Student Video Info
Student videos, designed so that they can learn to recognise and blend the 100 or so high frequency graphemes (as seen in the 4 Code Levels) are available to parents in the SSP Monster Mapping app for AU$20 (plus GST if in Australia) The app is also available for Android devices.
The SSP Code Levels closely match the grapheme teaching order of phonics programs such as the UK 'Letters and Sounds'.
There are a range of student 'Sight Word' videos depending on how taught at school - eg Code Mapped high frequency words in the Dolch, Fry, Oxford, Letters and Sounds, PM Reading Level teaching order, or the 7 Duck Levels
The student videos are a fantastic resource for parents who want to to support their child at home, and children learn independently, without help. However the app is now set to only allow 1 device login, and within in schools multiple devices are used. Schools, therefore, buy a yearly membership and students can access the Code Level and High Frequency (Sight) Word videos from the top of the page, without needing to access the other member pages. The teacher simply logs them in using their login, and they find the Code Level or Sight Word video they are working at. The video lessons allow all to work at their own 'level' - this fully differentiated approach is supported by the Science of Reading*.
Let's Learn to Read and Spell!
Student Code Level Videos
Let's Learn to Read and Spell!
Student High Frequency WordVideos
The Learning Routine is recommended to ensure that all children (without an II) are in the self-teaching 'Orthographic Mapping' stage before they enter Grade 2.
The hard copy resources are used in class, with these videos used to teach each child the graphemes and high frequency words they need, without help.
Please use their aligned decodable readers, as they work through the 4 Code Levels, and start the ICRWY Readers when they are on the Purple Code Level.
There are e-readers to support grapheme recognition and blending at Code Level, and also the mapping of phoneme to graphemes within the high-frequency words (sight words) in the Member Bookshelves. The application of skills covered within the student Phonics and Sight Word videos through READING of these books, along with The Speedy Six Spelling activities and Speedy Solo, Paired and Group Decoding of texts, ensures that children have the skills to read a PM25 UNSEEN and achieve the 'reading level' before the end of Grade 2. They then STOP reading any 'levelled' or 'decodable' books and the focus is on reading books of their choice, for pleasure, and avidly reading every day.
*This is supported by over two decades of 'Science of Reading' research.
The issues of 'whole language' and also a 'phonics' approach are overcome.
Quote from William E. Tunmer & Wesley A. Hoover (2019) The cognitive foundations of learning to read: a framework for preventing and remediating reading difficulties, Australian Journal of Learning Difficulties, 24:1, 75-93,
Traditional phonics programs have been used to explicitly teach alphabetic coding skills to beginning readers. However, these programs generally suffer from two major shortcomings. First, they tend to be strongly teacher-centered and have curricula that are rigid, fixed, and lock-step, with the same skill-and-drill lesson given to every child in the same sequence. Such an approach to teaching beginning reading conflicts with the basic principles of differentiated instruction because it fails to recognize that the individual literary learning needs of children vary greatly depending on their specific levels of development across the set of reading component skills shown in Figure 1.
Second, most phonics programs incorrectly assume that children can only acquire knowledge of letter-sound patterns through direct instruction in which the teaching of letter-sound correspondences is explicit and systematic. The difficulty with this assumption, however, is that there are simply too many letter-sound relationships in English orthography for children to acquire by direct instruction, probably between 300 and 400 (Gough & Hillinger, 1980).
Much, if not most, of what children learning to read in English come to know about its written orthography is acquired through implicit learning, especially knowledge of context sensitive letter-sound correspondences that depend on position-specific constraints or the presence of other letters (Bryant, 2002; Tunmer & Nicholson, 2011; Venezky, 1999). In contrast, letter-sound correspondences acquired by direct phonics instruction are fewer in number and are largely context free, involving one-to-one correspondences between single letters or digraphs and single phonemes. As the reading attempts of beginning readers who have acquired basic alphabetic coding skills become more successful, the orthographic representations of more words become established in lexical memory from which additional spelling-sound relationships can be induced without explicit instruction. As children continue to develop in reading, they begin making greater independent use of letter-sound information to identify novel printed words in text. Once this point is reached, the most effective way that children can achieve further progress in learning to read is through print exposure, as reading itself can provide practice opportunities for building fluency and for facilitating implicit learning of additional letter-sound patterns (Tunmer & Nicholson, 2011).
Figure 4. The transition from analytic to automatic processing of words in text as represented in the listening comprehension process model presented earlier.
Although children must rely increasingly on induction to acquire the letter-sound relationships necessary for learning to read, explicit phonics instruction plays an important role in helping to “kick start” the process by which beginning readers acquire untaught letter-sound relationships through implicit learning. Phonics instruction is therefore best thought of as a means to an end and not an end itself (Venezky, 1999). By adopting a “set for diversity”, children learn to use their knowledge of letter-sound relationships acquired through phonics instruction to produce partial phonological representations for unfamiliar words encountered in print, especially those containing irregular, polyphonic, or orthographically complex spelling patterns. These approximate phonological representations provide the basis for generating alternative pronunciations of target words until one is produced that matches a word in the child’s lexical memory and makes sense in the context in which it appears. Additional letter-sound relationships, especially contextsensitive patterns, can then be induced from the stored orthographic representations of words that have been correctly identified (Tunmer & Chapman, 2012a).
Thus, phonics instruction is useful not because of the specific letter-sound correspondences taught (which are limited in number), but because it instils in beginning readers a firm grasp of the alphabetic principle and gives them practice in looking closely at word spellings (Snow & Juel, 2005). Some explicit phonics instruction may therefore go a long way in facilitating the process by which children induce untaught spelling-sound relationships (Juel, 1991). However, the amount of explicit instruction in alphabetic coding skills needed to initiate the process of inducing letter-sound relationships varies considerably across children. Some beginning readers seem to grasp the idea after having had only a few spelling-sound correspondences explicitly taught to them, whereas other children require a fairly structured and teacher-supported introduction to reading (Connor, Morrison, & Katch, 2004; Juel & Minden-Cupp, 2000; Snow & Juel, 2005; Tunmer & Nicholson, 2011). For children encountering difficulty in developing the ability to perceive intuitively the redundant patterns and connections between speech and print, explicit instruction in alphabetic coding skills is likely to be crucial, especially for those children with limited reading-related knowledge, skills, and experiences at school entry (Prochnow, Tunmer, & Arrow, 2015)