How to guarantee that every child can read before year 2.

Speech Sound Pics (SSP) Approach
Copyright 2015
‘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.
s

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!

How to guarantee that every child can read before year 2.

Target time:
14 seconds or
less

      
      
      
       
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.

e
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
Copyright 2015

The cactus in a hat in
the sun on the sand
hill must be hot !
Speech Sound Pics (SSP) Approach Copyright 2015

Spell the word
by pointing to the
right sound pics,
in the right order!
Duck Level Words:
the
m d g
o
c
g
c
k
ck
e
e
u
r
h
bf ffl
le
ll
ss
a
t
s
p
i
n

_____________________ _____________________ _________________
1 2 3
Copyright 2015

Copyright 2015
The pug dog pants,
the mad man rants,
Mick lost his belt
and has no pants !

Spell the word
by pointing to the
right sound pics,
in the right order!
Duck Level Words:
the has no
m d g
o
c
g
c
k
ck
e
e
u
r
h
bf ffl
le
ll
ss
a
t
s
p
i
n

_____________ _____________ _______________ ________ __________________
1 2 3 4 5
Copyright 2015

The gentle giant giggles,
and the daft
duck wiggles !

Spell the word
by pointing to the
right sound pics,
in the right order!
Duck Level Words:
the and
m d g
o
c
g
c
k
ck
e
e
u
r
h
bf ffl
le
ll
ss
a
t
s
p
i
n

_____________ _________ ____________________________ ___________________
1 2 3 4
Copyright 2015

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

Spell the word
by pointing to the
right sound pics,
in the right order!
Duck Level Words:
the my
m d g
o
c
g
c
k
ck
e
e
u
r
h
bf ffl
le
ll
ss
a
t
s
p
i
n

_____________________ ___________________ ________________
1 2 3
Copyright 2015

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

Spell the word
by pointing to the
right sound pics,
in the right order!
Duck Level Words:
the me my
m d g
o
c
g
c
k
ck
e
e
u
r
h
bf ffl
le
ll
ss
a
t
s
p
i
n

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 !!

Spell the word
by pointing to the
right sound pics,
in the right order!
Duck Level Words:
by
m d g
o
c
g
c
k
ck
e
e
u
r
h
bf ffl
le
ll
ss
a
t
s
p
i
n

_____________ _____________ _______________ ________ ____________
1 2 3 4 5
Copyright 2015

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

Spell the word
by pointing to the
right sound pics,
in the right order!
Duck Level Words:
what do they
m d g
o
c
g
c
k
ck
e
e
u
r
h
bf ffl
le
ll
ss
a
t
s
p
i
n

Up, up, up
Sip, sip, sip
Mop, mop mop !

Spell the word
by pointing to the
right sound pics,
in the right order!
Duck Level Words:
m d g
o
c
g
c
k
ck
e
e
u
r
h
bf ffl
le
ll
ss
a
t
s
p
i
n

___________________ ___________________ ______________________
1 2 3
Copyright 2015

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

_________ _________ _____________________ _________________
1 2 3 4
Copyright 2015

Speedy
SentencesScan 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.

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.

More Related Content

What's hot (19)

Similar to How to guarantee that every child can read before year 2. (20)

More from Read Australia (Wiring Brains Education) (20)

Recently uploaded (20)

How to guarantee that every child can read before year 2.