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30 Minute Phonics


SSP Spelling Piano app

Self directed learning - Speech Sound Pics Approach
UK - Visible English - Speech Sound King's English

30 Minutes a Day in Reception - SSP app and Coding Posters
(A3 version includes 100 code mapped high frequency words)

- every child works at their pace, and the teacher steps in only when needed. The teacher is able to stand back and assess learning - recording progress, not stuck at the front of the class!
Over 85% will pass the Year 1 Phonics Screener at the end of Reception if they are allowed to work in this way - they learn using the ICRWY Lessons app and demonstrate mastery using the Coding Posters.
This routine is specifically designed for NeuroReadies, including dyslexic learners. 

- Wiring Brains for Orthographic Learning.

This differentiated learning routine is unique to the Speech Sound Pics (SSP) Approach, developed by a highly experienced and effective teacher who is not neurotypical, and therefore not constrained by conventional thinking about instruction. She uses technology because she cannot meet the needs of the neurodiverse classroom by herself. No teacher can! Follow the 30 minute routine and watch the children - ALL CHILDREN- fly. They will reach the 'self-teaching' phase quickly and easily, as not being held back by one-size fits all programming. If your current phonics program has a 'Scope and Sequence' with children being taught what the handbook has 'planned' for the teacher, it could take at least twice as long for all to develop mastery of the foundation of phonic knowledge.   
What do children (and teachers!) think about Miss Emma's approach?
'It just makes sense!'

3/4 Weeks of 'Mapping' with a SSP Learning Whisperer.
This leads you into the 30 Minute Routine - or you can then start your regular phonics program. 

“Teaching constrained skills explicitly and systematically and matching instruction to students’ developmental needs should ensure that the largest portion of the literacy block can be allocated to the more complex unconstrained abilities throughout the elementary years.”

— Stahl, 2011, p. 56

The high-frequency words are vital!! They are Code Mapped to show the graphemes - students need to recognise them quickly, but also be able to spell them correctly during independent writing activities.
Teachers set up Speedy Sight Word Stations, use the video lessons on the board, send home the booklets!
We suggest sending home the new Fry 300 Booklet that includes the high-frequency words that makeup 65% of ALL the words they will see and need to write. 
They can learn all 300 in Reception when using our Code and Monster Mapped resources. If they aren't Monster Mapped it will take the children much longer

The children need to master the Phase 1 activities to start the 30 Minute Routine.
Within Phase 1 they learn to use Duck Hands, Lines and Numbers, and to decode and encode
Green Level words using Speech Sound Monsters.

Some are ready for Phase 2 - the 30 Minute Routine - on day 2! Some need more time, 
and you will find out which children are 'at risk'.
Everyone starts the 30 Minute Routine by Week 3 of Reception. This phonemic awareness groundwork with the Speech Sound Monster 'bridge' results in easier learning of the 'foundation of phonic knowledge'.
Most then start 'self-teaching'.


During Phase 1 the teacher leads from the front. Then everything changes! 

The children quickly move into Phase 2 and follow the 30 minute routine.
Although children learn these commonly used phoneme-to-grapheme correspondences to be able to decode and encode sentences, with the target high-frequency words, they learn these constrained skills at their pace.
This is UNIQUE to the Speech Sound Pics (SSP) Approach. 

So all move through Green - Purple - Yellow- Blue - using technology - the teacher is now a facilitator/ guide.  


No ipads? Get 4 laptops (they do not need to be new or jazzy!)
Use splitters. You need 4 stations. Children move through the stations as they master each Code Level.
Use the SSP for PCs Membership or the ICRWY Lessons app


All of the above is, of course, only a small part of the SSP 'learning to read and spell' journey.
This is when we are ensuring that each student has a 'Foundation of Phonic Knowledge'. We are leading them from reading 'decodable' readers to 'authentic texts' with fluency and comprehension.  

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