Phonemic Awareness - (preparation for coding)��Ability to confidently use Duck Hands, to split spoken words into speech �sounds, and then say the sounds as they draw a line for each. �Understanding of which sound ‘sits’ on each, and to ‘follow the s�sounds, say the word’..ie oral decoding and encoding.��Introduction to the concept of speech sounds represented on paper ie �text is talking on paper.�Focus on initial group of 6 phonemes (speech sound pics) with which students can decode and encode.�Skills developed during preparation for coding extended to coding.�Letter formation�Code Recognition�Follow the Sounds, Say the Word (decoding) for Green Code Level words�As above, within whole sentences.�Decoding skills reinforced within real books- Coded Readers.��SSP Spelling Strategy (encoding)�Decoding and Encoding of Sight Words - Duck Levels 1 (and 2 if capable)�Introduction to the concept that these are 6 pictures of the speech sounds, �but there are lots of pictures for most speech sounds- start using Spelling Clouds.��Introduction to a new set of sound pics, and concepts needed for effective coding:�2 of the same letter can represent one speech sound ll ss ff gg tt ff�Speech sounds can be represented by more than one letter le ll gg ss tt ff ck�Sound pics can represent more than one speech sound c cat cent g giant giggle�Speech sounds can be represented by more than one sound pic l ll le / s c ss / �Letter formation continued.�Code Recognition�Follow the sounds, Say the word for Purple Code Level words�As above, within whole sentences/�Decoding skills reinforced within real books- Coded Readers�- Speedy Decoding in Pairs, Independent Coding. �SSP Spelling Strategy (encoding)�Decoding and Encoding of Sight Words (Duck Levels)� More extensive exploratory work using the Spelling Clouds- not just �words coded using these 24 sound pics- and through Pot Luck reading. ��Introduction to a new set of sound pics, and concepts needed for effective coding:�Continuing the concept that 2 of the same letter can represent one speech sound zz oo ee�Continuing the concept that speech sounds can be represented by more than one letter - 4 letters - eigh�Continuing the concept that sound pics can represent more than one speech sound y yell happy fly th this thumb oo look moon eight eight height�The same speech sound can be represented by more than one �sound pic ee green y happy ai rain eigh eight y fly igh high�When some sound pics sit together they represent a�completely different speech sound ch sh th oa ai ng�Some sound pics represent 2 speech sounds qu (k/w) x (k/s)�Letter formation continued - confidently forming all 26.�Code Recognition�Follow the sounds, Say the word for Yellow Code Level words�As above, within whole sentences.�Decoding skills reinforced within real books- Coded Readers�(Start Fitzroy Readers) - exploring vocabularly.�Students becoming more fluent, using more of the code.�Proactively include teacher led questions to check literal and lateral thinking/ comprehension.�SSP Spelling Strategy (encoding)�Decoding and Encoding of Sight Words (Duck Levels) More extensive exploratory work using the Spelling Clouds- using their own keyring. not just words coded using these 42 sound � pics- and within Pot Luck Books. � Use of SSP Spelling Piano app for ipads� - transfer to deocding work.�����Students can now start working through PM Readers if you use these. Introduction to a new set of sound pics, and concepts needed for effective coding:��Continuing the concept that speech sounds can be represented by more than one letter �Continuing the concept that sound pics can represent more than one speech sound ow ou ie ey are ear ea ew�The same speech sounds can be represented by more than one sound pic �Continuing the concept that when some sound pics sit together they represent a completely different speech sound �Formal Introduction of Sound Pic Sandwiches. �Code Recognition�Follow the sounds, Say the word for Bluee Code Level words�As above, within whole sentences.�Decoding skills reinforced within real books- Coded Readers - now�able to independently read much more of their Pot Luck Books�(Carry on with Fitzroy Readers - increased vocab - wider range coded)�Students becoming more fluent, using more of the code.�Proactively include teacher led questions to check literal and lateral �thinking/ comprehension.�SSP Spelling Strategy (encoding) Use Probe Testing (or similar)�to check Coding and Comprehension. Can use PM Benchmarking.�Start Cars and Stars as they move through this level.�Decoding and Encoding of all 440 Sight Words (7 Duck Levels) More extensive exploratory work using the Spelling Clouds- using their own keyring. Not just words coded using these 90 sound pics- and within Pot Luck Books. Use of SSP Spelling Piano app for ipads - transfer to deocding work.�

Next Stage - Clever Clouds. By now the students can read and spell anything! Now focus on literacy teaching. All of this happens before Year 2 for every student. Generally takes around 4 terms to get every child here.

SSPReaders.com Use SSP for less �than $200 per class.

SSP Learning Journey�in General Terms��- Phonemic awareness - Phonemic awareness WITH phonics - Fluency of the text at their Code Level - Comprehension of the text at their �Code Level - Comprehension of text read� orally, which means �vocabulary knowledge of that �text. For it all to come together �you need a clear way of moving �them through the Code Levels, so�that they know enough of the �code to tackle pretty much any text. �This is when your - Literacy Teaching comes into play.

Prep and Year 1 Older Students��SSP Spelling Strategy�with Clouds (Year 2 - 10)��RTI : 1:1 and Small Groups�30 Minute Daily Session-�Wiring Brains Labs with �Learning Support.�In class activities.��Online Lessons- Home and �School.

HOW

WHAT

SSP fully engages boys.

The UK Primary National Strategy acknowledged the value of addressing decoding and comprehension separately in the initial stage of reading instruction in 2006. . “ … 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. �(Primary National Strategy, 2006b, p.9).”

This sequence prevents even one child from struggling to learn to Code. Every Australian student deserves the skills needed to �become a ‘reader’. Every day children have

access to books, they listen�to stories, sing, rhyme, talk, create, .....develop �Verbal Intelligence ..but �this is the specific �route to Coding.