Speech Sound Pics (SSP) 4 or 6 Hour Teacher/ TA/ Learning Support / PD Workshop with the Reading Whisperer

Interested in this teacher PD?
Email Emma@ReadAustralia.com
Can be adapted for Early Years Educators, to use in Pre-School Rooms

SSP can be used in
remote areas with
no electricity.

Ask for pricing.

Any profits go back to
ReadAustralia,
to build the free resource
bank for teachers and parents
- ReadingTeacherTraining.com

Emma@ReadAustralia.com

Let’s count speech sounds, speak
in speech sounds, and identify
speech sounds in print!

Being Speech Sound Detectives,
and using puppets to speak in
speech sounds..

Mark the sound pics™ and find the
speech sound cloud
• float
• station
• happy
• phone
• frog
• pasta
• lagging
• cheese
• fridge

• Studies show that children of ANY intelligence
can struggle. Brain imaging studies also
indicate that we can predict difficulties before
children even start school!
• You don’t need to
be a brain scientist
- you just need to
know what research
shows us about
effective strategies
for shaping
‘reading brains’

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

THEN phonics!
• Phonics is the
understanding that
there is a predictable
relationship between the
sounds of spoken language, and the letters used to
create ‘sound pics’. These sound pics simply
represent speech sounds in print. Successful
decoding and encoding occurs when students use
their knowledge of speech sound pics to accurately
read or build a word.

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.

Wiring brains so that ALL children can
learn to read and to spell with
confidence.

Means developing phonemic
awareness at the very beginning…

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)

The first thing you need
to be able to do is to
hear those three
speech sounds

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..

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.

Please read this aloud

text removed so you can’t practice
before training 

Spelling
• Please spell the word I will give you.

Spell it in as many ways as you can on paper.

Think about the skills you using as you do this.

Speech Sound Clouds™
‘Speech Sound Clouds™’ give a visual
representation of every speech sound
by grouping the ‘sound pics™’ !

green level reminder
•s a t

sit ant tap
p i n

pan pin nap

purple level sound pics reminder
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

Yellow level sound pics reminder

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

Investigating Blue Level ‘sound pic
sandwiches’ and listen to the last speech sound.
Say the word
The Speech Sound Pic Sandwich Maker jumps
the last sound from the end, into the sandwich!

a-e e-e i-e
cake athlete bike

o-e u-e
coke flute which of these sound pic
sandwiches can you see?

Video on youtube.com/soundpics
Blue level sound pic sandwiches

So imagine thatyou have been
learning speech sound pics in the
Green Level
(s,a,t,p,i,n)

Would the following activity be
something you would enjoy, as you
could ‘read’ the words?

Speedy Green Decoding
(Find them easy? Ask someone to time you!)

sat pit
Santa it
in pit
nip pin clock
. . . ___
sit ant
tan tin
pan pants
Stan nap

Draw a picture if you can read the sentence

the ant is in the sand pit.

Pat was in the tin, the ant was in the pan.

is it an ant or is it a pin, in the tin ?

(capital letters only used for names within this level as can be a completely different shape)

How about now, when you know
what these speech sound pics
represent?
s a t p i n (green level)

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

it is a big hat

it is a little hat

it is a fat cat

it is a red cat

Speedy Purple Decoding
(Find them easy? Ask someone to time you!)

mat lamp
dad riddle
gap grass
pot bump clock
. . . ___
cat pill
kitten sock
duck pants
fluff kicks

Help yourself to free decoding
material on

All will soon be organised on the
new RTT site
ReadingTeacherTraining.com

How any words are added to their
folders after the first 11 depends
on the child.
As you progress, point out when the
child can now decode the words (as
the child learns more sound pics)
These are high frequency words, not
‘sight words’ – and most can be decoded
when the child has covered those sound
pics. For this presentation I have added
11 in Green, 20 in Purple, 20 in Yellow
and the rest in Blue.

Readers follow the levels with the children, only using the
sound pics they know, so that they can practice rapid
decoding (recognising the speech sound to sound pic link,
blending the word and understanding it within the sentence.)
This means they can develop a visual ‘picture’ in their minds
as well as to develop symbol imagery.
Their brains ‘flow’ rather than stumbling over sound pics
they don’t know yet.

Think of this title and the difficulties if a child does not
recognise the speech sound pics, in order to blend them into
the words for meaning?
Guesswork is necessary – their brains don’t yet have the
skills to read that word as they don’t know the sound pics.
ll y oe s ew n a sh

This is just the title...
How would your brain be feeling? Would you be feeling confident about your
reading skills? Or would the picture clue be the only way you could even
guess at these words? Would you start to panic when seeing brand new
books like this, knowing you couldn’t read them independently? Would
reading be a pleasure?

__ __ __ _ _ __ ____ ___ ___ __
1 2 3 4 5 1 2 1 2 3

Ask for ordering
sheet – these are
Dandelion Launchers.

Let’s give them books they can read, and that help build confidence. Most Prep children gain more
satisfaction from being able to read the words, than sentence content.
This confidence leads to more reading, and then they can become ‘readers’ – tackling books you
would never imagine Prep children tacking (or wanting to read)
Their brains have the foundational skills, and can start understanding content and visualising.
They can also start ‘seeing’ words in their minds when we ask them to think of what a word or
sound pic would look like. SSP aims to ensure that ALL children are at the Blue Level, and at a
stage of no longer needing these levelled readers, before the end of Prep.

Teachers/ Parents – children need their own folders
with their sound pics, sound pic words and helpful
words along with the reader (eg flap book, Dandelion)
that is reinforcing the sound pics from, to develop
fluency and build confidence. Also ask for resources
they can carry with them and keep on their table.
These are business card size visual prompts- approx 50
cents each.

Explicit Teaching of the Phonemes
(Speech Sound Pics) within the SSP Approach

RWI phonics flashcards used to teach and reinforce
the sound pics – approx $10 per pack

Children have their sound pics and sound pic words in SSP folders that can go home
each night, with phonics readers. Order these cards from readaustralia.com/orders.htm

Understanding what Speech Sounds are, and using the Speech Sound Family to
reinforce.
Being able to count speech sounds (think of ‘train’)
Speech Sound Pics – simply pictures of speech sounds.
‘what is this a picture of?’ means more than ‘what sound does this letter make?’
Letter names are just labels, and can make the process more difficult for certain
children
If children do not have good PA then the phonics will be difficult for that child. Oral
language and PA are the starting point, not phonics.
Children need early exposure to the whole code (this means all spelling variations)
alongside explicit teaching.
Children need to discover the code alongside explicit teaching (Speech Sound
Detectives)
The SSP Spelling approach is the quickest and easiest way to teaching spelling 

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.

Counting ‘Sound Pics™’
•
If one or more ‘sounds’
when sitting together do
not make a different sound
then this is not a ‘sound pic’.

‘s’ is a sound pic ‘h’ is a sound pic ‘sh’ is a
sound pic
t is a sound pic ‘r’ is a sound pic ‘’tr’ is NOT a
sound pic.

Developing vocab.
What words or phrases can you
use to describe what you can see?

Emma will demonstrate
- ‘reinforce’ activity

Preppies spelling using SSP
(video also on
youtube.com/soundpics)

Reading to Children
• Children need to know
that you are linking the
print to speech sounds.

Follow the print with
your finger as you read

Look at individual words in relation
to their reading and spelling journey.
Play ‘sound pics’ detective’!

Please follow join me on
facebook.com/readaustralia and
follow the new RTT site.
New research, resources and info are
shared within a supportive community.

For example - Music in the Early Years
A new study to be published in the
journal Psychological Science shows a
simple, yet extraordinarily effective
way to improve the verbal intelligence
of 4-6 year olds: train them using music.
The study focused on 48 4-6 year olds who were divided
into two groups. One group was taught the basic
fundamentals of music, including pitch, rhythm, melody
and other concepts. The other group was taught visual art
training in the basics such as shapes, colours, lines, and
other concepts. Read article..
http://www.forbes.com/sites/alexknapp/2011/10/06/music-training-improves-
verbal-intelligence-in-children/

Helping children link info using a
multisensory approach
Exploring Jolly Phonics actions

(Group activity)

Letter formation
(we use RWI cards and phrases )

froggy legs Ill show you where
to start

Even though you are teaching the
speech sound pics in a specific order,
children need to be able to form all
the letters of the alphabet,
as they will also be ‘free’ writing
(emergent) at other times.
For letter formation practice practice all letters in order, and still refer to the sound.
Use the phrases.

Order at
ReadingTeacherTraining.com
or email Emma@ReadAustralia.com
for link. Approx $10

You might also order
the second pack, used
as we progress
through the levels

a Round the apple down the leaf (apple)
b Down the laces to the heel, round the toe (Boot)
c Curl around the caterpillar (caterpillar)
d Round his bottom up his tall neck and down to his feet (dinosaur)
e Lift off the top and scoop out the egg (egg)
f Down the stem, and draw the leaves (flower)
g Round her face down her hair and give her a curl (girl)
h Down the head to the hooves and over his back (horse)
i Down his body, and dot for his head (insect)
j Down his body curl and dot (jack-in-the box)
k Down the kangaroo’s body, tail and leg (kangaroo)
l Down the long leg (leg)
m Down Maisie, over the mountain over the mountain (Maisie and mountains)
n Down Nobby, over his net (football net)
o All around the orange (orange)
p Down his plait and around his head (pirate)
q Round her head, up past her earrings and down her hair (queen)
r Down his back, then curl over his arm (robot)
s Slither down the snake (snake)
t Down the tower across the tower (castle tower)
u Down and under, up to the top and draw the puddle (umbrella)
v Down a wing, up a wing (vulture)
w Down up down up (worm)
x Down the arm and leg and repeat the other side (Exercise)
y Down a horn up a horn and under his head (yak)
z Zig-zag-zig (zip)

There are free
SSP Assessment Tools
– eg Prep screening, assessing
individual progress, testing older
struggling students

Talk & Explore
sessions explained
within separate
presentation

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, and this works very
well within Speedy SSP Sessions. You can 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.

You will need sound pics, sound pic
words, sentences using their sound pic
words, a white board and pen for each
child, and the RWI alphabet chart for
letter formation.

s a t
p i n
pan sit snap snip tan pat
it in nips pins nap sat

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

Speech Sound
Listening Time !

If the children are ready,
give more complex words
___ ____ ____ _____ ______ ______ to say, count the speech sounds
and draw the lines eg
- a pair of brown shoes
_____ ____ ______ ___ ___ ___ ____ ____ _______ ____ ____ _____ ____

___ ____ ____ _____

Counting ‘Sound Pics™’
If one or more ‘sounds’
when sitting together do
not make a different sound
then this is not a ‘sound pic’.

‘s’ is a sound pic ‘h’ is a sound pic ‘sh’ is a sound
pic
t is a sound pic ‘r’ is a sound pic ‘’tr’ is NOT a
sound pic.
___ ____ _______ ____
1 2 3 4

Point to a word, and ask the children to work out the sound pic for a
speech sound in that word. When ready, the children are just asked
to find sound pics for certain speech sounds because they can work
out the words themselves. Record on white boards.

‘Juice’ – find the
‘oooo’ sound pic
(ui)

‘Super’ - find the ‘oooo’ sound pic (u) ‘Grain waves’ – can you find 2 sound
pics for the ‘ay’ speech sound

If a child is really struggling to hear the
speech sounds then show them pictures,
or objects, using only green level speech
sounds

____ _____ _____ _____

And finally….close your eyes and
visualise !
Teacher finishes off by asking the
children to close their eyes and visualise
a sound pic for ….(depends on level)

She then holds up a sound pic for that
speech sound. Is this what you could see?

What else could it have looked like? (show
cloud for that speech sound)

So as children progress through they realise that the picture may be different….which
is half the fun ! So the teacher may ask them to close their eyes and visualise a sound pic
for ‘sss’ (for example) and then ask them to think of ALL of the sound pics they can ‘see’ in
their minds. Keep your eyes closed and choose one – I wonder if it is the one I am holding!
Open eyes- see the sound pic- quick look at all others.
When ready, also ask then to visual a whole word- then show it to them

Notes for teachers
When the children choose a sentence, this is a sentence created using just their level
speech sound pics. Either create your own, or use the ones in the SSP Decoding Material
Folder on slideshare.net/readingwhisperer eg this one, from the SSP Green Level

the ant is in the sand pit.

Pat was in the tin, the ant was in the pan.

is it an ant or is it a pin, in the tin ?

Capital letters left out within the green level, other than for names, as can be a completely
different shape

The phrases they say when you show them the alphabet (in order) are from RWI. See below.
This folder is on slideshare.net/readingwhisperer

Teachers – these should be ‘speedy sessions’ ie short and intensive morning warm up type sessions

speedy
. . __ . .

Teacher ideas-
What is this a picture of? Which speech sound? Can you say the speech sound? Close your eyes and see if you can remember this speech sound pic even when you close your eyes. This
is ONE of the speech sound pics for the speech sound sssss (the others are in the cloud)

I’m
Mad Sam

Lily wants him to smell
like roses instead 

NO! Seven
This isn’t your
song..

s
sit

RWI phrase- slither down the snake

NO! Seven

a is a sound you’ll hear a lot
This isn’t your
song..

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

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

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..

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

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

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 
Yes, yes, it’s a dragon !

women

NO! Seven
This isnt your
song..

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

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.

Poor Nick thinks he has pneumonia

NO! Seven
This isnt your song..

Teacher ideas – spend about 2 minute max on this slide.
Point to a speech sound pic – ‘what is this a picture of? Can you point to the picture of the speech sound ssss, etc.
Im going to point to some of the sound pics, can you work out the word? (tin, pat etc) Can someone come and show me the sound pics (in order) for the word ……(green level
sound pic words)

These are in print as created for QLD teachers

however it is far better to use pre-cursive eg t

Helpful words
the and

to said
a in he I

was of it

You are ready for the
Dandelion Launchers on this level !

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

NO! Seven
This isnt your
song..

f
fit

RWI phrase - down the stem, and draw the leaves

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

l
lamp

RWI phrase - down the long leg

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

Helpful words
you they on up her

she is for at can like

his but my that with

up all we had are play

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
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 ....

ding a ling a ling

Let’s sing in pink

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

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

green ten say

hat sing box

pit duck lip

tap fly dog

Helpful words
there out this have went

be like some so not

then were go little as

no Mum one them do

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

blue level sound pics
ar or ow oi air ur
car for cow tow soil hair purse

The word ‘sale’ is a sound pic sandwich!

s a-e l sale
If you find any of these sound pics, when you are reading, add in more words !

Decoding with Blue Level Sound Pics
er ay oy ou au
perfect play toy out group touch August

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!

ir ie ue ea ui ey
first chief tie blue beat head suit key they

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 !


aw wh ph ew oe ure are

claw whip dolphin few toe pure are dare

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 !

Helpful words
me down Dad big when it’s
see looked very look don’t
come will into back from
children him Mr get just now
came oh about got their
people your put could house
old too by day made time
I’m if help Mrs called here
off asked saw make an

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

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.

Children use the SSP Spelling strategy as they progress
throughout the levels. They learn to quickly spell their
speech sound pic words (words created using their
speech sound pics)

Say the word,
count the speech sounds,
find the sound pics

_ _ ____ __ __ __ __ __
12 3 4 1 2 3 4

Speech Sound Pics™
Teaching reading, writing and spelling

ReadingTeacherTraining.com / Youtube.com/SoundPics
Slideshare.net/ReadingWhisperer Email Emma@ReadAustralia.com

Speech Sound Pics (SSP) 4 or 6 Hour Teacher/ TA/ Learning Support / PD Workshop with the Reading Whisperer

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