1. Say the word (grass) Listen for the speech sounds ____ _____ _____ _____ 12 34Imagine you are taking a picture of each of the4 speech sounds with your speech sound camera what might each one look like?Which sound pic shall we choose?The children imagine they are taking pictures of the 4 speech sounds, and choosesound pics (representations) When you talk about letters these are simply lettersof the alphabet and also have their own name. So, yes, this is an es but what speechsound is it a picture of? Its one (there are 8 or 9) of the pictures for the speech sound ssss

2. Neuroscientist perspective 3. Key Research Findings About Phonemic Awareness: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 ofgeneral intelligence, reading readiness, and listening comprehension(Stanovich, 1986,1994). The lack of phonemic awareness is the most powerful determinant of thelikelihood of failure to learn to read because of its importance in learning the English alphabetic system or how print represents spoken words. If childrencannot 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 anddisabled readers (Adams, 1990).It is central in learning to read and spell (Ehri, 1984). 4. Phonemic awareness can be developed in children by providing them with rich language experiences that encourage active exploration and manipulation of sounds. These activities lead to significant gains in subsequent reading and spellingperformance. Most children will learn basic phonemic awareness from these activities. Some children need more extensive assistance. Children should be diagnosed mid-kindergarten to see if they are adequately progressing, and if not, given more intensive phonemic awareness experiences. For all children, the more complexphonemic awareness abilities are learned in the context of learning letter/soundcorrespondences.A close relationship exists between a childs control over sounds and his reading ability. Some quick test instruments that reliably assess development of phonemic awareness in about five minutes include the Rosner, the Yopp-Singer tests, and the Roswell-Chall.In numerous studies, correlations between a kindergarten test of phonemic awarenessand performance in reading years later are extremely high. Thus, phonemic awarenesshas been identified by researchers in replicated studies in many countries as a very potent predictor of success in reading and spelling achievement. In fact, ProfessorYopp indicates that such high correlations remain even after controlling forintelligence and socio-economic status. 5. Incase you were wondering why SSP assessments, and monitoringtasks have been created in this way (seeslideshare.net/readingwhisperer to download) Hallie Kay Yopp, Ph.D, Professor, Dept. of Elementary and Bilingual Education,CSU FullertonProfessor Yopp addresses the critical role of phonemic awareness in the early stages of reading acquisition. She defines phonemic awareness as "the awareness that phonemes exist as abstractable and manipulable components ofspoken language. It is the ability to reflect on speech and experiment (play) with itssmallest components (phonemes). Phonemic awareness is not phonics and notauditory discrimination. The research outlines a progression of phonemic awareness development in pre-school, kindergarten, and early first grade that includes the ability: to hear rhymes or alliterationto blend sounds to make a word (e.g., /a/-/t/ = at)to count phonemes in words ( how many sounds do you hear in "is"?) to identify the beginning, middle, and final sounds in wordsto substitute one phoneme for another (e.g., change the /h/ in "hot" to /p/)to delete phonemes from words (e.g., omit the /c/ from "cat") 6. http://www.csus.edu/ier/reading.htmlExcellent paper that shows why SSP isdeveloping in this way 7. SSP breaks it down into specific skillsChildren wontunderstand skillsif they cant hearthe speech sounds 8. * Children wont understand skills if they cant hear the speech sounds Marilyn Adams, Ph.d., Senior Scientist, Bolt Beranek andNewman, Inc. Dr. Adams focuses on the need for children to developautomatic word recognition and the system to achieve this. Dr.Adams supports Dr. Yopps conclusion that training in phonemicawareness is the foundation for learning to recognize words. Suchtraining is necessary because most children enter kindergartenwithout the conscious awareness that words are made up of distinctsounds; rather they hear words as complete units. Dr. Adamsdiscusses the value of whole language in encouraging flexible classorganization, the use of quality literature, and the emphasis on earlywriting. However, she faults the methodology of whole language foroperating under the mistaken assumption that skillful readers "skip,skim, and guess" instead of reading whats on the page. 9. The whole ofthe code canbe taught (Phonics) within Prepand Year 1if every child has good PA 10. Teaching order and resources are adaptable, based on education and neuroscience research, are child centred and FUN.They have been developed by Emma Hartnell-Baker BEd Hons (Early Years Specialism) MA Special Educational Needs (inc Dyslexia), a former Early Years Education Inspectorfor UK Education Dept (OFSTED) and are offered forfree, so there is no driving motivation other than tohelp ALL schools and families. This can be acommunity effort, based on collaboration, and withone goal. That EVERY child is able to read and spell. 11. SSP goes far deeper than teachingreading and spelling as children are taught (and guided to discover) thealphabetic code. It is deeply layered, including all necessary elements, andalso allows for children to work at theirown pace. Watch Prep aged children reach the Blue Level in less than two terms, and see how effectively they tackleunfamiliar words within reading and spelling activities.www.youtube.com/soundpics 12. Alongside this explicit teachingchildren also investigate the code, and use the Speech Sound Clouds 13. To develop exceptional spelling (encoding) skills we need to start from SPEECH. If children cannot hear the smaller parts in words (phonemic awareness) they will not be able to develop these skills. They need to SEE words as made up ofspeech sound pics (pictures of the speech sounds, not letters)At all times, from term 1 of Prep, those using SSP try to see sound pics in words, and encourage children to do the same. This really helps toshape their reading AND spelling brains and prevent difficulties. It alsoallows teachers to see where there are gaps in PA and code knowledge.Use every opportunity to do this !Questions? Emma@ReadAustralia.com 14. Practice this yourself! 15. Everything is chosen to shape reading and spelling brains- including letter formation in PrepPlease download the letter formation or home folderpowerpoint www.slideshare.net/readingwhispererChildren need to practice all letters of the alphabet as soon aspossible, regardless of the phonics teaching. However using thephrase will actually also help with the phonics!All letters and phrases are shown, and can be used onwhiteboards. 16. New resources for each level are on slideshare.net/readingwhispererSimply save to your laptop, and the power point presentation (includinganimations) will work in your classroom. Ideal for the whiteboard. For example* Decoding specific practice using only their sound pics and helpful words* Encoding specific practice using only their sound pics and helpful wordsIf children are ready for more than the level the class is working on, they canprogress. Children who need additional work to keep up, can also use these withTAs. (Covered in another twilight PD)*Home Folders (again, TAs can make good use of these to help monitorindividuals)* Assessments (screening Preps, monitoring progress of each individual,assessing new older students) Emma will offer some free training to TAs so thatthey can undertaken these assessments.* All Speech sound clouds (recently updated) 17. Including fun resources to helpchildren with common issuesShhhhhh ! Dont tell anyone our tricks! Dont be a cheeky monkey !! 18. debbed edNo room to sleep ! I need the bed posts the other way around to make a bed__ ____ 12 19. When they see this sound pic they sayCuckoo! Cuckoo !! Is it oo as in look or oo as in moon? Put eyes on them when its an oo as in look !cook 20. SSP scaffold learning, with skills andconcepts clearly set out within eachlevel.These will link with the assessment and monitoring tools (green levelcurrently shown, all other levels uploaded shortly) 21. eg a few blue level sound picseawwh ph ewoeure areclaw whip dolphin few toe pure are dareI love the cute dolphin, who kisses my noseShe splashes my fingers, and blows on my toesI ask are you sure? I ask, do you dare?To whip up the water, and make the crab stare!Hell peep out from under the stone, its his door,and wave a few times with his big orange claw ! 22. blue level sound pic sandwichesSay the word and listen to the last speech sound.The Speech Sound Pic Sandwich Maker jumpsthe last sound from the end, into the sandwich!a-e e-e i-ecakeathlete bikeo-e u-ecoke flutewhich of these sound picsandwiches can you see? 23. Additional info how are the speech soundsrepresented within the SSP Approach? Please see all Speech Sound Pics as follows.Children use these to learn all of the spelling variations.This investigative work helps the brain understand thecode, for reading and spelling, for more efficiently 24. Use the clouds to investigate the way in whichwe represent every speech sound 25. Use the clouds for yourdetective work now,and to work out ALL of thesound pics for all of thespeech sounds you haventexplored in the levels. 26. Use the clouds to help withspelling. This is a bluelevel sound pic sandwich 27. Oh my word- have you heard?Miss Emma hurt her nosepoor girlChoose a cloud and see if you can create a song, poem, art work or something else to creativelyshow ALL of the sound pics for that speech sound. 28. i 29. Give children access to allspeech soundclouds in their own folders