SSP Screening and Suggested Tick and Flick Sheets for Monitoring Progress

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Terminology Letters do not ‘make’ sounds. Letters, or a combination of letters, are used to represent speech sounds. When showing the student Part 1 (code recognition) instead explain; These all represent speech sounds – so when we look at ‘a’ (letter name) we know it can be a picture of the speech sound ‘a’ (sound in the middle of cat) What speech sound, or speech sounds, do you think of when you see these? Do not limit the student. If they know that ‘s’ can represent more than one speech sound then let them share this knowledge. (s sugar). If they give a correct answer for ‘c’ as the same speech sound (cent) then note this, and ask if there are any other speech sounds it could represent. As the test currently stands a student may get an incorrect ‘mark’ if they say ‘ssss’ when they look at ‘c’. Keep the questions open ended.

Point to sound pics, the child says which speech sound/s associated. They are given this sheet, although you can point. When they start to struggle, ask if they can see any more they know. Circle for correct choice. Add number if more than one correct choice given. If unsure if this is correct, ask them to give you an example (eg if they say ‘sh’ when looking at ‘s’ ask them for an example. ‘sugar’ is correct. ‘fish’ is not. Notes:

Spoken speech sounds (approx 1 second between speech sounds)

s /a/t ch/i/p/s h/ou/se h/a/pp/y s/t/o/p

Do not show the child this sheet. You are saying the speech sounds orally. Circle if they say the word correctly, or make a note/ comment – eg chips – ‘kips’ – so you know what they did.

Tell me the first sound you can hear in these words fat cot Tell me the last sound you can hear in these words house clock Tell me the middle sound you can hear in these words cheese tree How many speech sounds can you hear in these words. frog pin lolly train black stamp green sitting

Do not show them this sheet. Tick if correct. Give numbers below.

Do not show them this sheet. Make notes, below, that you will understand later.

Do not show them this sheet. Make notes, and list the word they gave (even if it does not rhyme)

When we add an ‘ing’ the Speech Sound Frog will eat the ‘e’ (make ~ making). We can use Special Ending Clouds.

This is the stage where words can be long and complex. Orally split into syllables, to organise the speech sounds for spelling. (No syllables until Blue)

Name: Date:

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Draw the sound pics. (Give speech sounds only, no letter names, and make notes re direction/ formation)

Name: Date:

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Draw the sound pics. (Give speech sounds only, no letter names, and make notes re direction/ formation) f

Name: Date:

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Name: Date:

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Resources can also be found on speechsoundpics.com – including readers.

Online lessons and the full range of resources (included in monthly subscription)

www.myspeedyssp.com

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Visual Prompts – Spelling with Lines Sound Pics – Recognition, Articulation, Formation Sound Pic Words- Sound Pic Recognition, Blending Helpful Words- High Frequency Word Recogntion Sentences- Speedy decoding for fluency. Speedy sentence writing. Making Sense of Sentences – Decoding, Comprehending, Problem Solving. Teacher Led: Teacher writes a word on the board, says the word (use in sentence so meaningful) students copy the word, underline the speech sound pics. Teacher says a word (put in a meaningful sentences) , students use duck hands, draw a line for each speech sound, and use the Spelling Clouds to help with choices. Which ‘looks right’? Teacher writes on board, students correct if necessary. Students write it, saying the speech sounds as they form the word. Read from SSP Book Tier for 10 Minutes.

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Blue Level Sound Pic Sandwich

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