As seen in the UK, where phonics teaching and testing has been mandatory for over a decade, at least 25% of children do not reach the 'self-teaching' phase, after 2 years of systematic synthetic phonics instruction. Book tutoring or training with Miss Emma, the Neurodivergent Learning Whisperer. Visible English Spelling Code is the perfect bridge to self-teaching.
Class pack comes with 6 months access to the online training, student videos and resources not available to the public eg 'Snap and Crack' (Cracking Comprehension) Class packs include everything needed to teach reading and spelling.
Information for Teachers
Are you a teacher in Australia? You might find the ACARA links page useful.
The Speech Sound Pics (SSP) Approach is a way to teach reading, writing and spelling. but can be used in various ways. For example Australian Prep and Year 1 teachers can use the class pack and follow the Phase 1 and 2 routines, to cover every strand of the Australian Curriculum for English. No more 'mix and matching' of programs!
The 30 Minute Phonics program can be used as a stand alone phonics program. and the Speedy Six used as a whole school approach to teaching spelling. The High Frequency Word resources can be used as a standalone 'sight words' program. There is also an intervention program used with students who need to catch up, as they did not have SSP in earlier grades (or have moved from a different school) or who have learning differences and need learning support. If new to SSP we suggest you do the online training as all options are covered. You will have a six month access pass, and any teachers at your school can use it. This is ideal if you have relief teachers or new starters.
Because we now have these standalone programs you can order a 'Code in a Box' depending on your needs.
So the 'Spelling Code in a Box' 'Phonics Code in a Box' (for 1 student or a class of 25 students) and a HFW Code in a Box if you are simply looking to use SSP to teach 400+ 'sight words' quickly and easily.
Thanks for your patience while we take photos of the products, which all come in.. you've guessed it...a box ! So you can also easily store the resources and keep them organised.
Please visit the Code in a Box page for more info about these particular products.
Items can also be ordered separately.
Intro to the ConDUCKtor course.
Part 1 of the ConDUCKtor Course
What is Code Mapping? What is Monster Mapping? Why are Miss Emma's techniques and strategies ground breaking, dyslexia inclusive, and why do so many children LOVE learning to read and spell in this way? Why do thousands of teachers in Australia LOVE to teach in this way, many telling their leaders they will quit if asked to stop ! Teacher testimonials can be seen on the SSP Stories page.
Part 2 covers HOW to teach ANY students to read and spell quickly and easily, from session 1. Although the Scope and Sequence applies to all students, they will all work through at their own pace. How does a teacher organise this learning, to meet the needs of the highest number of students ?
Part 2 Covers the main SSP activities eg:
The 30 Minute Phonics Program
90 High frequency graphemes to represent the English Speech Sounds
- Speedy Solo, Paired and Group Code Mapping / Decoding
-The Code Level Videos
-The A3 Coding Poster
The Speedy Six (Whole school approach to spelling)
Snap and Crack / Cracking Comprehension
Rapid Writing / Writing for a Purpose
Speedy Sight Words - Mapping phonemes to graphemes.
Perfect for P/2 (Learning to Read and Spell) and also Learning Support eg teaching dyslexic students to read and spell in a 1:1 or in small group setting.
Online training - 6 month access- includes the student videos, and resources unavailable to the public eg 'Snap and Crack'. Sign up now.
Even before a student learns to read, we can predict with a high level of accuracy whether that student will be a good reader or a poor reader by the end of third grade and beyond. The pervasive influence of a child’s early experiences on future reading achievement must be understood if teachers are to mamaximise the opportunities of all children to become independent readers.
The teaching of reading could be the most extensively researched area of education. In 2000, the NRP identified five key components of effective instruction - phonemic awareness, phonics, fluency, vocabulary knowledge and comprehension. The report is still widely cited, despite being almost 20 years old. Within Phase 2 we are actually teaching children to read, write and spell, using activities to develop these key elements.
Although the 30 Minute Phonics program activities are covered within the Phase 2 Routine many parents and teachers simply do not have a 2 hour block, 4 times a week. This 30 Minute program can be used as a stand-alone phonics program, and follows on from Phase 1. High Frequency Graphemes are covered in a fast paced, fully differentiated way, utilising 'spaced repetition'.
We can segment all but two words in the English language, to show the phoneme to grapheme links (Code Mapping) and this includes words often taught as 'sight words'. When words are taught as whole words, to be memorised, we deprive students of the opportunity to further develop phonics skills, and explore graphemes (Sound Pics) not covered in the 4 Code Levels, and to investigate spelling patterns and etymology. We now have a web site dedicated to 'Speedy Sight Words' because students not only learn to recognise these words quickly, but also spell them correctly within writing!
Every Speech Sound Monster makes their own sound - an English phoneme! Students think about these sounds as 'floating in the air' and the magic Speech Sound Camera is read to take pictures of these speech sounds! It's why we call them 'Speech Sound Pics'. So the Monsters all have their own sound pics, and keep them organised in the Spelling Clouds. Put these on your walls, use the table top mats, spelling cloud keyring, Speech Sound Monster Bank ! Ensuring that students can access the spelling choices when they need them, and in the way that they need them, enables them to learn far more graphemes than they could through explicit, systematic teaching.