1. Interested in this teacher PD?Email
[email protected] be adapted for Early Years Educators, to use in Pre-School Rooms 2. SSP can be used inremote areas withno electricity.Ask for pricing. Any profits go back toReadAustralia, to build the free resourcebank for teachers and parents- ReadingTeacherTraining.com
[email protected] 3. Let’s count speech sounds, speak in speech sounds, and identifyspeech sounds in print!Being Speech Sound Detectives, and using puppets to speak inspeech sounds.. 4. Mark the sound pics™ and find the speech sound cloud• float• station• happy• phone• frog• pasta• lagging• cheese• fridge 5. • Studies show that children of ANY intelligencecan struggle. Brain imaging studies alsoindicate that we can predict difficulties beforechildren even start school!• You don’t need tobe a brain scientist- you just need toknow what researchshows us abouteffective strategiesfor shaping‘reading brains’ 6. Phonemic Awareness• Phonemic awareness isNOT phonics.• Phonemic awareness isAUDITORY and does notinvolve words in print. 7. THEN phonics!• Phonics is theunderstanding thatthere is a predictablerelationship between thesounds of spoken language, and the letters used tocreate ‘sound pics’. These sound pics simplyrepresent speech sounds in print. Successfuldecoding and encoding occurs when students usetheir knowledge of speech sound pics to accuratelyread or build a word. 8. 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). 9. 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. 10. Wiring brains so that ALL children can learn to read and to spell with confidence. Means developing phonemic awareness at the very beginning… 11. Think of the processes involved to actually spell this simple word.(memorising it doesn’t really help the brain understand spelling, which is why ‘sight words’ can do more harm to many children than good)The first thing you needto be able to do is tohear those threespeech sounds 12. So what happens when you hear theword spoken and can’t hear thesmaller parts ? 13. Why can’t you hear them and everyone else seems to be able to? Are you stupid? Deaf?Not concentrating? Not listening?Should you pretend to know and copy someone else? Or memorise the whole words so no-one knows you can’t hear them, or work outthe ‘letter sounds’?Or just play up in class so people don’trealise, and hopefully get kicked out.. 14. Thinking about ‘Reading and Spelling’• On the next clip you will be given sometext to read.Do not then scan it, simply start reading aloudas we ask beginning readers to do.As you do so think about what your brain isnow having to do, and how you are feeling. 15. Please read this aloudtext removed so you can’t practicebefore training 16. Spelling• Please spell the word I will give you.Spell it in as many ways as you can on paper.Think about the skills you using as you do this. 17. Which did you miss? 18. Speech Sound Clouds™‘Speech Sound Clouds™’ give a visualrepresentation of every speech sound by grouping the ‘sound pics™’ ! 19. green level reminder•sat sitant tapp inpanpinnap 20. purple level sound pics remindermd g oc kmandadgappot cat kittengent centck eur hbduck endup rat hatbigfff l le ll ssfit flufflampgiggle hill grass 21. Yellow level sound pics reminder 22. blue level sound picsaror ow oiairurcar for cow towsoilhairpurseer ay oyouauperfectplay toy out group touch Augustir ieue ea uieyfirst chief tieblue beat headsuit key theyawwhphew oeureareclawwhipdolphin fewtoe pureare dare 23. Investigating Blue Level ‘sound picsandwiches’ and listen to the last speech sound. Say the wordThe Speech Sound Pic Sandwich Maker jumpsthe last sound from the end, into the sandwich!a-ee-ei-ecakeathlete bikeo-e u-ecokeflute which of these sound picsandwiches can you see? 24. Video on youtube.com/soundpics Blue level sound pic sandwiches 25. So imagine thatyou have beenlearning speech sound pics in the Green Level (s,a,t,p,i,n)Would the following activity besomething you would enjoy, as youcould ‘read’ the words? 26. Speedy Green Decoding(Find them easy? Ask someone to time you!)sat pitSanta itinpitnip pinclock . . . ___sit anttan tinpan pantsStannap 27. Draw a picture if you can read the sentence the ant is in the sand pit. Pat was in the tin, the ant was in the pan. is it an ant or is it a pin, in the tin ?(capital letters only used for names within this level as can be a completely different shape) 28. How about now, when you know what these speech sound picsrepresent?s a t p i n (green level)m d g o c k ck e u r h b f ff l lell ss(purple level 29. it is a big hatit is a little hat it is a fat catit is a red cat 30. Speedy Purple Decoding(Find them easy? Ask someone to time you!)matlampdadriddlegapgrasspotbumpclock . . . ___catpillkitten sockduck pantsfluffkicks 31. Help yourself to free decodingmaterial onAll will soon be organised on the new RTT siteReadingTeacherTraining.com 32. How any words are added to theirfolders after the first 11 dependson the child.As you progress, point out when thechild can now decode the words (asthe child learns more sound pics)These are high frequency words, not‘sight words’ – and most can be decodedwhen the child has covered those soundpics. For this presentation I have added11 in Green, 20 in Purple, 20 in Yellowand the rest in Blue. 33. Readers follow the levels with the children, only using the sound pics they know, so that they can practice rapiddecoding (recognising the speech sound to sound pic link,blending the word and understanding it within the sentence.) This means they can develop a visual ‘picture’ in their mindsas well as to develop symbol imagery.Their brains ‘flow’ rather than stumbling over sound pics they don’t know yet. Think of this title and the difficulties if a child does notrecognise the speech sound pics, in order to blend them intothe words for meaning?Guesswork is necessary – their brains don’t yet have the skills to read that word as they don’t know the sound pics.ll y oe s ew n a sh 34. This is just the title...How would your brain be feeling? Would you be feeling confident about yourreading skills? Or would the picture clue be the only way you could evenguess at these words? Would you start to panic when seeing brand new books like this, knowing you couldn’t read them independently? Wouldreading be a pleasure?__ __ __ _ _ __ ____ ___ ___ __1 2 3 4 5 1 2 1 2 3 35. Ask for orderingsheet – these areDandelion Launchers.Let’s give them books they can read, and that help build confidence. Most Prep children gain more satisfaction from being able to read the words, than sentence content. This confidence leads to more reading, and then they can become ‘readers’ – tackling books you would never imagine Prep children tacking (or wanting to read)Their brains have the foundational skills, and can start understanding content and visualising.They can also start ‘seeing’ words in their minds when we ask them to think of what a word or sound pic would look like. SSP aims to ensure that ALL children are at the Blue Level, and at a stage of no longer needing these levelled readers, before the end of Prep. 36. Teachers/ Parents – children need their own folderswith their sound pics, sound pic words and helpfulwords along with the reader (eg flap book, Dandelion)that is reinforcing the sound pics from, to develop fluency and build confidence. Also ask for resources they can carry with them and keep on their table.These are business card size visual prompts- approx 50 cents each. 37. Explicit Teaching of the Phonemes (Speech Sound Pics) within the SSP Approach RWI phonics flashcards used to teach and reinforce the sound pics – approx $10 per packChildren have their sound pics and sound pic words in SSP folders that can go homeeach night, with phonics readers. Order these cards from readaustralia.com/orders.htm 38. Understanding what Speech Sounds are, and using the Speech Sound Family toreinforce.Being able to count speech sounds (think of ‘train’)Speech Sound Pics – simply pictures of speech sounds.‘what is this a picture of?’ means more than ‘what sound does this letter make?’Letter names are just labels, and can make the process more difficult for certainchildrenIf children do not have good PA then the phonics will be difficult for that child. Orallanguage and PA are the starting point, not phonics.Children need early exposure to the whole code (this means all spelling variations)alongside explicit teaching.Children need to discover the code alongside explicit teaching (Speech SoundDetectives)The SSP Spelling approach is the quickest and easiest way to teaching spelling 39. This approach has been created by Emma Hartnell-Baker, a former UK Early Years EducationInspector for OFSTED (Office for Standards in Education)She has a Bachelor of Education with Honours (Early Years Specialism) and a Masters Degree inSpecial Educational Needs. Emma is currently completing a Doctorate at Griffith University, with a focus on early literacy interventions and has a special interest in education and neuroscience research, as it relates to reading and spelling difficulties. The SSP Approach is being developed to help teachers wire all brains for reading and spelling. 40. Counting ‘Sound Pics™’•If one or more ‘sounds’when sitting together donot make a different soundthen this is not a ‘sound pic’.‘s’ is a sound pic ‘h’ is a sound pic ‘sh’ is asound pict is a sound pic ‘r’ is a sound pic ‘’tr’ is NOT asound pic. 41. Developing vocab. What words or phrases can youuse to describe what you can see? 42. Emma will demonstrate- ‘reinforce’ activity 43. SSP Spelling 44. Preppies spelling using SSP(video also on youtube.com/soundpics) 45. Reading to Children • Children need to know that you are linking the print to speech sounds. Follow the print with your finger as you read Look at individual words in relationto their reading and spelling journey. Play ‘sound pics’ detective’! 46. Please follow join me on facebook.com/readaustralia and follow the new RTT site. New research, resources and info areshared within a supportive community. 47. For example - Music in the Early Years A new study to be published in the journal Psychological Science shows a simple, yet extraordinarily effective way to improve the verbal intelligence of 4-6 year olds: train them using music. The study focused on 48 4-6 year olds who were divided into two groups. One group was taught the basic fundamentals of music, including pitch, rhythm, melody and other concepts. The other group was taught visual art training in the basics such as shapes, colours, lines, and other concepts. Read article..http://www.forbes.com/sites/alexknapp/2011/10/06/music-training-improves- verbal-intelligence-in-children/ 48. Helping children link info using amultisensory approachExploring Jolly Phonics actions (Group activity) 49. Why use songs? 50. Letter formation(we use RWI cards and phrases )froggy legs Ill show you whereto start 51. Even though you are teaching thespeech sound pics in a specific order, children need to be able to form allthe letters of the alphabet, as they will also be ‘free’ writing(emergent) at other times.For letter formation practice practice all letters in order, and still refer to the sound.Use the phrases. 52. Order atReadingTeacherTraining.comor email
[email protected] link. Approx $10You might also orderthe second pack, usedas we progressthrough the levels 53. a Round the apple down the leaf (apple)b Down the laces to the heel, round the toe (Boot)c Curl around the caterpillar (caterpillar)d Round his bottom up his tall neck and down to his feet (dinosaur)e Lift off the top and scoop out the egg (egg)f Down the stem, and draw the leaves (flower)g Round her face down her hair and give her a curl (girl)h Down the head to the hooves and over his back (horse)i Down his body, and dot for his head (insect)j Down his body curl and dot (jack-in-the box)k Down the kangaroo’s body, tail and leg (kangaroo)l Down the long leg (leg)mDown Maisie, over the mountain over the mountain (Maisie and mountains)n Down Nobby, over his net (football net)o All around the orange (orange)p Down his plait and around his head (pirate)q Round her head, up past her earrings and down her hair (queen)r Down his back, then curl over his arm (robot)s Slither down the snake (snake)t Down the tower across the tower (castle tower)u Down and under, up to the top and draw the puddle (umbrella)v Down a wing, up a wing (vulture)w Down up down up (worm)x Down the arm and leg and repeat the other side (Exercise)y Down a horn up a horn and under his head (yak)z Zig-zag-zig (zip) 54. There are freeSSP Assessment Tools– eg Prep screening, assessingindividual progress, testing olderstruggling students 55. Talk & Exploresessions explainedwithin separatepresentation 56. DifferentiationThe whole class starts on the Green Level - however Prepscreening, and ability noted during activities, will show which arelikely to be moving faster than others.Each child can be working at a different level, and this works verywell within Speedy SSP Sessions. You can start with a whole classactivity, but then have separate activities for each level. TAs wouldbe used to help move children from green as quickly as that child isable. They will see the skills children are struggling with, and caterfor this (eg blending, phonemic awareness...)Folders are important as theyenable parents to support this explicitteaching at home, and enable anyonehelping in the classroom to help eachchild, with no prior knowledge of that child. 57. You will need sound pics, sound picwords, sentences using their sound picwords, a white board and pen for each child, and the RWI alphabet chart forletter formation. 58. sa t pi npan sit snap snip tan patit in nips pins nap sat 59. md g oc kmandadgappot cat kittengent centck eur hbduck endup rat hatbigfff l le ll ssfit flufflampgiggle hill grass 60. Yellow level sound pics reminder 61. blue level sound picsaror ow oiairurcar for cow towsoilhairpurseer ay oyouauperfectplay toy out group touch Augustir ieue ea uieyfirst chief tieblue beat headsuit key theyawwhphew oeureareclawwhipdolphin fewtoe pureare dare 62. Investigating Blue Level ‘sound picsandwiches’ and listen to the last speech sound. Say the wordThe Speech Sound Pic Sandwich Maker jumpsthe last sound from the end, into the sandwich!a-ee-ei-ecakeathlete bikeo-e u-ecokeflute which of these sound picsandwiches can you see? 63. Speech Sound Listening Time !If the children are ready,give more complex words___ ____ _________ ______ ______to say, count the speech soundsand draw the lines eg- a pair of brown shoes_____ ____ ______ ___ ___ ___ ____ ____ _______ ____ ____ _____ _______ ____ ____ _____ 64. Counting ‘Sound Pics™’If one or more ‘sounds’when sitting together donot make a different soundthen this is not a ‘sound pic’.‘s’ is a sound pic ‘h’ is a sound pic ‘sh’ is a soundpict is a sound pic ‘r’ is a sound pic ‘’tr’ is NOT asound pic.___ ____ _______ ____123 4 65. Point to a word, and ask the children to work out the sound pic for aspeech sound in that word. When ready, the children are just askedto find sound pics for certain speech sounds because they can work out the words themselves. Record on white boards. ‘Juice’ – find the ‘oooo’ sound pic (ui) ‘Super’ - find the ‘oooo’ sound pic (u) ‘Grain waves’ – can you find 2 sound pics for the ‘ay’ speech sound 66. If a child is really struggling to hear thespeech sounds then show them pictures,or objects, using only green level speechsounds____ _____ _____ _____ 67. And finally….close your eyes andvisualise ! Teacher finishes off by asking the children to close their eyes and visualise a sound pic for ….(depends on level) She then holds up a sound pic for that speech sound. Is this what you could see? What else could it have looked like? (show cloud for that speech sound)So as children progress through they realise that the picture may be different….whichis half the fun ! So the teacher may ask them to close their eyes and visualise a sound picfor ‘sss’ (for example) and then ask them to think of ALL of the sound pics they can ‘see’ intheir minds. Keep your eyes closed and choose one – I wonder if it is the one I am holding!Open eyes- see the sound pic- quick look at all others.When ready, also ask then to visual a whole word- then show it to them 68. Notes for teachersWhen the children choose a sentence, this is a sentence created using just their levelspeech sound pics. Either create your own, or use the ones in the SSP Decoding MaterialFolder on slideshare.net/readingwhisperer eg this one, from the SSP Green Levelthe ant is in the sand pit.Pat was in the tin, the ant was in the pan.is it an ant or is it a pin, in the tin ?Capital letters left out within the green level, other than for names, as can be a completelydifferent shapeThe phrases they say when you show them the alphabet (in order) are from RWI. See below.This folder is on slideshare.net/readingwhisperer 69. Teachers – these should be ‘speedy sessions’ ie short and intensive morning warm up type sessionsspeedy. . __ . . 70. Teacher ideas-What is this a picture of? Which speech sound? Can you say the speech sound? Close your eyes and see if you can remember this speech sound pic even when you close your eyes. Thisis ONE of the speech sound pics for the speech sound sssss (the others are in the cloud) 71. I’mMad Sam Lily wants him to smell like roses instead NO! SevenThis isn’t yoursong.. 72. ssitRWI phrase- slither down the snake 73. a 74. NO! Seven a is a sound you’ll hear a lotThis isn’t yoursong..but not in tin or pin or cotyou’ll find it in the middle of a word like patand also hat and mat and rat 75. aantRWI phrase - round the apple, up down the leaf 76. t 77. I doubt that’s its a pterodactyl,but better not leave him on the window sillIf you move in haste he might jump out, if he squashes Dad’s tomatoes he’s boundto SHOUT !NO! SevenThis isnt your song.. 78. ttapRWI phrase- down the tower, across the tower 79. p 80. ppanRWI phrase- down his plait, up round his head 81. iwomen 82. Is it a true or is it a myth ?Depends on who I am sitting with...Mum says ‘enough’ – don’t be silly son!But Grandma Flo she wants some fun Yes, yes, it’s a dragon ! womenNO! SevenThis isnt yoursong.. 83. ipinRWI phrase- Down his body and dot for this head 84. n 85. Nick is a gnat who’s keeps saying NO ! Why he does, I just don’t know Perhaps he’s feeling grumpy, as his nose is runny Getting the flu just isn’t funny.Poor Nick thinks he has pneumoniaNO! SevenThis isnt your song.. 86. Teacher ideas – spend about 2 minute max on this slide.Point to a speech sound pic – ‘what is this a picture of? Can you point to the picture of the speech sound ssss, etc.Im going to point to some of the sound pics, can you work out the word? (tin, pat etc) Can someone come and show me the sound pics (in order) for the word ……(green levelsound pic words)These are in print as created for QLD teachershowever it is far better to use pre-cursive egt 87. Helpful words theand to saida in heIwas ofit 88. speedy. . __ . . 89. You are ready for theDandelion Launchers on this level ! 90. green level reminder•sat sitant tapp inpanpinnap 91. m 92. mmanRWI phrase - down, Maisie, over the mountain, over the mountain 93. d 94. ddadRWI phrase - round his bottom, up his tall neck and down to his feet 95. ggagged ghost 96. g 97. gggapgentleRWI phrase - round her face, down her hair and give her a curl 98. o 99. opotRWI phrase- all around the orange 100. c 101. c 102. c ccatcentRWI phrase - curl around the caterpillar 103. k 104. kkitten RWI phrase - down the kangaroo’s body, tail and leg 105. ck 106. ckduck 107. e 108. eend?RWI phrase - lift off the top and scoop out the egg 109. u 110. uup RWI phrase- down and under, up to the top and draw the puddle 111. r 112. rratRWI phrase- down his back, then curl over his arm 113. h 114. hhatRWI phrase - down the head to the hooves and over his back 115. b 116. bbigRWI phrase - down the laces to the heel, round the toe 117. NO! SevenThis isnt yoursong.. 118. f 119. ffitRWI phrase - down the stem, and draw the leaves 120. ff 121. fffluff 122. I’m not a fat frog any more ..my friend Fifi helped me become a fit frog !This is my fluffy friend FiFiand Jimmy GiraffeShe laughs at hercrazy phone 123. l 124. llamp RWI phrase - down the long leg 125. le 126. legiggle 127. ll 128. llhill 129. ss 130. ssgrass 131. blend the sound pics into a word s at p in m dgoc kck eurh bf fflle llssTeacher points to sound pics in order, the children blend into word aloud or in headsand then puts hand up to share the word 132. Helpful wordsyou they on up hershe is for at can likehis but my that withup all we had are play 133. green level reminder•sat sitant tapp inpanpinnap 134. purple level sound pics remindermd g oc kmandadgappot cat kittengent centck eur hbduck endup rat hatbigfff l le ll ssfit flufflampgiggle hill grass 135. j 136. jjamRWI phrase - down his body, curl and dot 137. v 138. vvanRWI phrase -down a wing, up a wing 139. w 140. wwinRWI phrase - down, up, down, up 141. x 142. xboxRWI phrase -down the arm and leg and repeat the other side 143. y 144. y 145. y 146. y y yyell happyfly RWI phrase- down a horn and under his head 147. zzooRwi phrase- zig zag zig ! 148. zzbuzz 149. qu 150. ququitRWI phrase- round her head, up past her earrings and down her hair 151. ch 152. chchips 153. shship 154. th 155. th 156. thththis thumb 157. ng 158. ngring 159. The Speech Sound King The King has a thing called a Silver Bell lf you ring it, it casts a cheeky spell Sometimes it chooses to shout and sing And sometimes it just goes ....ding a ling a lingLet’s sing in pink 160. ai 161. airain 162. ee 163. eegreen 164. igh 165. ighhigh 166. oa 167. oaboat 168. oooo 169. oo oolook moon 170. eigh 171. eigh 172. eigheigheight height 173. Say the speech sound in your head, blend thesounds in the word and put up your hand when you know it s atpinm dg o ckck eur hb fff llell ssjvwxyzzzquchshth ng ai ee igh oa oo eighTeacher can point to sound pics in order for the word - or can ask students to take turnseg pointing to r/ai/n in order . Children need all of these in their home folder – this sheet is fine 174. Rhyme time !Find a word that rhymes with ....greenten sayhatsingboxpitduckliptapfly dog 175. Helpful wordsthere out this have wentbe like some sonotthen werego little asno Mumone them do 176. s, a, t, p, i, n, c, k, ck, e, h, r, m, d g, z, w, ng, v, oo, oo, y, x, ch, sh, th, th, qu, ou,oi, ue, er, ar, y, ee, a-e, e-e, i-e, o-e, u- e, ee, ay, oy, ea, igh, ow, oa, ow, ou, ir,ur, ew, au, aw, alhttp://speld-sa.org.au/index.php?option=com_content&task=view&id=105&Itemid=182 SPELD SA phonics books Sets 7, 8, 9, 10 177. green level reminder•sat sitant tapp inpanpinnap 178. purple level sound pics remindermd g oc kmandadgappot cat kittengent centck eur hbduck endup rat hatbigfff l le ll ssfit flufflampgiggle hill grass 179. Yellow level sound pics reminder 180. blue level sound picsaror ow oi airurcarforcow towsoilhairpurseThe word ‘sale’ is a sound pic sandwich!s a-e l saleIf you find any of these sound pics, when you are reading, add in more words ! 181. Decoding with Blue Level Sound Picseray oy ouauperfect play toy out group touch AugustI play with my puppy, he loves it so muchHe’s wriggly, he licks me, he’s silky to touch.He’s perfect when out with just me, or agroup…He tugs on my toys, and runs round in a loopIn November when cold, or August when hotHe just wants to play, he just doesn’t stop! 182. Decoding with Blue Level Sound Pics ir ie ue eauieyfirst chief tie blue beat head suit key theyThe first time they told me to get the blue tieI thought it was to go round my head, not surewhy!The key is to loop it, no easy feat,but finishes the ‘suit look’, ready to meetVIP people, perhaps the top chief !Mum said we’re not going, WHAT A RELIEF ! 183. Decoding with Blue Level Sound Picsaw whph 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!He’ll peep out from under the stone, it’s his door,and wave a few times with his big orange claw ! 184. Investigating Blue Level ‘sound picsandwiches’ and listen to the last speech sound. Say the wordThe Speech Sound Pic Sandwich Maker jumpsthe last sound from the end, into the sandwich!a-ee-ei-ecakeathlete bikeo-e u-ecokeflute which of these sound picsandwiches can you see? 185. blue level sound picsaror ow oiairurcar for cow towsoilhairpurseer ay oyouauperfectplay toy out group touch Augustir ieue ea uieyfirst chief tieblue beat headsuit key theyawwhphew oeureareclawwhipdolphin fewtoe pureare dare 186. Helpful wordsme down Dad big when it’s see looked very look don’tcome will into back fromchildren him Mr get just now came oh about got theirpeople your put could house old too by day made time I’m if help Mrs called hereoff asked saw make an 187. Yippeeeee !Now you’re ready to explore ALL ofthe speech sound pics, throughthe clouds ! 188. 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 somethingelse to creatively show ALL of the sound pics for that speech sound. 189. Special ending clouds 190. i 191. Download free resources 192. Children use the SSP Spelling strategy as they progressthroughout the levels. They learn to quickly spell theirspeech sound pic words (words created using theirspeech sound pics) 193. Say the word,count the speech sounds,find the sound pics_ _ ____ __ __ __ __ __12 3 4 1 2 3 4 194. helpful words 195. Speech Sound Pics™ Teaching reading, writing and spellingReadingTeacherTraining.com / Youtube.com/SoundPics Slideshare.net/ReadingWhisperer Email
[email protected]