Sounds, Say the Word’

technique to reinforce this for the brain.

sit and sip

Sound pic used in real sentence, of words at their code level. Encouraged to Scan it and Say it in a Reading Voice (no robots) So they are ‘following the sounds to say the word’ rapidly to themselves before reading aloud.

Sit and sip.

Punctuation added, or the children add it. The Pesky Speech Sound Frog is constantly eating capital letters, commas and full stops from our writing so we have to double check!

Target time: 14 seconds or

s a t p i n

Children use their skills in real reading activities, at their code level.

This happens within four SSP levels. By the end of SSP Blue they can code anything. Comprehension

dependent on content. All reading chapter books for

pleasure. Generally in around 4 terms, at age 4 or 5.

Older students not yet fluent need to go back and go through the process to finally read independently.

They cannot comprehend what they cannot code. PM Level 1 would go in our Advanced Code Box ie in SSP Blue.

Students can code anything at their level.

Guided reading means developing higher order/ critical thinking skills at their code level. Can’t code it independently? Not suitable for guided reading.

Learn to code text orally. Read it aloud in speech sounds.

WiringBrains.com – Teacher Area.

Give them the time to recognise the Sound Pics at their level, and to USE them in reading, writing and spelling activities. This is what the SSP routines give students. Time and practice and the opportunity to constantly be learning from outside of their code level. There are only 44 or so speech sounds, an 200 or so ways to represent them. This makes up the whole written code. When students know the code their brains are ‘free’ to make more sense of it (ie comprehension) This is why SSP children are fluent readers before they enter Year 2. They have had chance to learn the whole code and to USE it with fluency and comprehension for 2 academic years. No child should enter Year 2 still learning to read. They cannot do this if you do not scaffold their learning in this way. You will fail at least 8 in every class using ‘levelled’ readers, and if you start using PM Benchmarking until the children are at least at the SSP Blue Level FIRST. Look at the following, and see how we help them become really confident within each Code Level before moving up. Miss Emma

SSP Purple Code Level Workbook

The Speech Sound Pics (SSP) Approach

_____________________ _____________________ ______________

1 2 3 Speech Sound Pics (SSP) Approach

The cactus in a hat in the sun on the sand hill must be hot !

Spell the word by pointing to the right sound pics, in the right order!

Duck Level Words: the

b f ff l le

_____________________ _____________________ _________________

The pug dog pants, the mad man rants, Mick lost his belt and has no pants !

Duck Level Words: the has no

b f ff l le

_____________ _____________ _______________ ________ __________________

1 2 3 4 5

The gentle giant giggles, and the daft duck wiggles !

Duck Level Words: the and

b f ff l le

_____________ _________ ____________________________ ___________________

1 2 3 4 Speech Sound Pics (SSP) Approach

Giggle, giggle, niggle, niggle, Got a black frog on my middle…!!!

wiggle

Duck Level Words: the my

b f ff l le

_____________________ ___________________ ________________

Hot sun, hot sun, get me up, Hot sun, hot sun, has my cup!

Duck Level Words: the me my

b f ff l le

_____________________ ___________________ ________________

Little man, little man in a pot, Little man, little man by a spot !

Big cup, BIG cup, get it Mum ! Big band, BIG band, hum, hum HUM !!

Duck Level Words: by

b f ff l le

_____________ _____________ _______________ ________ ____________

1 2 3 4 5

Magic pets, sit on the fence, What do they cost, Fran? “50 cents !”

Duck Level Words: what do they

b f ff l le

_________________________ ___________________

Up, up, up Sip, sip, sip

Mop, mop mop !

Duck Level Words:

b f ff l le

___________________ ___________________ ______________________

A rat in a bag ? Duck Doc and a rock ?!

Duck Level Words:

b f ff l le

_________ _________ _____________________ _________________

1 2 3 4

Frog legs, cat licks, pelican lips, panda kicks !

Speedy Sentences

Scan and say in a speaking voice. No robots! Parents: Use the following sentences for the Hold A Sentence Activity. Read it to them twice. The child ‘holds it’ in their mind. Encourage visualisation. Write It. Read It. Check It. Change It. Talk about punctuation allowing the writer to more effectively convey the message.

The man and the dog sat in the gap. Is the cat in the tin ? Is the kitten in the pan? Pat giggles. He has a tip top hat! “Can I get a stamp? Is it ten cents?” The duck is at the end of the big pond.

The kitten is fluffy and sits in the grass. The fat frog sits on the hill and sips a drink of milk. Is the fluffy kitten in the pan? Pat sits on the hot sand with a cold drink. The ant is on the tap because he is hot. Speech Sound Pics (SSP) Approach Copyright 2015

he they went of sand on so then she is had there you that but got when one were for

Duck Level 2

There are 7 Levels, for 440 of the Speech Sound Kings High Frequency ‘Helpful’ Coded Words. Students ‘Follow the Sounds, Say the Word’ and also use the SSP Spelling Strategy to Spell Them.

WiringBrains.com

how to guarantee that every child can read before year 2

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