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Spelling development using SSP Phonics from the Reading Whisperer

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The Reading Whisperer is sharing a range of reading and spelling resources, on the new RTT site Enjoy !

Text of Spelling development using SSP Phonics from the Reading Whisperer

  • 1. Spelling Development using SSPChildren must be exposed to the whole of the alphabetic code from term 1in Prep, in order for us to shape reading and spelling brains for EVERY child

2. An approach that helps adults work WITH individual brains, before the child has achance to even know his brain processesthings differently to many.Supporting adults so that inclusion is something thathappens, its not just included in a policy document.To be fully inclusive we need to teach to EVERY childsneeds, not expect them to thrive when taught in waysthat seem to work for the majority. This means knowingwhich children have poor phonemic awareness, withinthe first term of Prep.SSP is not just about reading, writing and spelling itis an approach that facilitates self-confidence for ALLchildren, that embraces EVERY brain and personality,and demands that we refuse to allow even ONE of ourchildren to leave primary school unable to read and spell. 3. The Speech Sound Pics Approachempowers adults so that they can embrace, honourand also meet the needs of ALL children from theirfirst day at school.Some children are lucky. They can (seemingly) learn to read and spell usingany approach. Others arent. They do not have brains that naturally processspeech sounds, are able to identify the smaller parts in words, be able to segment andorder them and often cant even pronounce them with ease.They cannot make sense of words without being explicitly taught why these words aremade up of these smaller parts- the sound pics - and their brains cant retain whole wordsfor the sake of remembering them.Even if they remember them for a spelling test they wont be able to transferknowledge to their writing, or reading, because it isnt knowledge, its short termmemory. Reading becomes guesswork, and something to dread. They arent being giventhe skills THEIR brains need to crack the alphabetic code.Do you find that acceptable? If not then please do join us for training, and lets workcollaboratively. Lets make change happen rather than talk about it. Rather than sayyou want to promote inclusion, lets DO it. 4. This could also be said for children with a Dyslexic brain etcSo choose update your knowledge of different operating systems , and adapt your school curriculum!Those lucky children who have brains that crack the code easily? Theywill thrive also. New thinking. Smarter Teaching . 5. Always start with SPEECH Spelling starts from speech, not print. We created the written word to record our spoken words, not the other way around.Words are spelt using sound pics representations of the smaller parts of our words so children MUST be taught them all. All can be seen within the Speech Sound CloudsThis enables everyone (teachers and students) to work smarter, not harder. 6. Give this toparents 7. Explicit teaching order can be coveredin PrepHow is shownon the RTT Term 1site. Term Term 3 and 4 8. Spelling without print comes first! 9. Children arent really ready to move toprint until they can listen to a wordand identify the speech sounds sat = s a t and hear the word when spoken in partsIf they can hear the speech sounds then theyare ready to progress to doing this with letters.Help children order (number them) and buildwords using their sound pics. You can usemagnetic letters or cards in Prep.Here are words the children will spell withinthe Green level using s,a,t,p,I,n 10. Have a Speech Sound Spelling TableChildren can play bingo, snap, build words, change words etc 11. Use whiteboards and magnetic letters in the early years so that children arent held backtrying to use pencils to form letters, when the activity is to spell (encode) words Sort them into tubs for easy access s,a,t,p,i,n tubs for green level activities 12. Expose children to the whole codethrough SSP songsGreen Level Songs- s,a,t,p,i,n 13. Ask for powerpoint, graphics areanimated. These will also soon beon youtube with 14. In Prep and Year 1 use the letterformation phrases so children learn to write the sound pics more easily 15. Remember to link this with reading Their readers follow the same systematicorder of learning the letter sounds (soundpics) 16. So after decoding her lists she could write some of them 17. Children learn the speech sound tosound pics link as they move through the levels. Being able to hear the speech sounds in words, know howmany lines are needed, and then find.the sound pics is vital.From Prep children have their own collectionof sound pics, and words created using just thesesound pics. Spelling development is scaffolded. 18. Speech Sound Harry (P-2) Have sound pics the children know and arelearning in the area you greet children, so thatyou can include this within morning activities eg weather, day of the week etc.Laminated on A5 add new sound pics and place sporadicallyon sheet for easy access each morning.Ask the children to silently spell words as you point to thesound pics next to Harry. 19. Children need easy access to their sound pics when writing, especially in P-2 Also display the clouds on walls for easy access and allow children to have their own Speech Sound Cloud Albums 20. Children need trying books on tables, so that they can use theprocess and then write the King wordin their writing books 21. Build confidence putting their soundpic words into sentences Use familiar sentences in theearly stages eg Pat sits in the tin the ant sat in the pan Pat sat in the sand pitYou could use their readers, and write sentences fromthese books (they have the right sound pics accordingto their level ) 22. Find ways (with children) to remember how to spell tricky words (words thatthey cant decode easily yet as they havent reached the level in whichthey will learn these sound pics) 23. Put tricky words and sound picsneeded for that activity on their tablesin Prep if a spelling activity as they dont want to struggle because they know how to spell it but not how toform that letter! 24. Consider sound pic banks so that Prepand Year 1 children can get the sound pic card when spelling So in previous activity Heidi could then write the words to accompany her collage, by asking the teacher which sound pic she needed to represent that speech sound within the words. 25. Children from Year 1 need testing onthese. Every child from year 1 shouldbe confident with all of these pics 26. Plan lessons to help children learn the code in fun waysI have a range of power points you can use with whiteboards or on laptops, tointroduce variations with follow up activities such as this one. All will be accessible onthe web site (free of course) 27. For example discovering 4 sound pics for this speech sound 28. Spelling tests should mean code knowledgetesting- not whole word testing. Getting the word right is only part of the process; a process thathelps the brain understand not only the meaning of the word but why it is spelt as it is. 29. Alongside systematic teaching is guided learning of the code The procedure remains the same however,whether in Prep or Year 7 Say the word, hear the speech sounds, work out how many lines you need, find the speech sound cloud, try the sound pics. Check for the King word, underline, write out 7 times. 30. Show discoveries using the clouds Grain Waves 31. Have fun with them and makemeaningful ! 32. Use phonics games and apps Refer to web sitewhen completed as I will list all that aresuitable, and link to the levelsChildren are far more likely to want to practisespelling if they are having fun while doing so. 33. When children enter year 1 they can have covered all levelsIf not, spend term 1 (and 2 if necessary) getting them all up to speed 34. Spelling Activities Explicit Teaching Order Years 1 - 3Focus on double letters when its a short vowel sound (clap clapping)Focus on ay a-e ai eigh a plus suffixes s,ed,ing,er,estFocus on ee, ea, e, y, plus suffixess,es,ed,ing,erFocus on igh, i-e,ie,y,I plus suffixes s,es,ed,ing,y,erFocus on ow, o-e, oa, o, plus suffixes s,es,ed,ingFocus on oo, u-e, ew, ue, oe plus suffixess,ed,ing,er, estFocus on ou, ow, plus suffixes ed,ing,ly,er,estFocus on ar plus suffixes s,es,ed,ing,er,estFocus on ir, ur, er, plus suffixes s,es,ed,ing,y,er,estFocus on air, are, ear, plus suffixes ed, ing, y, er, estFocus on or, oor, ore, aw plus suffixes ed,ing,s,er,est|Focus on oy, oi plus suffixes ed, ing, es,y,er,estFocus on ear, eer, ere/ and also ire - plus suffixes ed,ing,sStudent workbooks that compliment these are Read, Write Inc Get Spelling Book 1 35. Focus on c city raceg gentle cabbage bridgeUnusual plurals knives, potatoes, babies, sheep, women Endings le - cuddle battle il, el, al pupil parcel medal en, an, on, in garden iron woman tion, sion - attention, television ent, ant - transparent, imporant ence patience / ance extravagance ous , cious, tious famous, delicious, cautious ible, ibly, able, ably horrible, horribly, comfortable, comfortably ful, fully cheerful, thankfully Negative prefixes un, in, dis, ir, il 36. Continued here shortly 37. Years 3 - 7 As a school choose when you will focus on the speechsound clouds during a 10 minute speedy spelling sessioneach morning, regardless of other spelling activities (egexplicit teaching of skills)Teachers focus on a speech sound and investigate all of thesound pics (spelling variations) that can be used torepresent this speech sound in words.You could do this activity straight after registration, withchildren completing their album over 4 terms.Let them add to it as they discover new sound pics. If theyhave used SSP previously they will be used to this, and keepexpanding on their knowledge. 38. There are a couple missing- will add shortlyPlease also look at special ending clouds 39. This document is a work in progress, however withplanning