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Should we teach less commonly used grapheme (spelling choices) or just stick to the high frequency graphemes and a few alternative spelling choices?

 

What do you think about PM and F&P Benchmarking?

We have a small multi-level school and are inconsistent in our approach. We've added decodable readers but everything is not coming together. How would SSP help?'

What do we do? It's an uncomfortable discussion to have, I know.

We've got to tackle this problem without shaming, and without parents needing to pay extra for something that should be happening in schools. Why isnt it? No teacher I know chooses to fail kids. They'd be mortified if they knew they were. They tend to think there is something wrong with the child, as they aren't learning, and that they need MORE of the same teaching, or have been told 'they will learn in their own time' (whoever told them that doesnt understand the learning to read process) What if it's the teaching that needs to change? What if no-one is supporting the teacher, no-one who has the knowledge and experience to best help? Suppose the people supporting them don't understand why the child is struggling either? Why are so many being failed and what can we do? This teacher is using a program recommended by the gov, and has had training. They have done everything recommended by those who shame teachers. But this child is not learning. So now what? Without blame, now what?

Miss Emma X

When they get the spelling of a 'sight word' wrong what should I do?'

Ask them to Code Map the word and then show the word and they can self-edit (and record in their Spelling Discoveries Diary - which you use for random long term learning checks) and also make use of 'Shall I show your brain'? Give the words 3 times, with one having the correct grapheme.
They write 'sed' and you might write
sed
said 
sead
So it's just the incorrect grapheme that changes. It does represent that speech sound, just not in this word. See if their brains can tell you which 'looks right'. You'll be amazed at how much info is stored, and they can retrieve. 
They also develop this skill during 'Speedy Code Mapping' which they do at the beginning of every day in pairs - or solo, in groups. One (who can read the words) 'follows the sounds' while the partner points. The pointer is able to use unfamiliar graphemes, and blend, and the student 'following the sounds' is practising their spelling! The activity is designed to force the brain to recognise the phoneme to grapheme mapping ( Code Mapping)         

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The Speech Sound Pics (SSP) Approach. Wiring Brains® for Literacy. Code Mapping® and Monster Mapping®, Dyslexia Doctor House®
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