Updated whole day SSP (Speech Sound Pics) Training Workshop (6 hour)

Delivered by Emma Hartnell-Baker
Email Emma@ReadAustralia.com
Can be adapted for Early Years Educators, to use in Pre-School Rooms

Also ideal for Kindy Kids ! (Video)
3.30

Let’s watch some Speedy SSP in action

Members of the Speech Sound
Family only speak in speech sounds

Teacher activity; talk to the person
next to you in speech sounds, with
a puppet or duck hand. Tell them
your name, and what you had for
breakfast!
What does the ability to speak in
speech sounds tell us about
children?

Yo ! It’s Speech Sound Joe !
Watch out Joe, I’m being
chased….
Start showing where the sound pics are, developing text with the student that highlights
the speech sound to speech sound pic link

_________________ ______________________ _______________________

Focus on SSP Green Level
Speech Sounds
Purple Level Speech Sound Pics -
M d g o c k e ck u r h b
f ff l le ll ss
Purple Level Sound Pic Words
man dad gap gent pot cat cent kitten duck end up rat hat big fit fluff
lamp giggle hill grass
..any words made up of green and purple level sound pics

w/i/n/k - note that in SSP nk is not counted as one speech sound – n can represent n or ng

The (this is a helpful word) a/n/t is s/t/u/ck

Focus on SSP Green Level
Speech Sounds
Yellow Level Speech Sound Pics -
J v w x y z zz qu ch sh th
ng ai ee igh oa oo eigh
Yellow Level Sound Pic Words
jam van win box yell happy fly zoo buzz quit chips ship this
thumb ring rain green high boat look moon eight height
..any words made up of green, purple and yellow level sound pics

f/l/y/i/ng h/igh j/u/m/p/i/ng h/igh

How useful would it be if children
could see all spelling variations for
each speech sound, on your wall?

Mark the speech sound pics™
• float
• happy
• phone
• frog
• pasta
• lagging
• cheese
• fridge

Why SSP matters…especially to boys!

Current situation in Australia?

Behaviour
• What is more, poor literacy
achievement is strongly correlated
with delinquency and undesirable
behaviour, with some US prisons
predicting future prison intake taking
Year 3 & 4 reading scores into
consideration.

Phonics refers to the print/
alphabetic code
• Phonics is a method of teaching reading which
first teaches the letter sounds so that
children can blend these sounds
together to achieve full
pronunciation of whole words.
The method relates to the
English language only.

Phonemic Awareness
• Phonemic awareness is
NOT phonics.
• Phonemic awareness is
AUDITORY and does not
involve words in print.

Phonemic awareness is VITAL
• Research indicates a strong relationship
between early phoneme awareness and later
reading success and, conversely, links reading
failure to insufficiently developed
phonological awareness.
Intervention research clearly demonstrates
the benefits of explicitly teaching phoneme
awareness skills.

Why should we re-assess a heavy
use of ‘sight words’
(memorising whole words)•
Those who promote ‘flashcards’ as
important often use a UK study to ‘prove’ that
children do not need to know the parts of words.
Aoccdrnig to rscheearch at an Elingsh uinervtisy,
it deosn't mttaer in waht oredr the ltteers in a
wrod are, the olny iprmoetnt tihng is that the
frist and lsat ltteers are in the rghit pclae: you can
raed it wouthit a porbelm bcuseae we don't raed
ervey lteter but the word as a wlohe
Discussion

Thinking about
‘Reading and Spelling’
• On the next clip you will be given some
text to read.
Do not then scan it, simply start reading aloud
as we ask beginning readers to do.
As you do so think about what your brain is
now having to do, and how you are feeling.
Text removed – shown in training

Order of teaching the speech sound
pics (the explicit, systematic element)

Within the levels SKILLS are taught,
discovered and explored

Learning to recognise ‘letter sounds’ isnt enough. It is the skills that
matter most.
Don’t move on from s,a,t,p,i,n until the children have these skills
(other than letter formation)

Children become independent as they problem
solve, and learn in ways that inspire them!
The Speech Sound Clouds are free to download, and
play a central part of the reading AND spelling
process from the very beginning.
Children are able to discover the ‘code’ from year
level to year level.

Wiring brains so that ALL children can
learn to read and to spell with
confidence.
Starting at the very beginning…

Key Research Findings About Phonemic Awareness:
Research has identified phonemic awareness as the most potent predictor of
success in learning to read. It is more highly related to reading than tests of
general intelligence, reading readiness, and listening comprehension
(Stanovich, 1986,1994).
The lack of phonemic awareness is the most powerful determinant of the
likelihood of failure to learn to read because of its importance in learning the
English alphabetic system or how print represents spoken words. If children
cannot hear and manipulate the sounds in spoken words, they have an
extremely difficult time learning how to map those sounds to letters and
letter patterns - the essence of decoding. (Adams, 1990).
It is the most important core and causal factor separating normal and
disabled readers (Adams, 1990).
It is central in learning to read and spell (Ehri, 1984).

Phonemic awareness can be developed in children by providing them with rich
language experiences that encourage active exploration and manipulation of sounds.
These activities lead to significant gains in subsequent reading and spelling
performance. Most children will learn basic phonemic awareness from these activities.
Some children need more extensive assistance. Children should be diagnosed mid-
kindergarten to see if they are adequately progressing, and if not, given more
intensive phonemic awareness experiences. For all children, the more complex
phonemic awareness abilities are learned in the context of learning letter/sound
correspondences.
A close relationship exists between a child's control over sounds and his reading
ability. Some quick test instruments that reliably assess development of phonemic
awareness in about five minutes include the Rosner, the Yopp-Singer tests, and the
Roswell-Chall.
In numerous studies, correlations between a kindergarten test of phonemic awareness
and performance in reading years later are extremely high. Thus, phonemic awareness
has been identified by researchers in replicated studies in many countries as a very
potent predictor of success in reading and spelling achievement. In fact, Professor
Yopp indicates that such high correlations remain even after controlling for
intelligence and socio-economic status.

Think of the processes involved to
actually spell this simple word.
(memorising it doesn’t really help the brain understand spelling, which is
why ‘sight words’ can do more harm to many children than good)

Basic processes..
To first hear the whole word ie ant
To hear 3 smaller parts in that spoken word (a/n/t)
To know which smaller parts are in which order (ie last sound,
middle etc – not t/n/a)
To know how to order these speech sounds on paper – left to
right.
To know which phonemes (speech sound pics) represent
these 3 speech sounds.
If writing this, then to know how to form those speech sound
pics.
(We also want the brain to know what this word means –
which may change the speech sound pics choices in other
words – eg if you ask them to spell the word ‘their’ they need
to know meaning and context they’re? there? etc )

So what happens when you hear the
word spoken and can’t hear the
smaller parts ?

Why can’t you hear them and
everyone else seems to be able to?
Are you stupid? Deaf?
Not concentrating? Not listening?
Should you pretend to know and copy
someone else? Or memorise the
whole words so no-one knows you
can’t hear them, or work out
the ‘letter sounds’?
Or just play up in class so people don’t
realise, and hopefully get kicked out..

Can they hear the sound when you give speech
sounds eg
s / a / t p / i / n
Can they tell you the first, middle, or last sound
of words created with three speech sounds eg
hat pan house tap dog fish
Can they copy the speech sounds using the
puppet, after you show them the speech sounds
r / a / t f / o g
This is all auditory and does not involve print at all. It is this ability to hear speech sounds
that is the biggest predictor of reading and spelling difficulties.

Why so quick?
If they find these easy then they will not struggle with the SSP explicit
teaching, as they already have reasonable PA (phonemic awareness)
You are checking every Prep child, so this simple test is all you need, to
identify ‘red alerts’ (children who cannot hear the smaller parts in words, or
identify which is at the beginning or end). There will be around 35% who
don’t find this easy, and 2 or 3 children in your class will be ‘red alerts’. If we
work this out quickly, at the beginning of term 1, we can change this.
Some children can do this, they just don’t understand the terminology or
what you want from them. Make a note to recheck.
Also note children who seem unable to focus for even this short period of
time.
Adapt this according to the child. If the child is distracted by the puppet, don’t
use it. The puppet (with movable mouth) makes it easier for some, as they
can see the mouth moving, alongside the speech sounds. Get to know your
children.

Hallie Kay Yopp, Ph.D, Professor, Dept. of Elementary and Bilingual Education,CSU
FullertonProfessor Yopp addresses the critical role of phonemic awareness in the
early stages of reading acquisition. She defines phonemic awareness as "the
awareness that phonemes exist as abstractable and manipulable components of
spoken language. It is the ability to reflect on speech and experiment (play) with its
smallest components (phonemes). Phonemic awareness is not phonics and not
auditory discrimination.“
The research outlines a progression of phonemic awareness development in pre-
school, kindergarten, and early first grade that includes the ability:
to hear rhymes or alliteration
to blend sounds to make a word (e.g., /a/-/t/ = at)
to count phonemes in words ( how many sounds do you hear in "is"?)
to identify the beginning, middle, and final sounds in words
to substitute one phoneme for another (e.g., change the /h/ in "hot" to /p/)
to delete phonemes from words (e.g., omit the /c/ from "cat")

If the child struggles to hear the
word, give them two choices.
Eg have 2 cards with pictures on
them, and tell them you are going
to tell them the speech sounds for
one of these words.
Which do you think it is?

Also say the word, say the speech
sounds using your duck hand, and
repeat the word.
sat s/a/t sat
Do this A LOT !

Think of what you do… spelling this
word in as many ways as you can.
(Word given at training)

This is one of the pictures of the
speech sound ‘sssss’
s
Do you know how many other
pictures there are ?

Discussion about neuroscience and research, and the importance not only the physical act
of hand writing (compared to typing) but also ‘brain flow’ – because of choosing a round, flowing,
style that allows for easy transference to cursive. Print – ie no ‘exit’ stunts flow. Teach a style such
a ‘QW Cursive AFTER the children can write quickly and neatly using strategies that link with
the development of the reading and spelling brain.

Children need to practice forming the 26 letters of the alphabet in Prep regardless of level
– please use the phrase and character cards daily as this helps develop symbol imagery etc
You may practice a – f on Monday, g – l on Tuesday etc.
You can call them by their name if you wish- talking about the fact that these have a name -
however stressing that this is just a label. What matters most , to shape reading and spelling
brain, is the speech sound to sound pic link.

Skills included;
Listening for speech sounds, identifying if speech sounds are at the
beginning, middle or end of the word, linking with sound pics,
identifying sound pics, blending sound pics into words, segmenting
sound pics, forming sound pics (letters), writing ssp words, creating
sentences, intro to helpful words, intro to visualisation and articulation.
speedy
. . __ . .
Readers for this level- SSP flap books, SPELD SA phonics books (you can download for free
or order hard copies at a reasonable rate – see ReadingTeacherTraining.com/readers.htm

s a t
sit ant tap
p i n
pan pin nap

Speld SA Free Phonics Books
- can also order hard copies
SSP Phonics
Books – free to
download and
print. Find
Decoding Practice
Folder on slideshare

Why are flap books so useful when
teaching early decoding skills?
- watch video
These are the only Jolly Phonics readers Miss Emma recommends ie the flap books
They could be improved by having flap books for each level – we are creating these.

Put SSP flap books into the tier, and keep building
your stock of reading material - inc free material
from SSP that you simply print and laminate.

http://www.speld-sa.org.au/index.php?option=com_content&task=view&id=105&Itemid=182

Jolly Phonics song for ‘s’ – one of the representations of the speech sound ssss

s
sit
RWI phrase- slither down the snake

a
ant
RWI phrase - round the apple, up down the leaf

t
tap
RWI phrase- down the tower, across the tower

p
pan
RWI phrase- down his plait, up round his head

i
pin
RWI phrase- Down his body and dot for this head

n
nap
RWI phrase - down, Nobby, up over his net !

read the sentences to the King
Pat sat in the tin
the ant sits in the pan
Pat is in the sand pit

Your teacher will point to a sentence –
draw the right picture!

Nat pants in the sand pit
slide from Green level decoding practice power point
Green Level sound pics and ‘d’ from purple
s a t p i n

Quickly write the word (or build using magnetic letters) Your teacher might ask you
to do this on your own or with a friend
Don’t forget
- say the word
- listen for the speech sounds
- draw the lines
- work out the sound pics
_ _ _
(teachers gives the words)

Break down the processes. Even if they hear a/n/t and could select the sound pics, they may
not remember how to write them. So let them put the cards above the lines, for letter formation

SSP Songs showing all spelling variations
(sound pics) for that speech sound
(not just one letter)
u

I’m
Mad Sam
Lily wants him to smell
like roses instead 
NO! Seven
This isn’t your
song..

a is a sound you’ll hear a lot
but not in tin or pin or cot
you’ll find it in the middle of a word
like pat
and also hat and mat and rat
NO! Seven
This isn’t your
song..

I doubt that’s its a pterodactyl,
but better not leave him on the window sill
If you move in haste he might jump out,
if he squashes Dad’s tomatoes he’s bound
to SHOUT !
NO! Seven
This isnt your song..

We’re happy hopping - hop, hop, hop
Give us some music and we’ll never
stop !
NO! Seven
This isnt your
song..

Is it a true or is it a myth ?
Depends on who I am sitting with...
Mum says ‘enough’ – don’t be silly son!
But Grandma Flo she wants some fun 
NO! Seven
This isnt your
song..
Yes, yes, it’s a dragon
and he is flying !!

Nick is a gnat who’s keeps saying NO !
Why he does, I just don’t know
Perhaps he’s feeling grumpy, as his
nose is runny
Getting the flu just isn’t funny.
NO! Seven
This isnt your song..
Poor Nick thinks he has pneumonia

Speedy Green Decoding
(Find them easy? Ask someone to time you!)
sat pit
Santa it
in pit
nip pin
sit ant
tan tin
pan pants
Stan nap
clock
. . . ___

Differentiation
The whole class starts on the Green Level - however Prep
screening, and ability noted during activities, will show which are
likely to be moving faster than others.
Each child can be working at a different level. So you might start
with a whole class activity, but then have separate activities for
each level. TAs would be used to help move children from green as
quickly as that child is able. They will see the skills children are
struggling with, and cater for this (eg blending, phonemic
awareness...)
Folders are important as they
enable parents to support this explicit
teaching at home, and enable anyone
helping in the classroom to help each
child, with no prior knowledge of that child.

Week 9 of a Prep SS intervention in Brisbane - Watch from 8 mins – note
examples of how SSP work links to ‘emergent writing’ ie the children are starting
to think of the speech sound order and represent those in their ‘news’ writing,
even though they haven’t learnt them yet. After a term, SSP work is making a HUGE
difference to their independent writing (and reading) across the curriculum.
For example this Prep class was able to read maths questions when being maths tested,
and other Prep teachers had to read the questions to them.

SSP Decoding (reading)
Children give the speech sound for sound pics
starting from left to right, sounding out the
word. If unsure, the adult can say the word, and
then the child can work out the speech sound to
sound pic link. Don’t ever just give them the
word, and let them guess it.
cheese fish_____ _______ ________
1 2 3
___ __ _______
1 2 3

First helpful
words
helpful words

SSP songs and poems help expose children to ALL spelling variations in fun ways

Free lessons online, and videos of the Reading Whisperer with

Print phonemes (speech sound pics) to play bingo, loto, snap etc

Pat sits in the tin.
The ant is in the pan.

Email
Emma@ReadAustralia.com
for Dandelion Reader Order Form
(red stars are recommended by
Miss Emma for schools)

Ideas
Week 1 – listening for ‘sssss’ in words- collecting things with ‘sss’ in them, to create
a sss speech sound table
Week 2 – Monday - introduction to phoneme ‘s’ – this is one of the pictures for the speech
sound ‘s’ – practice writing it – learning the phrase – looking for it in books and on every day
objects - Screen Preps for Phonemic Awareness this week so you know of any ‘red alerts’.
Tues – introduce ‘a’ – inc formation phrase - Weds introduce ‘t’ - inc formation phrase
All week listening for ssss, a, tuh…..Putting these sound pics together to create words sat and
at – spelling the words (say the word, duck hand count the speech sounds, find the right
sound pic, put on the line)
Week 3 – listen for ssss,a,tuh,puh,i,nnn – intro to i and n – formation phrase, decoding,
encoding, segmenting (which is the first sound, last etc) Play lots of bingo, snap etc with these
6 sound pics
Week 4 – making sure every child can do the skills shown – extra prac for those who have poor
PA – send home folders with sound pics s,a,t,p,i,n sound pic words eg sat, tin, tan ant and helpful
words – the, I , was – also Green level readers eg SPELD SA
Week 5 – Start to create SSP groups – SSP Green Kangaroos, SSP Green Lions etc – they will do
Green work on tables, but at different levels. Some will quickly move to the Purple Level etc.

Use the free resources and share ideas
Include arts and craft activities
• Heidi’s collage for the ‘fff’
speech sound (Purple level)
What matters FIRST is
hearing the speech sounds,
not the words in print,
although many want to see
the words in print. This was
the day we discovered
another sound pic for the
‘fff’ speech sound- Heidi
found ‘ff’ in ‘fluff’ and
Mitchell found ‘ph’ in
dolphin. We had already
looked at ‘f’ in fish and also
when we drew around the
‘flip flop’ templates (English
word for thongs!)
Heidi shows these words
- foot feather frog dolphin fluff

Preps spelling words using the
SSP Approach
- watch video

Preps discovering speech sound
pics using the SSP Approach
- watch video

SSP helps to get parents and carers involved !

Pocket size resources
Individual Speech Sound Cloud Albums

Skills included;
Listening for speech sounds, identifying if speech sounds are at the beginning, middle
or end of the word, linking with sound pics, identifying sound pics, blending sound pics into
words, segmenting sound pics, forming sound pics (letters), writing ssp words, learning new
helpful words, creating sentences, discussing meaning, thinking about sentence structure
before writing, rhyming, visualising ‘scenes’ from spoken and decoded words and
articulating what they imagined, developing symbol imagery (seeing sound pics and ssp
words when hearing the spoken word
Introduced to concepts that speech sounds can be represented by more than one sound pic
(eg c/k/ck) that sound pics can be made up of more than one letter (eg ck, ff, ll) , that some
sound pics can represent more than one speech sound ( eg c and g) and that when 2 of the
same letter are next to each other this represents the same speech sound (ss, ll)
Readers for this level- SSP flap books, SPELD SA phonics books (you can download for free
or order hard copies at a reasonable rate – Dandelion Launchers –
see ReadingTeacherTraining.com/readers.htm

m d g o c k
man dad gap pot cat kitten
gent cent
ck e u r h b
duck end up rat hat big
f ff l le ll ss
fit fluff lamp giggle hill grass

You are ready for the
Dandelion Launchers !

m
man
RWI phrase - down, Maisie, over the mountain, over the mountain

d
dad
RWI phrase - round his bottom, up his tall neck and down to his feet

g g
gap gentle
RWI phrase - round her face, down her hair and give her a curl

o
pot
RWI phrase- all around the orange

c c
cat cent
RWI phrase - curl around the caterpillar

k
kitten
RWI phrase - down the kangaroo’s body, tail and leg

e
end
RWI phrase - lift off the top and scoop out the egg
?

u
up
RWI phrase- down and under, up to the top and draw the puddle

r
rat
RWI phrase- down his back, then curl over his arm

h
hat
RWI phrase - down the head to the hooves and over his back

b
big
RWI phrase - down the laces to the heel, round the toe

f
fit
RWI phrase - down the stem, and draw the leaves

l
lamp
RWI phrase - down the long leg

purple level sound pics
m d g o c k
gent cent
ck e u r h b
f ff l le ll ss

A Jolly Jingle !
Can be purchased at
ReadingTeacherTraining.com/orders.htm

NO! Seven
This isnt your
song..

I’m not a fat frog any more ..my friend
Fifi helped me become a fit frog !
This is my fluffy friend FiFi
and Jimmy Giraffe
She laughs at her
crazy phone

purple level sound pics
say the sound, say the sounds in the word, blend and say the word
m d g o c k
gent cent
ck e u r h b
f ff l le ll ss

blend the sound pics into a word
s a t p i n
m d g o c k
ck e u r h b
f ff l le ll ss
Teacher points to sound pics in order, the children blend into word aloud or in heads
and then puts hand up to share the word

Dont forget
- say the word
- draw the lines
_ _ _
(teachers can say other words, created using green and purple sound pics)

read the sentences and find the right
picture (or draw your own)
the ant is on the tap
Pat sits on the tin
the man and the dog sat in the gap
is the cat in the tin?
is the kitten in the pan?
Pat giggles. He has a tip top hat!
can I get a stamp? Is it ten cents?
the duck is at the end of the big pond
the kitten is fluffy and sits in the grass
the fat frog sits on the hill and sips a drink of milk

the fat cat and the
duck sat on the hill
Green and Purple Level
Sound Pics
s a t p i n

the man had a giggle at the kitten
and the frog

Choose one. What can you see?
Decide on a sentence and then write it

Lesson created for a Prep class
Miss Emma was working with

Dandelion Launchers
Overlaps with SSP Yellow Level
Free reading text available to
follow this exact order,
from the RTT site

Skills included;
Listening for speech sounds, identifying if speech sounds are at the beginning, middle
or end of the word, linking with sound pics, identifying sound pics, blending sound pics
into words, segmenting sound pics, forming sound pics (letters), writing words,
creating sentences, discussing meaning, thinking about sentence structure before
writing, using capital letters, finger spaces and full stops, rhyming, clapping rhythms,
working out which speech sound the sound pic represents, by blending the word for
meaning (oo/ th/ eigh) learning new helpful words (and becoming aware that many
are decodable) continuing with visualisation and articulation, plus symbol imagery.
New concepts – when some sound pics sit together they create a brand new sound pic
(sh/ch/th/ng) – and can again represent more than one speech sound (th/ oo) - q is
always sitting with u in a word. Within this level children are manipulating speech
sounds and speech sound pics including omissions., and can quickly identify new sound
pics in words even when the sound pic has not been introduced (by segmenting orally)
Continue with Dandelion readers

j v w x y z zz
jam van win box yell zoo buzz
happy
fly
qu ch sh th ng
quit chips ship this thumb ring
ai ee igh oa oo eigh
rain green high boat look moon eight
. height

Rhyme time !
Find a word that rhymes with ....

j
jam
RWI phrase - down his body, curl and dot

v
van
RWI phrase -down a wing, up a wing

w
win
RWI phrase - down, up, down, up

x
box
RWI phrase -down the arm and leg and repeat the other side

y y y
yell happy fly
RWI phrase- down a horn and under his head

z
zoo
Rwi phrase- zig zag zig !

qu
quit
RWI phrase- round her head, up past her earrings and down her hair

The Speech Sound King
Let’s sing in pink
ding a ling a ling
The King has a thing called a Silver Bell
lf you ring it, it casts a cheeky spell
Sometimes it chooses to shout and sing
And sometimes it just goes ....

Read the sentence
Talk about the words
and which sound pics
are used.
If your teacher covers
the words, can you
remember all the sound
pics and do it yourself?

Tish and Dad took a look in the
box at the puppy jumping.
‘He is a happy’ Dad said.
‘He is jumping so high!’ said Tish
Let’s see if we can jump too !

All yellow level sound pics
j v w x y z zz
jam van win box yell zoo buzz
happy
fly
qu ch sh th ng
quit chips ship this thumb ring
ai ee igh oa oo eigh
rain green high boat look moon eight
. height

Say the speech sound in your head, blend the
sounds in the word and put up your hand when
you know it
s a t p i n m d g o c
k ck e u r h b f ff l
le ll ss j v w x y z zz qu ch
sh th ng ai ee igh oa oo eigh
Teacher can point to sound pics in order for the word - or can ask students to take turns
eg pointing to r/ai/n in order . Children need all of these in their home folder – this sheet is fine

Don’t forget
- say the word
- draw the lines
_ _ _
(teachers can say other words, created using green , purple and yellow sound pics)

read the sentences and find the right
picture (or draw your own)
The ant is on the tap because he is hot.
Pat sits in the hot sand with a cool drink.
The man and the dog sat in the gap.
Is the cat in the green tin?
Is the fluffy kitten in the pan?
Pat giggles. He has a tip top hat and is happy!
Can I get a stamp? Is it ten cents?
The duck is at the end of the big pond, on a red
rubber ring.
The kitten is fluffy and sits in the grass.
The fat frog sits on the high hill and sips a drink of
milk.
Children work out ‘rubber’ – ‘er’ is new

Rhyme time !
Find a word that rhymes with ....
green ten say
hat sing box
pit duck lip
tap fly dog

Decide on a sentence and then write it.

Great resource for decoding practice-
to develop fluency (approx $10)

Overlap with SSP Blue Level
Free reading text available that follows SSP order
Dandelion

Free lessons are being created for
every speech sound pic
For example – ‘oo’ session for whole class
(if you know their levels then modify)

Which oo ?____ _ ___ ____
1 2 3 1

Take turns making the frog
l/oo/k - cut up the strip, put in the
right order and stick onto your paper.
The draw some eyes l/oo/k/i/ng

l k i
oo ng
_____ _____________ ________ _______ _________________
1 2 3 4 5

If you have time !
Blue sound pic sandwich !

By now children should have all of the foundational skills required to decode (read) and encode (spell) and you are
able to help children with fluency, vocab and comprehension. Please have a 15 minute reading time every day, with
a range of books for the children to choose. They can read to themselves, to a friend, in groups, to an adult etc.
Children will hear a sentence and be able to describe what image is conjured up in their heads- and build the ‘story’
with images. They can then orally give answers to questions about the sentences. They are also starting to do this
with sentences. ie read the sentence, and see images/ their interpretation. They will independently use the clouds
and other resources to choose speech sound pics (symbols) and notice them in written words – their minds able to
then self-correct when they write a word – does it look right?
They will be able to more accurately see speech sound pics in their minds when they hear a speech sound and put
them together into print (visualising the word) before looking at the sound pics in print. They can be asked to think
of the speech sound pic for a speech sound, and then to think of a different one etc. eg s, sc, c, ps
Readers will be following the order, eg Dandelion – and I will upload as many free readers
as possible this year, so that children can practice these skills in meaningful ways.
New concepts
A speech sound can be split, in print, by sound pics – eg ate has 2 speech sounds a-e/t
(t is last speech sound) however in print the speech sound a-e (ay) sandwiches this sound pic. (next slide illustrates-
you do not need to watch this with the children, but can if helpful) Some sound pics can be made up of sound pics
that dont seem to fit !
(eg ph, wh ) – the King wants it this way so we just remember them
Words learnt as ‘helpful words’ are now either known to be decodable or not – in which case easier to memorise eg
one / two / was ) Can we find a way to do this?
Some words may sound the same, but are spelt with different sound pics. (hear, here etc) so words must be read and
understood in context .

blue level sound pics
ar or ow oi air ur
car for cow tow soil hair purse
er ay oy ou au
perfect play toy out group touch August
ir ie ue ea ui ey
first chief tie blue beat head suit key they
aw wh ph ew oe ure are
claw whip dolphin few toe pure are dare

blue level ‘sound pic sandwiches’
a-e e-e i-e
cake athlete bike
o-e u-e
coke flute
which of these sound pic
sandwiches can you see?
Say the word and listen to the last speech sound.
The Speech Sound Pic Sandwich Maker jumps
the last sound from the end, into the sandwich!

ar or ow oi air ur
car for cow tow soil hair purse
If you find any of these sound pics, when you are reading, add in more words !
The word ‘sale’ is a sound pic sandwich!
s a-e l sale

Decoding with Blue Level Sound Pics
er ay oy ou au
I play with my puppy, he loves it so much
He’s wriggly, he licks me, he’s silky to touch.
He’s perfect when out with just me, or a
group…
He tugs on my toys, and runs round in a loop
In November when cold, or August when hot
He just wants to play, he just doesn’t stop!

er ay oy ou au

ir ie ue ea ui ey
The first time they told me to get the blue tie
I thought it was to go round my head, not sure
why!
The key is to loop it, no easy feat,
but finishes the ‘suit look’, ready to meet
VIP people, perhaps the top chief !
Mum said we’re not going, WHAT A RELIEF !

ir ie ue ea ui ey

I love the cute dolphin, who kisses my nose
She splashes my fingers, and blows on my toes
I ask ‘are you sure?’ I ask, ‘do you dare?’
To whip up the water, and make the crab stare!
He’ll peep out from under the stone, it’s his door,
and wave a few times with his big orange claw !

Investigating Blue Level ‘sound pic
sandwiches’
a-e e-e i-e
cake athlete bike
o-e u-e
coke flute which of these sound pic
sandwiches can you see?
Say the word and listen to the last speech sound.
The Speech Sound Pic Sandwich Maker jumps
the last sound from the end, into the sandwich!

Preps discovering blue level sound
pic sandwiches – video
wh a-e l = whale

Decide on a sentence and then write it.
You might even write a story about it!

Figure it out !
• Your teacher will tell you the first word
Work out the rest !!!
would
could
should
. ____ .
1 2 3

Quickly write a word or sentence to describe what you can see (or build using
magnetic letters) Your teacher might ask you to do this on your own or with a friend
Don’t forget
- say the word
- draw the lines
_ _ _
(teachers can say other words, created using green , purple, yellow and blue sound pics)

Use the RWI cards (yellow) to do this
with other sound pics

read the sentences and draw an
illustration, if you enjoy drawing 
The ant is on the tap because he is hot and sticky.
Pat sits in the hot sand with two long, cool drinks of coke.
The man and the dog sat in the gap for a long time. The
man is reading a book and the dog is watching a fly.
Is the cat in the green or blue tin? Will you take a look?
Is the fluffy kitten in the pan?
Pat giggles. He has a tip top hat and is happy !
Can I get a stamp? Is it ten cents?
The duck is at the end of the big pond, on a red rubber ring.
He is looking up at the moon and the stars
The kitten is fluffy and sits in the grass because she does
not like the cows.
The fat frog sits on the high hill and sips a drink of milk
because he wants to get fit. He wants to be an athlete
Suggestion - children work out tch must be another sound pic for ch and look for ‘ch’ speech sound cloud

s, a, t, p, i, n, c, k, ck, e, h, r, m, d g, z, w,
ng, v, oo, oo, y, x, ch, sh, th, th, qu, ou,
oi, ue, er, ar, y, ee, a-e, e-e, i-e, o-e, u-
e, ee, ay, oy, ea, igh, ow, oa, ow, ou, ir,
ur, ew, au, aw, al
http://speld-sa.org.au/index.php?option=com_content&task=view&id=105&Itemid=182
SPELD SA phonics books
Sets 7, 8, 9, 10

Free reading
text available
that follows
this exact
order – see RTT
site

Readers for older students,
who need age appropriate
material by which to revise
sound pics and blending skills.
If they struggle to decode
they cannot become ‘readers’
Talisman Series

Yippeeeee !
Now you’re ready to explore ALL of
the speech sound pics, through
the clouds !

Then the children systematically go
through each speech sound to cover
any sound pics missed within levels
Decide how long to spend
on each cloud- some will need
more time than others.

Oh my word- have you heard?
Miss Emma hurt her nose
poor girl
Choose a cloud and see if you can create a song, poem, art work or something
else to creatively show ALL of the sound pics for that speech sound.

Skills practice
For example you might do this for any level, just change the sound pics, and be
aware of new concepts.
Listening for the word (given speech sounds)
Give the word, student gives speech sounds
What is the first sound, middle, last…
Spell these words… (use the SSP Spelling Process)
Read these words…
Start with the word X – how many new words can you make, changing one sound
pic at a time?
Here is one sound pic for the X speech sound- do you know another? (look at
speech sound cloud)
Alphabet letter writing (phrases, not letter names)

This approach has been created by Emma Hartnell-Baker, a former UK Early Years Education
Inspector for OFSTED (Office for Standards in Education)
She has a Bachelor of Education with Honours (Early Years Specialism) and a Masters Degree in
Special Educational Needs. Emma is currently completing a Doctorate at Griffith University,
with a focus on early literacy interventions and has a special interest in education and
neuroscience research, as it relates to reading and spelling difficulties.
The SSP Approach is being developed to help teachers wire all brains for reading and spelling.

SpeedySSP.com / MySpeedySSP.com

Updated whole day SSP (Speech Sound Pics) Training Workshop (6 hour)

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