If you think there are words in the English language that need to be memorised as 'Sight Words (Tricky Words/ Magic Words) then come and visit an SSP classroom. Every word can be Coded using SSP. Poor working memory? No problem. You will understand how the speech sounds used to pronounce these words link with the speech sound pics (representations on paper). Its different, fast paced and FUN! Phonics teaching ends within 4 terms, and children get on with 'literacy' teaching as they can now read to learn (rather than still be learning to read) www.readaustralia.com / www.myspeedyssp.com

1. Phonics Programs + Sight Words =
Students Still Learning to Read in Year 1, or even
later. (Especially boys, but I’ll write about that another time.)
What's the point in asking children to code using a 'Phonics' program, if you
are also sending home words to learn by memory as 'sight words/ tricky
words/ magic words’?
Teach them to UNDERSTAND, or you are doing half a job teaching them to
read and spell. Commit to coding, or don't. If you are asking children to use
'Whole Language' strategies of 'Look, Cover, Say, Write...' then you are half
in, half out. You will slow down the ‘learning to read’ process for too many.
Come and jump right in. Coding leads to reading with fluency and
comprehension within 4 terms - whenever you start it. Why not immerse
yourself in the wonderful world of 'Code Cracking', and get ALL learners to
the exciting world of 'independent reading' more quickly and easily.
Using SSP every word in the English language (other than ‘one’ and ‘once’)

2. can be Coded. SSP even overcomes issues relating to accents.
Don’t think ‘sight words’ can be ‘Coded’? See all 440 Oxford (high frequency
words) Coded – within 7 Duck Levels. First 100 shown here, with audio.
https://www.youtube.com/watch?v=8Y56Gi58zWQ
_
Only one word here needs reviewing by the student (st)
Watch 6 year olds use the SSP Spelling Strategy to spell ‘said’ or ‘because.’
https://www.youtube.com/watch?v=QbcEHPwXK_E
In the Australian Curriculum, students ‘become literate as they develop the
knowledge, skills and dispositions to interpret and use language confidently
for learning and communicating in and out of school and for participating
effectively in society. Literacy involves students in listening to, reading,
viewing, speaking, writing and creating oral, print, visual and digital texts,
and using and modifying language for different purposes in a range of
contexts.’
To be able to participate fully, they need to have moved from ‘learning to
read’ into ‘reading to learn’ as quickly as possible.

3. It's also a lot more fun to experience success, and ridiculously exciting, when
you can read what you want to read, when you want to read it.
As shown here; video evidence of a Year 2 student moving from basic coding
to fluency (chapter books) in a term.
https://www.youtube.com/watch?v=YU8Jr-79_JM
A new world is open to you when you can read to learn, as you have put
learning to read behind you – preferably in Prep !
Miss Emma
The Reading Whisperer
Explicit teaching of the code, with phonemic awareness skills, in 2 – 4 terms,
combined with incidental and inquiry learning of the remaining sound pics
(see Clouds). Direct phonics teaching is at an end within four terms.