organising 'speedy ssp' and 'talk and explore' sessions in prep (and year 1)

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Organising Daily SSP and also Talk and Explore Sessions in Prep

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SSP is a free resource for schools - teaching reading and spelling in Prep and Year 1 This is the beginning of a new folder showing how 'Speedy SSP' and also 'Talk and Explore' Sessions could be organised.

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Page 1: Organising 'Speedy SSP' and 'Talk and Explore' Sessions in Prep (and Year 1)

Organising Daily SSP and also Talk and Explore

Sessions in Prep

Page 2: Organising 'Speedy SSP' and 'Talk and Explore' Sessions in Prep (and Year 1)
Page 3: Organising 'Speedy SSP' and 'Talk and Explore' Sessions in Prep (and Year 1)

Australian Inquiry into the Teaching of Reading (2005) The Inquiry found that in the first three years of school – and beyond if necessary – all children learn to read most effectively through an approach to reading that explicitly teaches: phonics (or the relationship between letters and sounds) phonemic awareness (or the ability to hear and manipulate the sounds in oral language) fluency (or the ability to read quickly and naturally, recognise words automatically, and group words quickly) vocabulary knowledge (or understanding new words and what they mean) text comprehension (or understanding what is being read and developing higher-order thinking skills) http://www.curriculum.edu.au/leader/report_of_the_national_inquiry_into_the_teaching_o,12633.html?issueID=9803

Page 4: Organising 'Speedy SSP' and 'Talk and Explore' Sessions in Prep (and Year 1)
Page 5: Organising 'Speedy SSP' and 'Talk and Explore' Sessions in Prep (and Year 1)
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The whole of the code can

be taught using SSP

within Prep and Year 1

if every child has good PA

Page 8: Organising 'Speedy SSP' and 'Talk and Explore' Sessions in Prep (and Year 1)

Explicit teaching order Student copy

Page 9: Organising 'Speedy SSP' and 'Talk and Explore' Sessions in Prep (and Year 1)

Have daily ‘Let’s talk and explore’ and also daily ‘Speedy SSP sessions, in small groups and on a 1:1 if children need more (whether struggling, or gifted)

Let’s talk and explore… small group sessions with children of similar oral abilities. 10 minute sessions. Twice a week if

possible.

Developing oral language, questioning skills, active listening, rhyming, playing Speech

Sound Detective within ‘real’ books that the teacher shares, as the children cant decode

it all. Listening to stories, finding facts, creating their own stories orally and more….

Speedy Speech Sound Pics 10 minute daily sessions.

Focus on their level

- say words from their level, identify speech sounds, segment, manipulate and

blend them, and also do the same with their speech sound pics.

Build words on whiteboards or with pencil and paper, create sentences, use grammar and punctuation (start with capital letters

and full stops) when past yellow level. Decode their own reader (that links with

their SSP level) – to self, partner, the group. Twin read, tag read.

Children can be moved to other groups if they are ready for next level and the

others aren’t.

Finished the levels but the class isn’t ready to explore the clouds? Independent reading

replaces daily SSP session

Page 10: Organising 'Speedy SSP' and 'Talk and Explore' Sessions in Prep (and Year 1)

Suggestion for organising daily SSP sessions in Prep (and Year 1 if children haven’t successfully completed

the SSP levels)

Teacher led Speedy SSP (10 mins)

- takes a group and then another when finished

All finished in 30 minutes

TA led Speedy SSP (10 mins) - takes a group and then another when finished All finished in 30 minutes.

While waiting for their session children read quietly on carpet to themselves or to a friend.

A range of material should be available – children choose. Ideally this is a time when they can also read their own reader (from folder) to a

parent or older student, and change if necessary. If the child knows all of their sound pics / sound pic words/ helpful words/ they will be given new ones.

Could be daily, after lunch, with older students on a rota to come and hear readers for this daily half hour session. We need children reading their readers every day.

Could you ask parents to come in for this daily session, and go through each child’s speech sound pics and words in folders?

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Page 12: Organising 'Speedy SSP' and 'Talk and Explore' Sessions in Prep (and Year 1)

Basic Speedy SSP Structure Have white boards, sound pics, sound pic words, helpful words, sentences and

laminated RWI letter formation phrases and character cards ready in middle of table, according to group level. These are quick sessions and every second counts.

* Listen for the word and count the speech sounds using your duck hand *What is the last speech sound you can hear? What’s the first? (also manipulate sound pics if past yellow level) - do this with 3 words *Listen to the speech sounds – what is the word? (do this with 3 words) * Find the picture for the speech sound X and put it on your board * Find the picture of the speech sound X and put it on your board (do this until they have the sound pics for the word you want them to build) * Can you spell the word XXXXX (at first children need lines and numbers on their boards for them, to place sound pics on, in right order) *When past yellow manipulate the sound pics eg take off the X – is that a word? How do I make that into XXXX ? *Show them a word on your board and ask them to say the sounds, blend into the word. *Im going to change the X into a X- what will the word be now? *Put your letter formation card in front of you and get ready to say the phrases, starting from ‘a’ (go through the alphabet, the children use fingers (whiteboard markers when ready) *Pick a sentence and read it out loud (these have helpful words in them as well as their sound pic words) *Sound pic check – point to the sound pics and they say them – then point to some in order and the children tell you the word. Ask each one to then point to the sound pics to spell a word. Now go and read your reader to X and if they think you can blend the words then you can change it (you can actually get them to read to other children in their class, as long as the child is at their level or higher – as it also helps that child. )

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