Every Skill�Included Within �Every

Activity !

Children must code written words and letters into working memory; this code is called orthographic word-form. The goal

is to translate that orthographic word-from into a spoken word (phonological word-form). Once children hear what is pronounced, that spoken word is then coded as an audible

phonological word-form that provides sensory feedback about the sounds in the word. When children master the decoding

process of translating written to spoken words, they no longer need to read aloud for this phonological feedback which is

now accessible through inner speech (covert sound code that is not audible but codes the phonemes that correspond to

alphabet letters, that is, alphabetic principle).  Within SSP we speed this process along using a range of techniques, and by

having a primarily ‘Speech to Print’ Approach to Code Mastery, not a ‘Print to Speech’ Approach.�

�Written words are accessible for processing once they are

coded as orthographic word forms. Two kinds of cross-word form processing—fast and slow— may convert orthographic

word-forms into phonological word-form (and morphological word-forms). Both are regulated by the phonological loop for cross-word form integration via the act of naming the whole

written word or part of it, thereby, making a close-connection in time between an orthographic and phonological code. Slow mapping requires a longer learning period and involves more

refined units of correspondence between two codes (McGregor, 2004). This slow mapping, which typically requires

explicit instruction to bring the corresponding codes to the child’s conscious attention, are introduced within the SSP Code

Levels, and by using the Spelling Clouds.�

According to most literacy experts, spelling is a developmental process

(Tompkins et al., 2012, p. 155; Westwood, 1999, p. 7).

As suggested by Wallace (2006, p. 273), when teachers understand that spelling

is developmental, they will structure their teaching differently, and give students word lists that suit their

individual need.

The Speedy Six allows teachers to Identify strengths and weaknesses, and to adapt a

learning plan for that specific student’s needs.

Incorporating Big Write

Writing includes: Teaching strategies for planning, revising, and editing

for grammar and punctuation) Writing summaries of texts

Collaborative writing with peers Setting goals for student writing

Technology eg laptop, ipads The teaching of sentence combining skills

Use of the process writing approach Inquiry activities for writing

Involving students in prewriting activities Providing models of good writing

Rapid Writing includes: Teaching strategies for planning, revising, and editing

for grammar and punctuation) Writing summaries of texts

Collaborative writing with peers Setting goals for student writing

Technology eg laptop, ipads The teaching of sentence combining skills

Use of the process writing approach Inquiry activities for writing

Involving students in prewriting activities Providing models of good writing

In Prep this lasts around 1 - 2 weeks, to prepare all brains for coding (phonics) Why a stand a lone program?

“Once children can discriminate separate phonemes (that is, can answer questions like those in the phoneme isolation section),

letter-sound relationships can be introduced, as both phonemic and phonic skills can be taught simultaneously from this point. When

letters are first introduced, they should be referred to by the sound they represent, not by the letter name.”

The guidelines presented by the SA Education Department show that

SSP is a perfect fit !

The document clearly shows that any program asking teachers to starts with phonics from day 1 - eg teaching a ‘letter sound per day

from day 1 of Prep’ is not in line with their recommendations.

SSP is actually the only program with a Phase 1 stage ie pure phonemic awareness.

Week 1 and 2 of Prep are spent with a focus on pure phonemic

awareness, ie wiring brains for reading and spelling, without the visual confusion of letters, and oral language.

PA training continues throughout all three main phases, of course. However Phase 1 means that all children receive around 20 hours of phonemic awareness training, before being introduced to the code,

which is supported by research. Research studies suggest that for most children, a complete phonemic

awareness program should take no more than around 20 hours in total (NICHD, 2000; Armbruster, Lehr & Osborn, 2003)

“Phonemic awareness is a subset of phonological awareness, and is the most important

phonological element for the development of reading and spelling.

Now students are moving into Phase 3 - ie �Litercy Teaching.

Students are moving through SSP Blue and on to�chapter books. They have spelling skills around �

two years above expected levels. They are �developing verbal intellgicen and are using more �

advernturous vocabulary and taking more�risks within their wrtng. �

Students are reading for pleasure.�There is a growing body of evidence which �

illustrates the importance of reading for �pleasure for both educational purposes as well as �

personal development �(cited in Clark and Rumbold, 2006).�

The SSP Literacy Block incorporates the processes of listening, speaking, reading,

viewing and writing in an integrated and interdependent way. Routines allow for �

differentiation, and there is an expectation�that every student is fully engaged and�

challenged. ‘How far travelled’ relates to �individual students.�

Learning in English is recursive and cumulative, and builds on concepts, skills and

processes developed in earlier years. �Scope and Sequence used as a reference�

http://www.slideshare.net/ReadingWhisperer/australian-curriculum-english-42339907 �

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