Where Differences are Strengths and Every Child Belongs
DYSLEXIA WHISPERERS: Specialists in Identifying, Supporting and Celebrating Learning Differences in Toddlers. Dyslexia Re-RoutED!
Steps to Stories
The One, Two, Three and Away! books, also known as The Village With Three Corners, open the door to real reading. Written so that children can experience the joy of stories, they feature familiar characters, gentle humour, and carefully structured text that builds confidence and helps early readers see themselves as readers. Story Peg People can be used to act out the tales and to encourage speaking and listening skills.
The first 52 books are Monster Mapped® for dyslexic learners, allowing them to see much of what is hidden when reading is taught through a synthetic phonics programme. Within The Village With Three Corners, word mapping grows into true understanding, and books become something to love rather than simply something to learn.
These books are powerful because they introduce high-frequency words within predictable, repetitive stories. Children meet the words they will encounter most in contexts that help them remember and use them, and they use the tech to bond speech sounds, spelling and meaning in the orthographic lexicon. Synthetic phonics programmes typically restrict such words, which can create a gap between what children can decode and the words they meet in authentic reading. In many schools common exception words are not mapped orthographically.
By showing every word mapped, the Monster Mapped® editions of One, Two, Three and Away! remove that barrier. The code is visible, so children are never left guessing. They can enjoy these stories alongside their Core Code Level readers, with each serving a different but complementary purpose.
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The books are the classic One, Two, Three and Away! series by Sheila McCullagh, published by The Reading Hut Ltd and available to libraries through Askews, Gardners, and other major suppliers.
Please download the pdf and ask your local library to stock a set so more children can enjoy them. Here they are on display in Surrey!
Alfie is lucky enough to have the books included in his EHCP (Education, Health and Care Plan).
Please choose prevention over remediation. It is far easier for everyone.
Inclusive Learning Plan – The Flow
To ensure that no child is left behind, and that you are attuned to the speech-sound processing needs of each child, regardless of when you start this, please begin with the 10-Day Speech Sound Play Plan at SpeechSoundPlay.com and continue until the children have mastered the Green and Purple Core Code Levels by using the Speech Sound Pics® (SSP) Approach tech-based activities.
There is an adapted Speech Sound Play Plan for children in KS2. They need to use Duck Hands, Speech Sound Lines and Numbers, and know the Monster Sounds - and will learn how to use the tech. The MyWordz technology facilitates independent mapping.
Sound Pics® refer to the 'pictures of the speech sounds' ie graphemes. We are making clear which letters connect, and show this with the Code Mapping® algorithm, with words show in black/ grey. Have a free play here.
This means there is less “teaching” from adults and more learning. Guide the child to use the resources and technology to figure it out themselves. Because the words are Code Mapped® to show the graphemes and Monster Mapped® to show the sound value, you are not needed other than for support and to monitor progress. You will learn to map words effectively with the child. The code is visible, and no prior knowledge of grapheme-to-phoneme correspondences (GPCs) is needed as a prerequisite.
There are Core Code Level readers to accompany the Green and Purple Code Level activities, (MonsterMappedWords.com) and skills and concepts should be reinforced and consolidated using the Monster Spelling Piano app for tablets (MonsterSpellingPiano.com)
Children are also learning high-frequency words with the Duck Level resources and using the Monster Spelling Piano. It is not really about the words; it is about the new mapping knowledge they acquire by seeing the graphemes while hearing the associated sounds. It is about brains becoming pattern seekers, with a visible code, so they begin self-teaching.
Children also use the MyWordz® technology (MyWordzTechnology.com) to reinforce the universally accepted phoneme-to-grapheme correspondences (GPCs) and they understand there may be discrepancies according to how they speak. Non-speaking children have the added bonus that the technology provides them with a voice.
When they have mastered the Green and Purple Code Levels (check with the assessment booklet in the shop at SpeechSoundPlay.com/shop) you can start this handbook and the Monster Mapped pre-readers. You can continue with the Speech Sound Pics Approach Yellow and Blue Core Code Level activities and high-frequency words at the same time. By the end of the Blue Code Level most children will be moving quickly through the Monster Mapped® One, Two, Three and Away! Introductory readers A- P and on their way to self-teaching, when all they need to do is read. The final chapter in the Word Mapping Mastery adapted One, Two, Three and Away! handbook outlines how we use build spelling brains, while exploring Mapped Words®, making reading even easier.
Teacher Handbook can be ordered here shortly.
