CONTACT DYSLEXIA DOCTOR HOUSE

  • SSP Facebook
  • Miss Emma on Instagram
Tools for Teaching ALL Students to Read and Spell, Under One Roof !

Monster Mapping - An Early Intervention for Dyslexia

© 2019 Follow Miss Emma, The Reading Whisperer, The Dyslexia Doctor House info@DyslexiaDoctor.com
Learn how to teach dyslexic students to read and spell- learn to us an early intervention for dyslexia, teach your dyslexic child to read and spell 

Teacherless Teaching Ltd. Registered in England Company number 11262314
Mailing Address: Unit A 82 James Carter Road. Mildenhall Industrial Estate. Bury St Edmonds, Suffolk IP28 7DE. England

Which phonics programmes are the most effective? 
Synthetic Phonics or Balance Literacy?
Teachers Talk.

The Naughty Frog 

Let’s talk about the HOW, of teaching phonics, and ensure our students know how to spot when the Naughty Frog has been up to mischief! When has he messed up the speech sound to sound pic links !

Reviewing phonics resources is also a great way to understand Code Mapping (the mapping of phonemes to graphemes) You’ll have seen our Monster Tots spotting Code Mapping errors in their phonics readers! They are constantly looking for Froggy errors, not only in their own writing. They become problem solvers, as well as developing incredible spelling skills.

Academics and politicians (non teachers) can argue about the ‘Reading Science’...and whether 'synthetic' phonics is better than 'analytic' phonics (as if there are only two choices lol) let’s focus on the actual resources used to APPLY the science. We need to map phonemes to graphemes when teaching phonics. Keep it Simple.

Not all phonics resources are going to help students, as not all students know what to look out for. Not all teachers know what to check for when they use phonics resources. So students can become instructional casualties, even if the teacher is teaching phonics. The resources need checking - that pesky frog is constantly making our lives difficult 


The resources should at least be true to 'Code Mapping' with regards to the phonics. Then its easier for the highest number of students to learn to read and spell as quckly and easily as possible, as the resources are consistent.

So keep a look out for phonics resources that the Naughty Frog has messed up for kids. Learn to be a Code Mapping Detective! Le'ts keep it simple for students. Dyslexic students, especially, need this mapping to be straight forward and consistent - isolating those phonemes to then map them is hard enough for them already.

Miss Emma
Dyslexia Doctor House.

 

 

Problem solving the illiteracy crisis.
Teacherless Teaching Tools.  

An exciting new way for students to learn how to talk on paper' and map phonemes to graphemes.  

Exciting new Sound Pic cards! You can build ANY words on the board to show the phonemes and correct graphemes (Sound Pics) and also show any word, and the students can work it out without help, regardless of phonics code level!

The Speech Sound Monsters enable students to read the text without help from adults. They 'follow the Monster Sounds to say the words' and then look at the Sound Pic (grapheme) representations. They can figure out the words regardless of phonics 'Code Level'. This means we can explore any words within 'Snap and Crack' (SSP comprehension activity used in the Early Years) and also give them Monster Readers so they can read any text...it doesn't have to be 'decodable' according to their phonics knowledge!

Phonics? Whole language? Let's leave those words behind. Now, children can learn to read through (Speech Sound) Monster Mapping, and need a lot less help !

Miss Emma X

1/7

Teachers create solutions. 

SSP teachers have spent about 10 years investigating the code with Aussie kids. We have arguably the most comprehensive (and accurate) spelling bank in the world that are displayed on resources that are easily to use and display (Spelling Cloud for Walls, Table Tops, as 'Spelling Cloud Keyrings' for easy transportation from class to class!
 
There are around 350 spelling choices, for the English Speech Sounds. Note that there are more, but to 'make it' into a cloud there have to be more than 1 example, and it needs to be in the dictionary. So /wo/ in the word two is shown, but not in the cloud, as so common (and comes up a lot therefore) but there isn't another word with /wo/ as the grapheme representation. Many that don't make it have non English origins, and the students get excited by etymology !


So although a child's name may be spelt 'creatively' it won't make it unless in the King's Code Mapping Book (the Dictionary)

Parents, buy your child's teacher a set of Spelling Clouds for Xmas !! Many have to purchase their own resources, even if the school programme doesn't show your child all the spelling choices ! https://teacherlessteaching.com.au/categori…/spelling-clouds

The new mat should be available as a digital download in TPTs soon. They aren't in the clouds or code mapped, but at least show 350 spelling choices ! We call the graphemes  'Sound Pics' because they are pictures of speech sounds, on paper !

Remember that phonics programmes only cover high frequency choices, and if only using decodable readers then they get a shock when having to write the words they want to write, and try to read the books they want to read ! So expose them to all choices ! They deserve it.

 

Why is /es/ in the 's' cloud?

Why is /es/ in the Spelling Clouds, when there are no representations of the ‘s’ speech sound represented by /es/ (technically) in English? So children don’t write ‘bakeing’ ‘ makeing’ et !! When it’s a verb we go to base and add the suffix.
#SSPitjustmakessense