MyWordz® technology is used in Speech Sound Pics (SSP) Approach reception classrooms. Parents can use the Speech Sound Play Plan and also SSP at home. Children learn to recognise, blend and spell words containing these Core Code correspondences.
Children in Reception work through the Core Code at their own pace. Just 20 - 30 minutes a day is enough for most children to master the Core Code within a few months or even weeks. Over 90% of children doing this in Reception can pass the Phonics Screening Check before entering Year 1.
This is one way to improve the outcomes children achieve within their synthetic phonics programmes and help schools meet the DfE's target of a 90% Year 1 Phonics Screening Check pass rate.
They use the MyWordz® tech when reading unfamiliar words or during their writing.
"As much explicit phonics instruction as needed. No more".
Watch the Core Code Level lessons. (Start at Green) It lasts around 5 minutes.
Use the SSP Coding Poster after watching. There are 6 activities:
- Visual Prompts (Phonemic Awareness Activity)
- Grapheme recognition and formation
- Blending GPCs into words
- Chant Strip
- Common Exception Words (Duck Levels)
- Code Level sentence reading with fluency and expression!
These take around 15 minutes
The Speech Sound Play Plan (Pre-Phonics) and Speech Sound Pics (SSP) Approach can be seen on SpeechSoundPics.com
Express an Interest
We Show the Code™ across all of our courses, showing which letters are graphemes and their sound values using Phonemies® (Phonetic Symbols for Kids). This is the foundation of reading and spelling and helps unlock self-teaching.
With the exception of MySpeekie®, where the primary purpose is AAC and communication, the core purpose of our courses is the same: to help every child start self-teaching reading and spelling as quickly and easily as possible.
How we achieve that will look very different depending on the child, their stage of development, what they already know and the context in which they are learning.
That might mean working with a toddler who already has strong phonemic awareness, supporting 25 children working at different stages in a Reception classroom, helping a child with an EHCP who has struggled with synthetic phonics, or supporting an older child with dyslexia who is unable to keep up with age-related reading and spelling demands.
The destination is the same: children who have developed the word-mapping skills they need to become self-teaching readers and spellers, so that they can work out unfamiliar words, check their mapping when they need to, and retain new words for future reading and spelling.
We want every child to reach that point as quickly and easily as possible, with as much explicit instruction as they need, and no more.