sipps (k-12) - Center for the Collaborative Classroom

Transcription

DSC
SIPPS
®
1250 53rd Street, Suite 3
Emeryville, CA 94608-2965
800.666.7270 * fax: 510.842.0348
devstu.org
Grades
K–12
Systematic Instruction in Phonological Awareness, Phonics, and Sight Words
Nonprofit. Mission Driven. Research Based. Since 1980.
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Solutions for Struggling Readers
DSC
SPS-BROCHK12-2012
Cover photo © Britta Stratton
devstu.org
Our Mission
Developmental Studies Center (DSC) is a nonprofit educational publisher dedicated to
children’s academic, ethical, and social development. Since 1980, DSC has developed
school-based and after-school programs that help children develop capacities to think
deeply and critically so they will continue learning throughout their lives and strengthen
their commitment to such values as kindness, helpfulness, personal responsibility, and
respect for others.
We Believe
In Building Community
• By giving students a voice, encouraging their confidence and autonomy
• By engendering a sense of belonging and attachment to school
• By teaching students to work cooperatively and responsibly
• By developing cross-age buddy relationships and activities for families
In Preparing Teachers
• With materials that scaffold their learning
• With tools and strategies that build gradually in complexity
• With assessment and reflection activities to improve teacher practice
In Academic Rigor for All Students
• That invites students to construct meaning
• That demands that students do the thinking
• That deepens understanding and learning through partner work
In the Power of the Principal
• To provide resources and support for ongoing instructional leadership
• To use tools that model the values and set the vision and expectations
• To play a key role in effective program implementation
In Professional Development
• That reflects the constructivist pedagogy of our materials through interactive workshops
• That facilitates the effective use of cooperative structures to support thinking and interaction
• That engages participants in building the skills and understanding to implement our work
Table of Contents
2
Overview
An Uncommon Response to the Common Core—Decoding and Fluency . . . . . . . . . . . . 2
Professional Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Workshop Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
A Solution for Struggling Readers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
SIPPS,® Third Edition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
What’s So Special? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Reading Across the Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Scientific Basis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Research Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
High School Outcome Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Helping Struggling High Schoolers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Placement and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
RtI: For Reading Intervention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
SIPPS Fits in Tiers I, II, and III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
SIPPS Supports English Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
26
Beginning Level
36
Extension Level
48
SIPPS Plus
60
Challenge Level
Beginning Level Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Student Reading Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Routines and Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
26
28
30
32
Extension Level Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Student Reading Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Routines and Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Fluency Practice Library, Grades 1–3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
SIPPS Plus Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Student Reading Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Hi/Lo Fluency Practice Library, Grades 4–12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Challenge Level Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Intervention for Grades 3–5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Intervention for Grades 9–12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Other Programs from DSC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Foundation Funding for Developmental Studies Center . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
An Uncommon Response to the
Common Core—Decoding and Fluency
The Common Core State Standards define what all students are expected to know
and be able to do, but “not how teachers should teach.”1 The SIPPS ® (Systematic
Instruction in Phonological Awareness, Phonics, and Sight Words) program offers
systematic, interactive instructional routines that incorporate the Common Core
vision for foundational skills in reading through differentiated instruction.
The Common Core State Standards
expect students to:
• Demonstrate an understanding of spoken words,
syllables, and sounds
• Know and apply grade-level phonics and word
analysis skills in decoding words
• Read with sufficient accuracy and fluency to
support comprehension
•R
ead with automaticity, accuracy, and prosody
across genres and disciplines
The SIPPS program invites students to:
• Engage with books at appropriate levels to build
fluency and increase confidence
• Respond orally and receive immediate, strategic
feedback
• Monitor and reflect on their growth across
increasingly complex texts
• Read leveled stories to practice the words and
concepts that have been taught
• Read widely and deeply across genres and
disciplines
Photo © Ereloom Studios
Common Core State Standards Initiative, Common Core State Standards for English Language Arts & Literacy in History/ Social Studies, Science,
and Technical Subjects, “Introduction,” June 2, 2010, 6.
1
2
DEVELOPMENTAL STUDIES CENTER
SIPPS® Grades K–12
What do you think this syllable means?
With the SIPPS® program, students learn polysyllabic
decoding strategies, including syllabic patterns and
meanings for common prefixes, suffixes, and roots
that help them unlock multiple-syllable words with
confidence and accuracy.
SIPPS works because students learn just what they
need, not what they already know.
The SIPPS program provides:
• Levels of instruction that move from the alphabetic
principle through spelling patterns to polysyllabic
strategies
• Reading materials for students that correspond to
instruction and are age-appropriate, high-interest,
and very compelling
• Initial and ongoing assessments to support datadriven instructional decisions to determine student
placement, lesson pace, and delivery
Electronic Correlation Database
DSC offers an in-depth correlation to the
Standards of DSC’s literacy programs for the
purpose of creating lessons that prepare
students for success. This database is searchable by standard, SIPPS program level, and
lesson. To access the DSC database, please
visit devstu.org/ccss.
• Instruction that helps students develop into
independent readers who read with accuracy,
automaticity, and prosody
• Opportunities for students to respond to what they
have read as they monitor comprehension and
develop and support their opinions
• Additional word lists and materials to easily reteach
concepts to match students’ learning pace
For orders, information, and samples, visit devstu.org or call 800.666.7270.
3
Professional Development
SIPPS® workshops and follow-up support provide teachers with opportunities to reflect
and refine their own practice while providing tools and strategies to help their students
become better readers. SIPPS professional development helps teachers understand
how to assess which students need phonics and where to start these students in the
program. Teachers will leave with an understanding of how to teach decoding skills
to students and how to gauge student progress. Our experienced team of professional
developers can support schools and districts in a variety of ways.
Support for Teachers
Teachers will receive carefully planned professional
development. Novice teachers as well as seasoned
veterans will find their thinking and experience
valued. This support can take the form of hands-on
workshops, coaching, and lesson studies.
Classroom Support
DSC staff developers can provide one-on-one
support for teachers. This support often involves:
carefully planning a lesson together; lesson observation, modeling, or co-teaching; and a reflective
debrief of the lesson. This model can also be
adapted for small groups of teachers, such as
grade-level groups.
Support for Coaches and District Staff
Developers
We believe that building district capacity is essential
to successful program implementation. District
leaders, coaches, and staff developers can participate
in an array of professional development offerings
from DSC. Our professional development services
are designed to help them learn the program while
they acquire new tools and strategies to support and
improve instruction.
I appreciate how supportive the SIPPS program is for teachers. It pleases me
that new teachers can implement SIPPS immediately–the same as our veteran
teachers. It’s all laid out for them, and it is our schoolwide expectation and plan.
This is a high stakes environment, and our new teachers have to and can hit the
ground running.”
4
— Terry Metzger, principal, Marengo Ranch School
Workshop Options
Professional development sessions are conducted by experienced teacher leaders—classroom teachers, reading specialists, resource teachers, and district leaders who have used
the SIPPS® program successfully. These sessions can be in-person or virtual workshops.
SIPPS Workshops
Other Staff Development Options
DSC workshops integrate product-specific
information with instructional tools and strategies.
The content is rich enough to meet the expectations
of veteran teachers while also serving the needs of
newer teachers.
Overview Session (2–3 Hours)
During the overview of the SIPPS program,
participants will:
• Reflect on the challenges they face when teaching
reading and examine how SIPPS meets the needs
of students
• Review program placement assessment and
mastery tests
• Understand how SIPPS correlates to the Common
Core State Standards Foundational Skills for either
initial instruction or intervention
Schools typically schedule a one-day initial
professional development session, either for
pre-implementation training or as refresher
sessions during the school year. Other options
are also available.
One-day Initial Professional
Development Session
Participants will:
• Reflect on the challenges they face when teaching
reading and examine how SIPPS meets the needs
of students
• Review program placement assessment and
mastery tests
• Understand how SIPPS correlates to the Common
Core State Standards Foundational Skills for either
initial instruction or intervention
• View and discuss videotaped vignettes of
classroom implementation
• Learn and practice the routines used to teach
decoding skills and sight words
• Discuss the importance of Individualized Daily
Reading (IDR)
Level-specific Sessions
These focus on individual SIPPS levels. Schools
typically use them for a quick start or a refresher.
Follow-up Visits
These can be tailored to the needs of the
school. Typical topics for follow-up professional
development include:
• Interpreting mastery tests
• Using data to make instructional decisions
• Implementing IDR
Follow-up Coaching
Coaching can be tailored to the needs of the school
or district. Typical topics include deepening teacher
practice, observation lessons, and debrief.
Call 800.666.7270, ext. 239, to discuss
professional development for your school
or district.
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A Solution for Struggling Readers
The SIPPS ® program is a systematic decoding program that helps developing
and struggling readers achieve reading fluency so that they can make meaning
of increasingly complex texts. Teachers at all grade levels can provide timely
intervention for struggling readers with the program’s consistent lessons, daily
routines, mastery learning approach, and special strategies for polysyllabic words.
Working with Younger Students
Working with Older Students
The SIPPS program provides the kind of structure
that beginning readers need—especially those who
are struggling with decoding. Systematic lessons
and daily routines help students who didn’t get the
basics the first time through. Regular assessments
help teachers pace the lessons appropriately, and
additional word lists make it easier to reteach
concepts when necessary.
For students in grades 4–12, SIPPS Challenge
Level may be all they need. Using SIPPS Challenge
Level, where the focus is on learning polysyllabic
strategies, older students acquire the skills they
need to read grade-level texts and understand
content-area vocabulary. Challenge Level also
provides a review of single-syllables and phonics for
students who need more basic skill development.
The SIPPS Plus program has age-appropriate reading
materials for students grades 4–12 who still need
help with decoding.
Level
Beginning
Extension
Challenge
K
1
2
3
3
p
p
p
3
p
p
3
3
Plus
4
5
6
7–8
9–12
p
p
p
p
p
p
p
p
p
p
3 = Grade-level instruction p = Below grade-level instruction
6
Decoding Mastery Can Happen Quickly!
The program starts with short vowels, simple consonant sounds, and highfrequency irregular words. It progresses to complex vowels and continues through
the polysyllabic strategies that are critical for content-area reading. The SIPPS ®
program can serve as either an initial decoding program or an intervention for
students who are struggling with reading. Using initial and ongoing assessments,
the program places students in small groups according to where they are and
moves them along as quickly as they can progress.
For Readers in Grades K–3
For Readers in Grades 4–12
Beginning Level
SIPPS Plus
• Short vowels
• Short vowels
• Single consonants
• Final e, r-controlled vowels, and vowel digraphs
• Sight words
• Consonant blends
• High-frequency sight words
Extension Level
• Word patterns
Challenge Level
• Polysyllabic decoding
• Morphemic roots, prefixes, and affixes
• High-frequency academic vocabulary
• Introduction to polysyllabic decoding
Challenge Level
• Polysyllabic decoding
• Morphemic roots, prefixes, and affixes
7
SIPPS,® Third Edition Features
The third edition of the SIPPS program enhances both the students’ learning and the
teacher’s experience in organizing and delivering instruction. New editions include a
Teacher’s Manual in both print and digital formats, interactive planning and instruction
supplements, and organizational tools that allow greater versatility for teachers and
increased lesson support. Online apps work with desktop computers and tablets. The
digital Teacher’s Manual provides access to the SIPPS Assessment app and SIPPS Card
Deck app that creates card decks teachers use with students.
More Flexibility and Interactivity
More Assessment Support
The printed version of the Teacher’s Manual is
presented in a three-ring binder to offer greater
flexibility in planning and preparing for multiple
group instruction. Printed 2D barcodes allow teachers
to access animated routines and instructional video
clips directly from the Teacher’s Manual.
The digital SIPPS Assessment app allows the teacher
to capture student data from both placement and
mastery tests and provides the following options:
With Placement Tests
• Use a tablet or computer to enter data during
assessment or after data has been collected on
paper
• Place students in instructional groups according
to the results of their assessment
Scan to view an
animation sample
Scan to view a
video sample
Also included is a teacher’s portfolio for instructional
materials that allows the teacher to organize, transport,
and make use of lesson pages and cards for specific
days or groups.
The digital version of the Teacher’s Manual offers
interactivity that enhances the teaching experience,
including embedded professional development
videos, animated routines, and links to online tools
at the teacher’s fingertips. Digital components come
with a three-year subscription, which includes free
upgrades.
8
• Use a student dashboard to view placement,
mastery, and grouping data
• Automatically generate groups from placement
test results and modify group assignments
manually
With Mastery Tests
• View a cumulative record of each student’s
progress
• View a dashboard for each student for placement,
mastery tests, and teacher notes
Digital SIPPS® Card Deck App
The SIPPS handheld cards are available in print as
well as through a new online tool that allows the
teacher to:
• Manage separate digital card decks for
different groups
• Review each deck and manually add or
remove cards
• Automatically shuffle cards for each use
• Automatically add cards for the next lesson
• Automatically review missed phonemes or sight
words during the lesson
The SIPPS Card Deck app is designed to follow the
scope and sequence of each card-based lesson in
each SIPPS level, automating tasks for the teacher
and giving him the ability to manually make
changes to the card deck as needed. The Card
Deck app eliminates the need to store and manage
multiple sets of physical decks.
DSC Learning Hub
The online DSC Learning Hub supports teacher
preparation and delivery of instruction with digital
resources, including:
• Digital Teacher’s Manual that includes embedded
professional development video clips on
implementation, animated routines, and links
to additional information
• SIPPS Assessment app
• SIPPS Card Deck app
Digital components come with a three-year subscription,
which includes free upgrades.
Digital Teacher’s Manual
The new interactive digital manuals offer:
• Instructional videos of model routines
• Animations of all routines used in the lessons
• Direct access to the digital SIPPS Assessment app
which captures student data from placement and
mastery tests and displays a dashboard for at-a-glance
student data
• Links to the digital SIPPS Card Deck app
Explore the new digital resources!
Start a free trial account at teach.devstu.org.
9
What’s So Special?
The program uses a unique process and specialized content to help students
develop fluency. Teachers work with students in small groups to build decoding
and spelling skills in a systematic way.
Research Based
Assessment Informs Instruction
The pedagogy and practice of the SIPPS® program
is based on research that supports a systematic,
comprehensive approach to decoding. This
approach includes phonological awareness,
phonics, the building of sight-word vocabulary,
specific strategies for polysyllabic decoding, and
daily reading practice in appropriately leveled texts.
See pages 16–18 for research references.
Teachers assess students’ knowledge to place them in
the program and establish appropriate instructional
groups. Instruction is developmentally appropriate
for each group.
Systematic and Explicit Instruction
Core routines are used daily. Instruction is guided
by a scope and sequence of phonemic awareness,
phonics, and structural analysis. Teachers use direct
instruction and modeling to introduce critical
content, guide student practice, and apply the
lessons to reading and writing.
Use of “Hybrid” Text
The program begins with predictable text in stories
that repeat sentence patterns and control sight
words carefully. It evolves into a hybrid combination
of decodable words and irregular sight words to
help build students’ reading vocabulary.
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Short, quick assessments for phonics and sight
words occur at regular intervals in the lessons to
help teachers determine lesson pace and delivery.
Monitoring daily reading provides additional
assessment information.
Polysyllabic Strategies
Challenge Level provides strategies for decoding
longer words and guided practice in applying
them. It also includes extensive word lists as well as
instruction in irregular sight syllables and commonly
used Latin prefixes, suffixes, and roots.
Consistent, Interactive Routines
In daily lessons, teachers repeat the same interactive
routines using verbal prompts and hand movements
that require students to respond orally. The routines
are engaging and help students learn phonemic
awareness skills, spelling-sound combinations,
and sight words. The routines repeat regularly and
become familiar structures in which students can
focus on phonics and sight-word learning.
Effective, Efficient Intervention
for Struggling Readers
Using SIPPS® Plus or Challenge Level, students
in grades 4 through 12 quickly acquire the skills
they need to read and understand grade-level
texts. Effective instructional routines and targeted
instruction accelerate struggling students’ progress
through the program.
Immediate Strategic Feedback
When students make mistakes, teachers use
prompts to help them arrive at the correct
response themselves. The SIPPS program
emphasizes understanding rather than
rote memorization.
Individualized Daily Reading (IDR)
Students build fluency by quietly reading aloud
to themselves for 10 to 30 minutes a day. In the
early lessons, the fluency reading practice is linked
with each lesson, and students read decodable
books provided with the program. By the middle
of Extension Level, students practice the lesson
ideas by reading trade books at their level.
SIPPS Plus provides appropriate reading material
in Dreams on Wheels. Leveled trade books for IDR
are available separately.
The impact of using transformations is that [students] get the thrill of decoding
a really difficult word, once it’s broken into syllables. They see a long, unfamiliar
word, and they break it into chunks, and they get that click.”
— Sher Raquel, grade 3 teacher
11
Reading Across the Day
A student who is college- and career-ready seeks wide, deep, and thoughtful
engagement with information and others through provocative conversations that
expand his or her worldview.
Successful students have reading experiences throughout the day in order to
become proficient readers who can make meaning of increasingly complex texts.
DSC Believes that Every Child Is a Reader
•Every child reads something he chooses.
•Every child reads something she understands.
•Every child talks with his or her peers about reading and writing.
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The Standards expect successful readers to:
•Read a wide variety of high-quality, increasingly complex texts across disciplines
and genres
•Read for key ideas, details, craft, and structure, and integrate knowledge and ideas
•Be productive members of conversations and engage in provocative talk about texts
with their teacher and peers
Ask yourself:
•In what ways can I plan for and support reading across the day?
•Do I have enough reading books for appropriate Individualized Daily
Reading selection?
•Am I making adequate time for students to really read each day?
13
Scientific Basis
Beginning readers need a comprehensive
approach.
Specific methods improve phonemic
awareness.
Snow, Burns, and Griffin say that beginning readers
need four things: “explicit instruction and practice
that lead to an appreciation that spoken words are
made up of smaller units of sounds; familiarity with
spelling-sound correspondences and common
spelling conventions and their use in identifying
printed words; ‘sight’ recognition of frequent words;
and independent reading, including reading aloud.” 1
According to the National Reading Panel,
“Instruction that taught phoneme manipulation
with letters helped normally developing readers and
at-risk readers acquire phonemic awareness better
than phonemic awareness instruction without
letters. When children were taught phonemic
awareness in small groups, their learning was
greater than when they were taught individually or
in classrooms.” 3
Reading instruction too often skips
polysyllabic decoding.
Regular assessment informs instruction.
Cunningham points out, “The widely held belief that
phonics instruction should be completed by the end
of second grade is partly responsible for children
getting so little help developing the decoding
strategies necessary to unlock the pronunciation
and meanings for those 10,000 new words they
encounter each year.” 2
Snow, Burns, and Griffin say, “Because the ability
to obtain meaning from print depends so strongly
on the development of word-recognition accuracy
and reading fluency, both of the latter should be
regularly assessed in the classroom, permitting
timely and effective instructional response when
difficulty and delay is apparent.” 4
In decoding, our kids perform very well. At the end of third grade, 95% of our
students are reading at grade level. They are very comfortable with grade level
text, and can perform on our reading assessment tests.”
— Donna Tabaie, reading specialist
14
A systematic phonics approach is key.
Beginners need better reading materials.
The National Reading Panel says, “Findings provide
solid support for the conclusion that systematic
phonics instruction makes a bigger contribution
to children’s growth in reading than alternative
programs providing unsystematic or no phonics
instruction.” 5
Elfreda Hiebert says, “The ideal situation would
be to use texts that have more engaging content
and language than many of the phonetically
regular texts of the past and that provide more
opportunities to apply phonics strategies than
most, if not all, of the little [sight-word] books and
literature-based programs of the present.” 7
Training for fluency is essential.
According to the National Reading Panel, “Fluency,
the ability to read a text quickly, accurately, and with
proper expression, has been described as the ‘most
neglected’ reading skill.” 6
References
1. Catherine E. Snow, M. Susan Burns, and Peg Griffin, eds.,
Preventing Reading Difficulties in Young Children
(Washington, DC: The National Academies Press, 1998), p. 7.
4. Snow, Burns, and Griffin, p. 7.
2. C. Cunningham, “The Multisyllabic Word Dilemma: Helping
Students Build Meaning, Spell, and Read ‘Big’ Words,” Reading
and Writing Quarterly: Overcoming Learning Difficulties, 13 no. 2,
(1998): pp. 189–218.
6. National Reading Panel, pp. 2–92.
5. National Reading Panel, pp. 2–92.
7. Elfreda H. Hiebert, “Text Matters in Learning to Read.”
The Reading Teacher, 52 (1999): pp. 552–566.
3. National Reading Panel, Teaching Children to Read: An EvidenceBased Assessment of the Scientific Research Literature on Reading
and Its Implications for Reading Instruction. Reports of the
Subgroups (Bethesda, MD: National Institute of Child Health
and Human Development), pp. 2–4.
Reading used to be hard in first grade. But my teacher taught me about syllables.
Now I can see little pieces of words, and it’s easy for me.”
— Angelica, grade 2 student
15
All Students
Research Results
Research Studies Show Student Gains
The SIPPS® program is more effective than other
programs of its kind. The program was evaluated in
a comparative study in California: two schools used
the SIPPS program and two schools used another
systematic phonics program.
Growth in Grade Equivalents
1.8
1.6
1.4
1.2
1.0
0.8
0.6
After
seven months of instruction, students using
the
0.4SIPPS program showed significantly greater
gains on a normed assessment test. The gains with
0.2
the SIPPS program are even higher for students of
0.0 socioeconomic status (SES) and for English
low
Language Learners (ELLs).
Comparison Students
SIPPS Students
Low SES Students
1.8
1.8
1.6
1.6
All Students
1.4
1.2
1.0
0.8
0.6
0.4
0.2
0.8
0.6
0.4
0.2
Comparison Students
SIPPS Students
SIPPS Students
1.8
rade Equivalents
1.0
Comparison Students
Low SES Students
1.6
1.4
1.2
1.0
1.2
0.0
0.0
16
1.4
Closing the Gap
Research Study Conditions
The SIPPS® program helps ELL students close the gap
with English-only students. As well as the Englishspeaking students did in the study, the ELL students
had twice the gains in the same seven-month
period of instruction.
• 2 SIPPS schools, one with a large ELL,
low-SES population
• 2 matched comparison schools using another
phonics program
• 547 students in grades 1–3
• Assessment in fall and spring, after seven
months of instruction
• Slosson Oral Reading Test as the
assessment instrument
60
Average Percentile Rank
55
50
45
40
35
30
25
20
Pre-test
Post-test
Gains in decoding from pre-test to post-test on the Slosson Oral
Reading Test for English-speaking and Spanish-speaking students.
Napa, California, 2001–02 school year.
English-speaking SIPPS Students
Spanish-speaking SIPPS Students
17
High School Outcome Data
Classroom research and teacher observation show that the SIPPS® program, when
used for intervention, is highly effective for a broad range of students.
Grades 9–12 Outcome Data
Decoding Gains
In summer 2004, in a large urban school district
(78,000 students), 56 middle and high school students
who were reading far below grade level completed a
six-week reading course with SIPPS curricula as the
core program. Outcome data, gathered from tests
outside of the SIPPS program, showed more than
three times the gains over the previous summer, when
a different core program was used.
At the end of the six-week session, the average
decoding gain was 12.5 standard score units in both
sight-word and decoding efficiency. This was more
than three times the gain found in 2003 when a
different program was used.
14
Details of the Study
• Urban school district
• 56 students, grades 9–12, reading
below grade level
• Summer program
• Six weeks of instruction
• Pre- and post-testing using TOWRE
(Test of Word Reading Efficiency)
Standard Score Units
12
10
8
6
4
2
0
2003
Core Program—Other
2004
Core Program—SIPPS
Comparison between 2003 and 2004 high school summer
school program students’ average Test of Word Reading
Efficiency (TOWRE) pre- and post-test gains.
18
Helping Struggling High Schoolers
Each summer, the Austin Independent School District conducts an intensive sixweek program for struggling readers in high school. In summer 2004, teachers
used the SIPPS Plus and Challenge Level programs—with impressive results.
Decoding Gains
With the SIPPS program, we saw
gains in phonemic decoding efficiency
ranging from six months to four
years—a dramatic increase compared
to programs we used in previous
summers. It’s pretty common to see
increases in sight-word efficiency. But
phonemic decoding is what they’ll be
using to attack that new high school
vocabulary.”
Fluency Gains
We also saw a steady improvement
in fluency. Decoding is complex, so
students often experience a decrease in
fluency before they begin to improve.
However, the SIPPS routines were
easy for the kids to internalize quickly,
and we saw fluency gains parallel to
decoding gains.”
Photo © David Omer
Here’s how Allyson Frost, dyslexia support specialist, talks about the experience.
Student Acceptance
Our students bought into the SIPPS
program, recognizing it as appropriate
to their status as teenagers. They often
said that it respects them. That goes
a long way with kids who have had
years of stigmatization for their lack of
reading ability.”
19
Placement and Assessment
The SIPPS ® program includes initial and ongoing assessment that helps teachers
determine when to introduce the lessons and how much repetition is needed
to ensure mastery.
Forms of Assessment
Teachers use various assessment methods to
help place students in groups and determine
the appropriate lesson pacing.
• Initial assessment of basic phonics and irregular
word recognition
• Evaluation of choral responses during the lessons
• Regular mastery tests in Beginning, Extension,
and SIPPS Plus
• Periodic progress monitoring in Challenge Level
• Informal observation during daily classroom
reading tasks
Placement and Grouping
The SIPPS assessment can be used to assess
students and place them at the appropriate starting
point in the appropriate level. For instruction it
is best to group students according to their level
of reading development. Even when students
are at a similar starting point, groups no larger
than 10 are recommended, and groups of 6–8
are preferable. As the teacher proceeds through
the lessons, she will note that some students
seem to be progressing faster than others and
that groups may need to be rearranged. This
flexibility allows students to move through the
program as quickly as they can progress.
20
SIPPS Assessment Materials:
Print and Digital
Assessment materials in the printed Teacher’s
Manuals are also available in an online data
collection tool—the SIPPS Assessment app. The
assessments are easy to implement and help
the teacher place students in the right lesson to
maximize their potential for success. Assessment
tools and instructional support also help the
teacher monitor student progress and regroup
students throughout the year.
Using the online SIPPS Assessment app in
conjunction with the online SIPPS Card Deck app,
a teacher can access and use digital card decks
built automatically based on assessment results.
The teacher can also assess a number of students
for placement in the program, automatically group
them, make any manual changes that are required,
and then immediately view a card deck generated
for each resulting group. New cards are introduced
sequentially with each lesson and then shuffled
into the deck for subsequent lessons. The teacher
also has the option to manually remove cards that
students have already mastered along the way.
Using the SIPPS® Assessment app to collect assessment data, a teacher can
place students at the correct lesson level and group using a placement test.
The app is accessible via desktop computer or tablet.
From a desktop computer or tablet, the SIPPS Card Deck app enables a
teacher to access and modify automatically created digital card decks,
customized to fit student assessment results.
21
RtI: For Reading Intervention
The intent of Response to Intervention (RtI) is to avoid misdiagnosis or inappropriate
diagnosis of students with learning disabilities. RtI emphasizes providing more
effective reading instruction by encouraging earlier intervention for students who
are experiencing difficulty learning to read, with precise assessment and systematic
instruction. The SIPPS® program supports the requirements of RtI and aligns with the
Foundational Skills Standards of the Common Core.
The RtI Model
Meeting the Needs for Each Tier
Tier III: Individualized, intensive interventions
Tier II: Targeted small-group interventions
Tier III = 5%
Tier I: Core instruction for whole group
Tier II = 15%
Tier I = 80%
Behavior Support
Reading Intervention
RtI Components
•Quality instruction: SIPPS provides routines,
immediate feedback, and corrective procedures.
•Small-group instruction: SIPPS places students
for small-group instruction according to need.
•Assessment: SIPPS provides ongoing placement
and assessment that informs instruction.
•Scientifically based research: SIPPS is supported
by gold standard studies that demonstrate
effectiveness (see pages 16–18).
•Reading materials match instruction: Students
read and practice with texts that support the
instructional concepts.
22
•Differentiated instruction: SIPPS places students
at the right point of entry, according to identified
need.
SIPPS® Fits in Tiers I, II, and III
Photo © Harry Cutting
Tier I
Tier III
Students receive instruction from a teacher in their
homeroom. Teachers group students by decoding
needs and monitor instruction every 5–10 lessons.
Students are grouped based on assessment and
receive instruction in small groups. Intervention can
be individualized by reteaching with alternate lessons
for students who need a slower pace. Assessment
occurs every 5–10 lessons. Instruction at this level is
particularly effective with dyslexic students.
Tier II
Students are pulled out of classrooms and receive
targeted instruction in a group of 3–6 students.
Often an intervention teacher or reading specialist
pulls students with similar needs from various
classrooms. Classroom teachers can also teach
small groups of students in a homeroom setting.
Instruction is monitored every 5–10 lessons.
23
SIPPS Supports
English Language Learners
®
All levels of the SIPPS program make it easy for teachers to work with English
Language Learners along with the rest of the class. Here are the reasons why:
Oral Lessons
New Content for Review Lessons
• SIPPS teachers provide consistent and understandable oral cues.
• Teachers have additional content to use when
repeating lessons.
• Responding chorally gives students an opportunity
to read and speak in a safe environment.
• Challenge Level includes practice words at three
vocabulary levels.
• Oral practice allows the teacher to provide
immediate strategic feedback.
High-frequency Words
• Sight words in the SIPPS program are selected for
their high frequency in educational material.
• Initial stories focus on sentence patterns combined
with high-frequency sight words.
• Subsequent stories use decodable language
combined with high-frequency sight words.
• Less common words are purposefully avoided.
My kids arrived recently from Mexico. They had never been exposed to the English
language at all. SIPPS was wonderful because I knew exactly where the students
needed to begin and where they needed to go from there. What I really love is
[that SIPPS] gives alternative word lists so I can go back and reteach and not use
the same words.”
— Imelda Mendoza, summer reading teacher
24
ELD/ELA Standards
SIPPS® Program Features
Word Analysis:
Phonological awareness
• Interactive instruction in regular routines teaches rhyming;
identifying beginning and ending sounds; and blending,
segmenting, and manipulating sounds in a word.
Decoding and word recognition
• L essons focus on 43 of the most consistent and frequent
spelling-sound relationships.
• Instruction includes learning sight syllables, building
sight-word vocabulary, and mastering explicit strategies
for decoding polysyllabic words.
Fluency
• S tudents read daily at their appropriate reading levels.
• Supervised independent reading ensures the application
of decoding instruction to build speed and fluency.
Vocabulary development
• Hybrid text combines high-frequency sight words and
decodable words.
• Routines teach definitions of Latin prefixes, suffixes,
and roots.
• Guided spelling teaches students to build words and their
personal vocabulary.
25
Beginning Level Overview
Entry Knowledge and Goal
Students usually begin this phase knowing some
letters, sounds, and sight words. By the end of this
level, they will understand and use short vowels,
know 73 sight words, and be able to read and spell
new words.
Instructional Content
• Phonological awareness
• Short vowels
• Single consonants
• Sight words
Students learn concepts of print, gain phonological
awareness (especially blending and segmentation),
and learn initial phonics (consonants, consonant
digraphs, and short vowels) and high-frequency
sight words (both regular and irregular). Because
students’ knowledge is limited, the reading practice
material is specifically designed to match the
phonics content and sight words being taught.
Each lesson requires 30–40 minutes of instruction
plus 10–20 minutes of individual practice reading.
What’s Included
• Initial assessment and placement procedures
• Material for 55–114 lessons (the number taught
depends on pace and the need for review)
• Mastery tests
• Digital resources (see pages 8–9)
– Digital Teacher’s Manual that includes embedded professional development video clips on
– SIPPS® Assessment app
– Digital SIPPS Card Deck app
– Digital components come with a three-year
subscription, which includes free upgrades.
The SIPPS program works because the kids enjoy getting the books. They like
them because they’re successful. Our state standards require that all kindergarteners know the short vowels. I like SIPPS, which comes with 55 books.
With double word lists for each lesson, I can use them for 110 lessons if I need
to reteach. All of the short vowels and many sight words are covered by Little
Book 40 in Beginning Level. What is so nice is that besides the Little Books, that
the students are excited to hold and to read, the stories also come in big wall
charts that I point to, and I know that each child is with me. Each story also
comes in master sheets that go home. My students have all the stories that they
have read at home for practice anytime they want.”
— Linda Ekstrom, kindergarten teacher
26
SIPPS® Beginning
Teacher’s Manual binder
Teacher’s portfolio for
instructional materials
Reproducible Practice
Reading Stories
Story Posters
Box of Little Books
(6 sets)
Handheld SpellingSound Cards (2 sets)
Routines and Sounds DVD
Sight Word
Wall Cards
Presentation Materials
CD-ROM
Spelling-Sound
Wall Cards
Handheld Sight
Word Cards (2 sets)
Digital Resources
• Digital Teacher’s
Manual (tablet not
included)
• SIPPS® Assessment app
NOTE: For current pricing or a list of components available
separately, please contact your local DSC representative,
visit devstu.org, or call 800.666.7270.
27
Student Reading Materials
In the SIPPS® Beginning Level, students focus on the alphabetic principle.
They learn concepts of print, gain phonological awareness (especially blending
and segmentation), and learn initial phonics (consonants, consonant digraphs,
and short vowels) and high-frequency sight words (both regular and irregular).
Throughout the Beginning Level, students read decodable books that match
the instruction.
Decodable Stories in Multiple Formats
61 stories—one for each lesson—come in three formats. Each of the formats listed below contains the
same decodable content. Additionally, a CD-ROM containing all the reproducible pages is included if
additional practice at home is needed.
The printed materials include:
I See Me
1A
• Story posters, one for each lesson
I see.
• Individual Little Books (6 sets, 366 books)
• 8½" × 11" blackline masters
I see 2 eyes.
I see 1 nose.
I see 2 ears.
I see 1 mouth.
I see 1 chin.
I see hair.
I see me.
SIPPS® Beginning Level
Story posters for group instruction
28
SIPPS® Beginning
12
®
SIPPS
Can We See?
SIPPS
®
l
Beginning Leve
DSC
lbine
r and John Shefe
Studies Cente
r
Developmental
ntal Studies Cente
by Developme
ldridge, © 2013
Can I see the man?
You see the mat.
61 individual Little Books for in-school practice reading
®
SIPPS
l
Beginning Leve
Third Edition
1 See
actice I Can
r
P
le
ib
c
u
d
o
r
p
Can I see the car?
Re
s
Reading Storie
6
2
1-61003-159-
!z!”
B0*KNLPTM( +;!z!”
SPS3-RBB
a
Title
7
Can You
1a See
Title Me?
You see me.
I can see the car.
Can you see the tree?
Can you see 2 trucks?
Can you see me?
You can see 2 trucks.
You see the rock.
Can I see the bike?
You can see me.
I can see the bike.
Can you see the car?
Can you see 2 planes?
Can you see me?
You can see the planes.
You can see me.
8½" × 11" blackline masters to reproduce the stories
for take-home practice reading
29
Scope and Sequence
Lesson
Phonological Awareness
Phonics
Sight Words
1A–1D
Oral Blending of Words and Syllables;
Segmentation of Words and Syllables
s
see, I
2A–2D
3
4
Oral Blending of Onsets and Rimes;
Segmentation of First, Middle, and Last Sounds
can
5
me
6
7
8
Oral Blending of Phonemes;
m
on
9
a_
is
10
the
n
t
you
and
we
yes
Mastery Test 1
30
11
12
13
14
15
16
17
18
19
Oral Blending of Phonemes; Segmentation
a_
f
are
no
isn’t
he
she
get
can’t
under
to
20
Mastery Test 2
21
22
23
24
25
26
27
28
29
30
Mastery Test 3
u_
was
h
wasn’t
go
down
saw
my
where
here, by
they, little
put
what, do
i_
r
d
o_
c, k, _ck
all
b
SIPPS® Beginning
Lesson
31
32
33
34
Recognizing and Producing Rhyming Words;
Segmentation of Onsets and Rimes
35
36
37
38
39
40
Phonics
Sight Words
p
e_
g
like, have
home, said
her, of
out, name
l
some, come,
make
say, says
be, look
there, over
w
want, water
from, for
Mastery Test 4
41
42
43
44
45
46
47
48
49
50
Adding Phonemes (Manipulation)
th(2)
v
sh
find, people
again, many
your, very
were, could
should, would
x, old
one, two
ch, _tch
both, good
does, other
j, _dge
y
woman,
women
every, around
Mastery Test 5
51
Segmentation; Substituting Phonemes (Manipulation)
z
toward, their
52
wh
children, heard
53
_ing
give, live(2)
54
qu_
55
Mastery Test 6
31
Routines and Materials
1 Rereading a Story
2 Phonological Awareness
Rationale
The practice of reading stories chorally, blending
decodable words with teacher guidance, helps
students move beyond context to using spellingsound relationships as their primary reading
strategy.
Rationale
Phonological awareness is the foundation for
the skills necessary for reading and spelling.
Description
Each day, students read two stories chorally as
teachers point to the words on a story poster. Each
story uses words that are decodable and sight
words already taught. (There are a few exceptions,
and these are noted in the Teacher’s Manual.) Each
lesson opens with a rereading of the previous day’s
story. After phoneme play, phonics, and sight-word
instruction, students read the new story for the day.
Teachers do not read the story aloud first. Instead,
teachers help students with sight words and
blending as needed. Sentences with decodable
words are read twice. The first time, decodable
words are sounded (“Sound”) and then blended
(“Read”). Then the sentence is reread without
sounding out the words. Teachers monitor
comprehension by asking a few questions after
each story.
Materials
SIPPS® Story Posters
SIPPS Spelling-Sound Wall Cards
wh_
32
SIPPS ® Beginning © Developmental Studies Center
wheezing whale 25
Description
Through activities that do not involve print,
students first distinguish words and syllables,
then onsets and rimes, and lastly, phonemes. The
activities, generally in a sequence of increasing
difficulty, are oral blending, phoneme recognition,
identifying phoneme position, segmentation,
rhyming, and manipulation. Teachers represent
units of sound by drawing on the board—
horizontal lines for phonemes and boxes for words,
syllables, and rimes. For example, to practice oral
segmentation with a word such as ran, teachers
draw three lines on the board and point to them
in succession as students say the phoneme that
corresponds to each: /rr/ for the first blank, /ăă/
for the second, and /nn/ for the third. This portion
of the lesson lasts less than five minutes. In each
lesson, there are two word lists so that groups
needing to repeat the lesson will have new
practice words the second time.
Materials
Whiteboard or chalkboard (not provided)
SIPPS® Beginning
3 Phonics and Decodable Words
4 Sight Words
Rationale
Explicit and systematic instruction ensures that
students thoroughly learn spelling-sound relationships and further develop phonological awareness.
Rationale
The sight-word strand introduces two kinds of
words. One group is high-frequency, phonetically
irregular words. A second group is high-frequency,
phonetically regular words that are not decodable
when they are introduced. The words in the second
group will become decodable once students have
mastered more letter sounds and blending skills.
Description
Using handheld cards, or the SIPPS® Card Deck
app, and wall cards, teachers introduce new
spelling-sound relationships and review those
already taught. Then students practice blending
and reading decodable words that have been
written on the board. Students begin blending
and reading words as soon as they have learned a
few consonants and an initial vowel. As they learn
more consonants and short vowels, the number
of decodable patterns grows dramatically. The
program emphasizes “continuous blending”—
saying the sounds in a word slowly without pausing
between sounds. There are two lists so that a lesson
may be repeated with new practice words.
Materials
SIPPS Handheld Spelling-Sound Cards
SIPPS Card Deck app
sh
Description
Teachers introduce each sight word in a sentence
and then use handheld cards for practice. Sight
words are also posted on the wall for reference in
spelling or the teacher can use the electronic card
decks to introduce and review sounds and sight
words. Students spell as well as read each sight
word. The spelling focuses their attention on all the
letters in a left-to-right sequence. Previously taught
sight words are reviewed daily; words that are
troublesome are reviewed a second time during
the lesson.
Materials
SIPPS Handheld Sight Word Cards
SIPPS Sight Word Wall Cards
SIPPS Card Deck app
people
Project Name: SIPPS Beginning 2012: Sight Word Cards
Trim size: 4” x 6”
Artist: Laurie Dunne
Comments:
Round: first pages
Date: 12/11/12
File Name: SPS3-SWCB_brochure.indd
Page #: 115
Colors used: K + PMS 2602 (purple)
Printed at: 100%
Editor: Richard Ables
the
Round: first pages
Date: 12/10/12
File Name: SPS3-SWCB.indd
Page #: 115
Printed at: 100%
Comments:
(continues)
33
Routines and Materials (continued)
5 Reading a Story
6 Guided Spelling and Segmentation
Rationale
Reading stories chorally, blending decodable words
with teacher guidance, helps students move beyond
context to using spelling-sound relationships as
their primary reading strategy.
Rationale
Spelling practice coordinated with decoding
instruction strengthens both decoding and spelling
and extends segmentation ability from listening
and reading to spelling. In Guided Spelling and
Segmentation, students learn strategies that can
be applied to many words.
Description
Each day, students read two stories chorally as
teachers point to the words on a story poster.
Each story uses words that are decodable and sight
words already taught. (There are a few exceptions,
and these are noted in the Teacher’s Manual.) Each
lesson opens with a rereading of the previous day’s
story. After phoneme play, phonics, and sight-word
instruction, students read the new story for the day.
Teachers do not read the story aloud first but
instead help students with sight words and
blending as needed. Sentences with decodable
words are read twice. The first time, decodable
words are sounded (“Sound”) and then blended
(“Read”). Then the sentence is reread without
sounding out the words. Teachers monitor
comprehension by asking a few questions after
each story.
Materials
SIPPS® Story Posters
Description
Each day, students spell two decodable words and
write a sentence that contains one decodable word
and one sight word.
This activity is not a test. Instead, teachers model
spelling strategies and help students write the
words successfully. Two spelling lists are provided
so that the lesson can be repeated with new words.
If time is limited, Guided Spelling and Segmentation
can be done as a whole-class activity, even in
classes that have been divided into small groups for
other instruction. If groups are on different lessons,
teachers use the Guided Spelling section of the
lowest group’s lesson.
Materials
Reproducible Guided Spelling and
Segmentation pages in the Teacher’s Manual
Name,
Date, or
Lesson
Number
1.
3.
34
2.
hefelbine
Center
SIPPS® Beginning
7 Fluency Practice
Rationale
Students build fluency and develop confidence
by applying their decoding skill and sight-word
knowledge to independent reading.
Description
As the final activity of each lesson, students sit at
their desks and quietly read aloud to themselves
from their “Little Books” (the story posters in small
book form). Student read three Little Books daily:
the current lesson’s story and the two previous
ones. The practice reading time is an opportunity
for teachers to circulate through the class, listening
to each student and recording accuracy and
observations in student logs kept for this purpose.
After they have read the three stories, students
can read earlier stories or other material at their
reading level. The practice reading period increases
in length as students gain proficiency. Practice
reading may be done with the whole class at one
time rather than in small groups.
Stories for practice reading come in
three formats: Little Books (shown here),
story posters, and blackline masters.
Materials
SIPPS® Little Books
SIPPS®
12
Can We See?
DSC
35
Extension Level Overview
Students typically begin this phase knowing at
least 50 sight words and being able to read and spell
simple short-vowel-pattern words. By the end of this
level, they will be able to read single-syllable words
with complex vowels and more than 150 highfrequency irregular words.
• Inflections
• Final-e words and r-controlled vowels
• Vowel digraphs
Students gain phonological awareness and
learn phonics (beginning with consonant blends
and final-e, then moving on to vowel digraphs,
r-controlled vowels, and generalizations for c and
y) and high-frequency irregular sight words. At first,
students read stories aligned with the lessons, but
they soon move on to easy, leveled trade books
(available separately). This level strongly emphasizes
developing reading fluency.
Each lesson requires about 25 minutes of instruction
plus 30 minutes of individual practice reading.
What’s Included
• Material for 40 lessons (each lesson includes two
word lists so lessons can be repeated)
• Optional spelling lists for memorization
• Mastery tests
• Optional Fluency Practice Library (see pages 45–47)
– Digital SIPPS card app
My goal is to get the kids to where they can read independently. I want to give the
kids as much as I can, as fast as I can. At the end of Beginning Level, they are still
reading out of the Little Books. When they begin Extension Level, they move into
stories and vowel patterns and r-controlled syllables. They learn all of their highfrequency words. Because the stories have chapters, my kids start thinking about
what happens next. We can begin talking about prediction and story elements.
You can take kids from learning to read to reading to learn—and you see that in
one year’s growth. It’s very powerful.”
— Marty Ofenham, grade 1 teacher
36
SIPPS® Extension
CD-ROM
Book of decodable stories (12 books)
Spelling-Sound
Wall Cards
Handheld Sight
Word Cards (2 sets)
Digital Resources
Manual (tablet not
included)
37
In SIPPS® Extension Level, students focus on spelling patterns. They deepen
phonological awareness (with an emphasis on segmentation and manipulation)
and learn phonics (beginning with consonant blends and final e, then moving on
to the vowel digraphs, r-controlled vowels, and generalizations for c and y) and
high-frequency irregular sight words. By the middle of Extension Level, students
are reading simple trade books. In the first 23 lessons of Extension Level,
students read decodable stories that match the instruction, and then transition
to easy-to-read trade books.
Decodable Stories that Lead to
Trade Books
The printed materials include a book of decodable
stories for each student to practice reading in
school. Blackline masters of each story are provided
on the CD-ROM for take-home practice reading.
Decodable stories provided for Review Lessons 1–15
and Lessons 1–23 support students as they become
able to read easy, leveled trade books beginning
in Lesson 24. Reading practice in Lessons 24–40
uses teacher-selected books (available separately),
allowing teachers to tailor levels and interests to
particular students.
SIPPS
®
Story Book
on 4 - on the
review less
black mom
bus
Review
Hispanic family
Lesson
1
Review
Lesson 1
asian vet
r
and daughte
A Picnic
review lesson 2 - picnic
Hispanic boy
this boy is caucasian
I will
Hispanic family
go on a picnic.
Add Mom and Dad. Add Sis and Al. Al is my pal.
We will be on a hill. Add a big mat. We will sit on it.
Add a bat. Al can see me hit!
Add my dog.
Extension
-7
-61003-167
ISBN 978-1
el
®
n Lev
SIPPS Extensio
ponent of
elbine
com
and John Shef
ies Center
ies Center
ental Stud
ental Stud
Developm
t © Developm
opyright ©
el, Copyrigh
by Laura Niki
ustrations
+;!z!”!z!”
IB6B0*KNLQRR(
y(7
Level
Add gas in the van. We can fit in the van.
Add a big box.
DSC
Six. Fill the box. Add hot dogs and ribs and milk.
It will be hot. Add hats and a fan.
SPS3-SBE
ion
el Illustrat
Laura Niki
rs
by Gwen Walte
Represented
30
561.805.97
.com
ArtIncGW@aol
tion
© 2012 laura
2
nikiel illustra
Extension Level book of decodable stories for practice reading
38
3
SIPPS® Extension
Fluency Practice Library for Grades 1–3
During fluency practice, students transition from
decodable text to easy-to-read trade books. A major
fluency goal at this level is to develop students’
automaticity—their ability to decode most words
accurately, quickly, and effortlessly.
Independent reading can help build fluency when
children have engaging books at appropriate
levels. These libraries provide “easy readers” to help
students make the transition from decodable texts
to trade books. The 150-book library is organized
into five collections. Each collection contains 30 titles
representing a range of authors and popular series.
For more information, see pages 45–47.
Sample Fluency Practice Library, grades 1–3 (150 titles)
39
Scope and Sequence
Lesson
Phonics
Sight Words
R1
Oral Blending of Phonemes
a_, i_
the, I, a, see, he, be, she, we, me
R2
o_
no, so, go, my, by, why, fly, under
R3
e_
are, little, some come, do, to, what, have
R4
u_
of, all, ball, call, small, from, here, you
R5
want, for, put, out, our, day, way, play
Mastery Test 1
R6
Segmentation of First, Middle,
and Last Sounds
R7
R8
and Last Sounds
R9
R10
and Last Sounds
th(2)
your, like, saw, old, cold, gold
was, one, does, said
sh, qu_
down, her, they, says
find, over
ch, _tch
any, many
Mastery Test 2
R11
R12
and Last Sounds
R13
R14
and Last Sounds
R15
where, there
ck, _dge, wh_
bird, goes
_ng, _ing (inflectional
ending)
Mastery Test 3
1
sn_, st
their, too, father
2
and Last Sounds
fl_, fr_, s(2) (inflectional
ending)
walk, talk, water
3
gr_, dr_, _es (inflectional
ending)
other, mother, brother
4
and Last Sounds
pl_, sm_, _ed(3) (inflectional food, very, two
ending)
5
sp, cl_, sk, sl_
live(2), give, look, been
a_e, e_e, i_e, o_e, u_e(2)
large, every, after
Mastery Test 4
6
and Last Sounds
7
8
and Last Sounds
9
carry, again, both
_s(2) (inflectional ending
with final-e words)
Mastery Test 5
40
could, would, wild, child
children, friend, school
SIPPS® Extension
Lesson
Phonics
Sight Words
10
and Last Sounds
_ing (inflectional ending
with final-e words)
pull, full, watch
11
12
and Last Sounds
13
move, people, ready
14
and Last Sounds
today, work, great
15
who, push, done
were, don’t, won’t
_ed(3) (inflectional ending
with final-e words)
good, most, read(2)
Mastery Test 6
16
Manipulation
17
Segmentation
ee, ea
gone, few, sure
word, because, love
Mastery Test 7
18
Manipulation
19
Segmentation
20
Manipulation
er, ir, ur
answer, nothing, once
ago, kind, mind
ar
should, ever, never
Mastery Test 8
21
Segmentation
or
even, change, only
22
Manipulation
ai_, _ay
woman, women
23
Segmentation
toward, won, often
24
Manipulation
head, bread, four
25
Segmentation
oa_, ow(2)
beautiful, true, blue
Mastery Test 9
26
Manipulation
Mr., Mrs., Ms., Miss
27
Segmentation
oo(2), _ew(2), -tle
whole, whose, who’s
28
Manipulation
-dle
picture, eye, guess
29
Segmentation
a(l), a(ll), -ble
busy, build, built
30
Manipulation
_igh, wr_, kn_, -gle
hour, buy, month
Mastery Test 10
31
Segmentation
_y, ___y, -ple
shoe, piece, money
32
Manipulation
_es, _ed (inflectional
endings with final-y words)
key, door, floor
33
Segmentation
ou_, ph
half, toe, eight
34
Manipulation
35
Segmentation
tie, pie, lie, young
oi_, _oy
caught, climb
au_, aw
bought, brought, thought
Mastery Test 11
36
Manipulation
37
Segmentation
38
Manipulation
39
Manipulation
since, either, neither
40
Manipulation
heart, enough
learn, heard, earth
c(e), c(i), c(y)
early, group, through
Mastery Test 12
41
3 Polysyllabic Words
Rationale
Phonological awareness is the foundation for the
skills necessary for reading and spelling.
Rationale
Most polysyllabic words cannot be decoded with
just the strategies for single-syllable words. Readers
need to identify syllables (as in un.der.stand and
sim.ple) and morphemic units (as in jump.ing and
un.hurt). SIPPS Extension Level introduces some
strategies for reading polysyllabic words that the
students use to begin decoding common patterns
of polysyllabic words. Polysyllabic word instruction
continues in SIPPS Challenge Level.
Description
students distinguish among phonemes in words.
High-level phonological routines involve segmentation (e.g., ran into “rr-ăă-nn”) and manipulation
(e.g., “snap, drop /sn/,” “ap”).
Description
The students first identify the number of vowel
sounds and syllables in a word. Then they read
polysyllabic words. Finally, they practice strategies
for finding syllable divisions between consonants
and before consonant-l-e syllables. Students
encounter words of more than one syllable in the
easy-to-read trade books they read during Fluency
Practice/Individualized Daily Reading beginning in
Lesson 24.
Materials
Rationale
Explicit and systematic instruction ensures that
students thoroughly learn spelling-sound
relationships and apply their growing knowledge
to reading decodable words.
Materials
Description
Each day, using handheld cards, or the SIPPS® Card
Deck app, and wall cards, teachers introduce new
spelling-sound relationships and review those
already taught. Then students practice reading a
list of decodable words that have been written on
the board. Each lesson’s list is “mixed” in the sense
that previously taught spellings are systematically
included, especially in words featuring key
contrasts (e.g., rid, ride, read, road).
Materials
SIPPS Card Deck app
42
o_e
Round: first pages
Date: 12/11/12
Page #: 115
Printed at: 100%
Comments:
SIPPS® Extension
4 Sight Words
5 Guided Spelling
Rationale
Many high-frequency sight words cannot be
decoded with phonics alone. SIPPS® Extension Level
teaches these irregular words as sight words.
Rationale
Spelling practice coordinated with decoding
instruction strengthens both decoding and
spelling. In Guided Spelling, students learn
strategies that can be applied to many words.
Description
and then use handheld cards, or the SIPPS Card
Deck app, for practice. Students spell as well
as read each sight word. The spelling focuses
their attention on all the letters in a left-to-right
sequence. Previously taught sight words are
reviewed daily; words that are troublesome are
reviewed a second time during the lesson.
New sight words are given in each lesson. However,
teachers can adjust the rate at which sight words
are introduced without affecting the pace of the
rest of the lesson.
Materials
SIPPS Card Deck app
beautiful
Comments:
Round: first pages
Date: 12/11/12
Page #: 115
Printed at: 100%
Description
Each day, students spell decodable words, sight
words, and a sentence. This activity is not a test.
Instead, teachers model spelling strategies and
help students write the words successfully. A
reproducible Sight Word Dictionary is included
in the Teacher’s Manual. Students can use the
Sight Word Dictionary to help them spell
irregular words.
Materials
Reproducible Sight Word Dictionary
_________________’s Sight Word Dictionary
A
a
after
again
ago
all
answer
any
are
B
ball
be
beautiful
because
been
blue
both
bought
bread
brought
build
built
busy
buy
by
C
call
carry
caught
change
child
children
climb
cold
come
could
D
do
does
done
don’t
door
down
four
friend
from
full
E
early
earth
eight
either
enough
even
ever
every
eye
G
F
H
father
few
find
floor
for
half
have
he
head
heard
heart
give
go
goes
gone
good
great
group
guess
Project Name: SIPPS Extension Reprint 2011 Teacher Manual
Round: Review pages
Artist Name: Joslyn Hidalgo
(continues)
Project Name: SIPPS Extension Reprint 20
Date: 04/09/12
File Name: SPS2-TME_BM11_SWordDict.indd
Page #: 290
Colors used: K only
Printed at: 100%
Editor: Krista Faries
Comments: 6 pp. errata incl. © page and reorder (see KF)
Round: Review pages
File Name: SPS2-TME_BM11_SWordDict.in
Colors used: K only
43
6 Reading a Story
Rationale
Reading stories chorally with teacher guidance
helps students apply their sight-word and phonics
knowledge.
Description
In Lessons 1–23, students chorally read a story
from the Story Book. The stories were written to
interest primary and intermediate students. The
decodable words in the stories contain current and
review spellings. The sight words have been taught
and then reviewed for several lessons before they
appear in the stories. Comprehension questions
are listed after each story in the Teacher’s Manual.
Materials
Program-specific Story Book (for the first
23 lessons), then trade books (Fluency Practice
Library and others; available separately)
SIPPS
®
Story Book
review lesson 4 - on the bus
black mom and daughter
asian vet
7 Fluency Practice/Individualized
Daily Reading (IDR)
Rationale
by applying their decoding skills and sight-word
Description
For a period that gradually increases to 30 minutes
a day, students read independently. The practice
reading time is an opportunity for teachers to
circulate through the class, listening to each
student and recording accuracy and observations
in student logs kept for this purpose. Teachers use
this time to check that students’ reading accuracy
is 90–95 percent, to monitor comprehension, and
to provide support. In Lessons 1–23, students
read from the Extension Level Story Book, and in
Lessons 24–40 they read from trade books selected by each teacher.
Materials
SIPPS® Program-specific Story Book
Trade books (Fluency Practice Library and others;
available separately)
Spelling Memory Lists (optional)
PS® Extension Level
l Studies Center and John Shefelbine
Copyright © Developmental Studies Center
ISBN 978-1-61003-167-7
y(7IB6B0*KNLQRR( +;!z!”!z!”
DSC
Extension Level
SPS3-SBE
Laura Nikiel Illustration
Represented by Gwen Walters
561.805.9730
[email protected]
© 2012 laura nikiel illustration
44
If teachers wish to assign spelling words for
memorization, spelling lists can be found in
Appendix G. The words are keyed to the phonics
and sight words taught in the program. Teachers
may assign either 10 or 20 words at a time. Notes
that accompany each list suggest when to teach
particular spelling generalizations and give
related words for instruction and practice.
SIPPS® Grades 1–3
Fluency Practice Library,
Grades 1–3
Independent reading can help build fluency when children have engaging books
at appropriate levels. These libraries provide “easy readers” to help students make
the transition from decodable texts to trade books.
What’s Included
Purchase All or Some
The 150-book library is organized into five
collections. Each collection contains 30 titles of
appropriate “easy readers” representing a range
of authors and popular series. The books were
chosen based on research to determine the best
books for children to read after they have
mastered phonics skills.
Use this library to create a classroom library of “easy
readers” or to round out an existing library with one
or more targeted collections. Refer to the following
pages for titles and packaging options.
Fluency Practice Library (Grades 1–3) 150 Books
Set 1
Set 2
Set 3
30 Books
30 Books
30 Books
Set 4
Set 5
30 Books
30 Books
Sample Fluency Practice Library, grades 1–3 (150 titles)
45
Fluency Practice Library
Complete Fluency Practice Library, Grades 1–3 (150 Titles) SPS-FLE-S15
Fluency Practice Library Set 1
SPS-FLE-S1
Abe Lincoln and the Muddy Pig
Addie’s Bad Day
After the Dinosaurs
Amelia Bedelia
And I Mean It, Stanley
Arthur’s Loose Tooth
Arthur’s Pen Pal
Barney’s Horse
The Berenstain Bears Clean House
Bravo, Amelia Bedelia!
The Bug in Teacher’s Coffee
The Case of the Missing Monkey
Days with Frog and Toad
Detective Dinosaur
Dinosaur Time
Fox on the Job
The Grandma Mix-up
Grizzwold
Henry and Mudge and Mrs. Hopper’s House
Henry and Mudge and the Careful Cousin
Henry and Mudge and the Snowman Plan
Henry and Mudge and the Wild Goose Chase
Henry and Mudge in the Green Time
I Am Rosa Parks
Joe and Betsy the Dinosaur
Kick, Pass, and Run
Lionel in the Summer
Mouse Soup
Thomas Edison to the Rescue!
Zack’s Alligator Goes to School
Krensky
Robins
Brown
Parish
Bonsall
Hoban
Hoban
Hoff
Berenstain
& Berenstain
Parish
Dakos
Rylant
Lobel
Skofield
Parish
Marshall
McCully
Hoff
Rylant
Rylant
Rylant
Rylant
Rylant
Parks & Haskins
Hoban
Kessler
Krensky
Lobel
Goldsmith
Mozelle
SPS-FLE-S2
Amelia Bedelia 4 Mayor
Amelia Bedelia and the Baby
Ant Plays Bear
Arthur’s Birthday Party
Arthur’s Honey Bear
Baa-Choo!
A Bargain for Frances
Ben Franklin and His First Kite
Parish
Parish
Byars
Hoban
Hoban
Weeks
Hoban
Krensky
Individual titles may be replaced. See the DSC website for current titles.
46
The Berenstain Bears’ Seashore Treasure
Captain Cat
Detective Dinosaur Lost and Found
Drip, Drop
Fishy Tales
Fox on Stage
Good Driving, Amelia Bedelia
Happy Birthday, Danny and the Dinosaur!
Henry and Mudge and the Best Day of All
Henry and Mudge and the Funny Lunch
Henry and Mudge and the Starry Night
Henry and Mudge Get the Cold Shivers
Henry and Mudge in the Sparkle Days
A Kiss for Little Bear
Lionel in the Fall
Mark Twain at Work!
Mouse Tales
Oliver
Red Fox and His Canoe
Stanley
Stuart at the Library
Who’s Afraid of the Dark?
Berenstain
& Berenstain
Hoff
Skofield
Weeks
—
Marshall
Parish
Hoff
Rylant
Rylant
Rylant
Rylant
Rylant
Minarik
Krensky
Goldsmith
Lobel
Hoff
Benchley
Hoff
Hill
Bonsall
SPS-FLE-S3
Amelia Bedelia and the Surprise Shower
Arthur’s Camp-Out
The Berenstain Bears Out West
Parish
Hoban
Berenstain
& Berenstain
Bonsall
Rylant
Hoff
Parish
Minarik
Hall & Eisenberg
Marshall
Marshall
Lobel
Lakin
Rylant
Rylant
Rylant
Rylant
The Case of the Cat’s Meow
The Case of the Puzzling Possum
Chester
Come Back, Amelia Bedelia
Father Bear Comes Home
Fishy Riddles
Fox All Week
Fox at School
Frog and Toad All Year
Harry Houdini
Henry and Mudge and Annie’s Good Move
Henry and Mudge and the Happy Cat
Henry and Mudge and the Wild Wind
Henry and Mudge in Puddle Trouble
Henry and Mudge: The First Book
The Horse in Harry’s Room
Lionel at School
Little Bear
Morris and Boris at the Circus
Owl at Home
Play Ball, Amelia Bedelia
Ready, Set, Go!
Sammy the Seal
Stuart Hides Out
Tara and Tiree, Fearless Friends
Why Do Cats Meow?
Why Do Dogs Bark?
Rylant
Hoff
Krensky
Minarik
Wiseman
Lobel
Parish
Stadler
Hoff
Hill
Clements
Holub
Holub
SPS-FLE-S4
The Adventures of Snail at School
Amazing Gorillas!
Amelia Bedelia Goes Camping
Arthur’s Back to School Day
Arthur’s Funny Money
Aunt Eater Loves a Mystery
Big Max
The Case of the Troublesome Turtle
Danny and the Dinosaur
The Fire Cat
Four on the Shore
Fox and His Friends
Fox Outfoxed
Good Work, Amelia Bedelia
Henry and Mudge and Annie’s Perfect Pet
Henry and Mudge and the Bedtime Thumps
Henry and Mudge and the Long Weekend
Henry and Mudge in the Family Trees
Little Bear’s Friend
Morris Goes to School
Mrs. Brice’s Mice
No Fighting, No Biting!
Paul Revere and the Bell Ringers
A Picture for Harold’s Room
Pigeon Hero!
Scruffy
Small Pig
Stadler
Thomson
Parish
Hoban
Hoban
Cushman
Platt
Rylant
Hoff
Averill
Marshall
Marshall
Marshall
Parish
Rylant
Rylant
Rylant
Rylant
Minarik
Wiseman
Hoff
Minarik
Winter
Johnson
Redmond
Parish
Lobel
Stuart Sets Sail
There Is a Carrot in My Ear
Where Fish Go in Winter
Hill
Schwartz
Koss
SPS-FLE-S5
Amazing Tigers!
Amelia Bedelia’s Family Album
Annie Oakley Saves the Day
The Berenstain Bears Play T-Ball
Thomson
Parish
DiVito
Berenstain
& Berenstain
Hoban
Rylant
Hoff
Hazen
Marshall
Marshall
Lobel
Lobel
Zion
Rylant
Rylant
Rylant
Rylant
Minarik
Sharmat
Wiseman
Benchley
Howe
Krensky
Hill
Parish
Lobel
Maestro
& Maestro
Hoff
Holub
Mozelle
Buzby
The Case of the Climbing Cat
Danny and the Dinosaur Go to Camp
Digby
Fox Be Nimble
Fox on Wheels
Frog and Toad Together
Grasshopper on the Road
Harry and the Lady Next Door
Henry and Mudge and the Forever Sea
Henry and Mudge and the Sneaky Crackers
Henry and Mudge and the Tall Tree House
Henry and Mudge Take the Big Test
Little Bear’s Visit
Mitchell Is Moving
Morris the Moose
Oscar Otter
Pinky and Rex and the New Neighbors
Sacagawea and the Bravest Deed
Stuart at the Fun House
Thank You, Amelia Bedelia
Uncle Elephant
What Do You Hear When Cows Sing?
Who Will Be My Friends?
Why Do Horses Neigh?
Zack’s Alligator
NOTE: For current pricing, please contact your local DSC representative, visit devstu.org, or call 800.666.7270.
47
SIPPS Plus Overview
®
Although students can typically read a number of
words and may also remember some phonics from
previous reading instruction, no particular knowlege
is assumed as students begin the SIPPS program.
By the end of this level, students will be able to read
single-syllable words with complex vowels and
more than 190 high-frequency irregular words.
reading fluency, so this transition into trade books
is especially critical to ensure students have enough
practice.
What’s Included
• Short vowels
• Material for 55 lessons (each includes two word
lists so lessons can be repeated)
• Consonant blends and inflections
• Mastery tests
• Two-syllable decoding
• Optional Hi/Lo Fluency Practice Library (see
pages 58–59)
Students gain phonological awareness and learn
phonics (beginning with single consonants and
short vowels, to consonant blends, final-e, vowel
digraphs, r-controlled vowels, and generalizations
for c and y) and high-frequency irregular sight
words.
Students read age-appropriate stories aligned
with each lesson. Then they move on to read easy,
leveled trade books (available separately). The
SIPPS Plus program strongly emphasizes developing
– SIPPS Assessment app
Unless we intervene and address these struggling readers, we’re not going to get
them reading prior to them graduating. The SIPPS program is adult enough to
work for high schoolers. It gets them reading polysyllabic words, instead of singlesyllable words, and it builds their confidence. They need that. They need that to
be successful American citizens.”
— Pat Lopinski, high school special education teacher
48
SIPPS® Plus
CD-ROM
Spelling-Sound
Wall Cards
Dreams on Wheels decodable readers (12 books)
Handheld Sight
Word Cards (2 sets)
Digital Resources
Manual (tablet not
included)
49
The SIPPS ® Plus program offers 55 lessons for students from grades 4–12 who are
reading on a first-grade or beginning second-grade level. The program covers the
same content as SIPPS Beginning and Extension Levels, but replaces the primary
reading materials with a decodable reader with stories of interest to older students.
Dreams on Wheels: A Decodable Reader
The decodable selections in the Dreams on Wheels reader provided for the whole program support students as
they become able to ready easy, leveled trade books. This high-interest reader includes stories and nonfiction
pieces about motorcycles, camping, hang gliding, leeches, earthquakes, and other topics intriguing to
students in grades 4 and up.
®
SIPPS Plus
Shefelbine
r
enter and John
ntal Studies Cente
right © Developme
Lesson 30
Dreams on Wh
SIPPS
®
Earthquakes
Plus
eels and other sele
heelss
Dreams onanW
d other selection
How strong are earthquakes?
There is a scale which tells how much the
earth is shaking. A small quake is 1 or 2 on the
scale. If the scale says 8, it is a very large quake.
What goes on in a strong earthquake?
The earth shakes. Some land rises up. Land
can sink down. The land may crack and make
huge holes. There may be landslides of mud
and rocks, too.
Some earthquakes are under the ocean.
They send out huge waves like walls of water.
When those waves hit the shore, the water
comes up onto the land.
ctions
Revised Edition
n
Revised Editio
DSC
What makes the earth quake?
Under the land of the world there is a crust
made of large plates that are moving.
When two plates are side by side, one
is moving one way, and the other is moving
another way. One edge pushes on the other.
For a long time the edges stick. Then they slide,
and there is an earthquake.
There are other kinds of earthquakes, too.
DSC
XXXXXX
78
SIPPS Plus decodable reader for students in grades 4–12
50
79
SIPPS® Plus
Hi/Lo Fluency Practice Library for Grades 4–12
Students who have finished reading Dreams on Wheels are ready for easy-to-read trade books (available
separately). Guidance for transitioning students from the decodable reader to trade books is provided.
The Hi/Lo Fluency Practice Library provides easy-to-read trade books that match older students’ interest.
For more information, see pages 58–59.
Sample Hi/Lo Fluency Practice Library, grades 4–12 (150 titles)
Photo © Heward Jue
51
Scope and Sequence
Lesson
Phonics
Sight Words
1
Blending
short e, short o, t, n
I, have, is, a word, words
2
Blending
m, s, l
you, are, they, what
3
Blending/Segmentation
short a, f, r
sight, to, do, the
4
h, d, c, k, _ck
goes, was, my, by, why, your
5
short i, b, p
does, down, go, no, so
Mastery Test 1
6
w, g, y_
under, food, want, people
7
short u, v, x
live, give, where, of
8
z, qu_, j, _dge
one, all, wall, me, he, she, we, be
9
no new
many, some, come, from
10
no new
most, put, for, or
Mastery Test 2
11
Segmentation
th(2)
say, way, day, out, our
12
Segmentation
sh
old, gold, would
13
Segmentation
ch, _tch
her, other, brother
14
Segmentation
wh_
says, there, very, look
15
Segmentation
_ng, _ing (inflection)
see, walk, talk
Mastery Test 3
16
Segmentation
sn_, st
pull, now, how
17
Segmentation
fl_, fr_, _s(2) (inflection)
new, few, said, could
18
Segmentation
gr_, dr_, _es (inflection)
every, over, two, too
19
Segmentation
pl_, sm_, _ed(3) (inflection)
mother, another, watch, were
20
Segmentation
sp, cl_, sk, sl_
water, after, ice, nice
Mastery Test 4
21
Segmentation
final e
large, any, their, who
22
Segmentation
no new
find, kind, place, English
23
Manipulation
_s(2) (inflection with final-e words)
work, country, move
24
Manipulation
no new
father, school, been, friend
25
Segmentation
_ing (inflection with final-e words)
carry, love, picture
Mastery Test 5
52
SIPPS® Plus
Lesson
Phonics
Sight Words
26
Segmentation
no new
wild, child, push
27
Manipulation
_ed(2) (inflection with final-e words)
build, built, earth
28
Manipulation
no new
don’t, won’t, world
29
Segmentation
no new
head, bread, read (2)
30
Segmentation
no new
blood, full, thought
Mastery Test 6
31
Manipulation
ee, ea
ago, through, four
32
Segmentation
no new
again, lie, pie, tie
33
Manipulation
er, ir, ur
both, women, ready
34
Segmentation
no new
saw, beautiful, busy, war
35
Manipulation
ar
young, climb, even
Mastery Test 7
36
Segmentation
or
sure, buy, great
37
Manipulation
ai_, _ay
heard, early, only
38
Segmentation
no new
month, should
39
Manipulation
no new
once, since, whole
40
Segmentation
oa_, ow(2)
who’s, whose, learn
Mastery Test 8
41
Manipulation
no new
done, toward, group
42
Segmentation
oo(2), _ew(2), -tle
true, blue, half
43
Manipulation
-dle
bought, brought, piece
44
Segmentation
a(l), a(ll), -ble
gone, heart, field
45
Manipulation
_igh, wr_, kn_, -gle
door, floor, though
Mastery Test 9
46
Segmentation
_y, ___y, -ple
caught, eight, weight
47
Manipulation
_es, _ed (inflections with final-y words)
eye, guess, pretty
48
Segmentation
ou_, ph
laugh, either, neither
49
Manipulation
no new
hour, key, money
50
Segmentation
oi_, _oy
Miss, Mr., Mrs., Ms.
Mastery Test 10
51
Manipulation
au_, aw
shoe, woman, enough
52
Segmentation
no new
toe, bear, wear
53
Manipulation
c(e), c(i), c(y)
won, son, sign
54
Manipulation
no new
no new
55
Manipulation
no new
no new
Mastery Test 11
53
Rationale
Phonological awareness—an awareness of the
sounds that make up words—is the foundation for
the skills necessary for reading and spelling.
Description
students distinguish among phonemes in words.
High-level phonological routines involve blending
(e.g., /r/ /a/ /n/ is ran), segmentation (e.g., ran into
“rr-ăă-nn”), and manipulation (e.g., “snap, drop
/sn/,” “ap”).
Materials
Whiteboard or chalkboard (not included)
Rationale
Explicit and systematic instruction ensures
that students thoroughly learn spelling-sound
relationships and apply their growing knowledge
to reading decodable words.
Description
Each day, teachers use handheld cards, or the
SIPPS® Card Deck app, and wall cards to introduce
new spelling-sound relationships and review those
already taught. An optional letter-name routine
provides support for students who do not know
many consonant letter names.
Then students practice reading a list of decodable
words that teachers have written on the board.
Each lesson’s list is “mixed,” in that previously taught
spellings are systematically included. The mixed lists
incorporate these features:
•The words are high-frequency vocabulary so that
after decoding the words students recognize
words they know.
•5–10 words include the spelling most recently
taught, five words review the most recent previous
spelling, and the remainder systematically review
previous spellings. Lists often contain words with
similar spellings (e.g., pit, pat; farm, form) to focus
on key distinctions.
•Generally, one-syllable words are used. Exceptions
include two-syllable words used to teach final y
and words that become two syllables when an
inflection is added (e.g., matches, running). Some
polysyllabic words from the oral reading selections
are included.
•Several consonant blends are specifically taught:
those containing two continuous sounds (sl, sn, fl,
fr, sm), those that appear in both initial and final
positions (st, sk, sp), and other high-frequency
blends (gr, dr, cl, pl). Other blends are gradually
brought into the mixed lists, but are not formally
taught.
•Some words appear on more than one list.
This is necessary in order to limit the words
to familiar vocabulary.
• Starting in Lesson 32, polysyllabic decoding
strategies are introduced.
Materials
SIPPS Card Deck app
_ed(3)
54
SIPPS® Plus
3 Sight Words
4 Guided Spelling
Rationale
Many high-frequency sight words cannot be
decoded with phonics alone. SIPPS® Plus lessons
teach these irregular words as sight words. Initial
lessons have a high sight-word load, because
students must learn a substantial number of highfrequency irregular words before they can read
conventional text.
Rationale
Coordinating spelling practice with decoding
instruction strengthens both decoding and
spelling. In Guided Spelling, students learn
strategies that can be applied to many words.
Description
and then use handheld cards, or the SIPPS Card
Deck app, for practice. Students spell as well
as read each sight word. The spelling focuses
their attention on all the letters in a left-to-right
sequence. A corrective routine assists students
who are unsure of letter names. Previously taught
sight words are reviewed daily; words that are
troublesome are reviewed a second time during the
lesson.
Word frequency was studied by Carroll, Davies,
and Richman, who analyzed five million words of
running text from school materials. The sight words
in Extension Level are from their list of irregular
single-syllable words in the 1,000 most frequent
words. There are a few high-frequency polysyllabic
words. Early lessons include regular words (such
as saw, down) for which the spelling-sound
relationships are taught later.
The Sight Word Families appendix is a list of
irregular and less-common spellings. Teachers may
use this list as a source of additional sight words.
Materials
SIPPS Card Deck app
heard
Description
Each day, students spell decodable words,
sight words, and a sentence. This activity is
not a test. Instead, teachers model spelling
strategies and help students write the words
successfully. A reproducible Sight Word Dictionary
is included. Students can use the Sight Word
Dictionary to help them spell irregular words.
Words for Guided Spelling are taken from the
mixed lists and sight words. Seven items are dictated in each spelling session: four decodable words
(including new and review spellings), two sight
words taught and reviewed for several lessons, and
one sentence of 3–7 words (most of the words are
decodable, but a few are sight words).
Materials
Reproducible Sight Word Dictionary
_________________’s Sight Word Dictionary
A
a
after
again
ago
all
answer
any
are
B
ball
be
beautiful
because
been
blue
both
bought
bread
brought
build
built
busy
buy
by
C
call
carry
caught
change
child
children
climb
cold
come
could
D
do
does
done
don’t
door
down
four
friend
from
full
E
early
earth
eight
either
enough
even
ever
every
eye
G
F
H
father
few
find
floor
for
half
have
he
head
heard
heart
give
go
goes
gone
good
great
group
guess
(continues)
Project Name: SIPPS Extension Reprint 2011 Teacher Manual
Round: Review pages
Date: 04/09/12
File Name: SPS2-TME_BM11_SWordDict.indd
Page #: 290
Colors used: K only
Printed at: 100%
55
Project Name: SIPPS Extension Reprint 20
Round: Review pages
File Name: SPS2-TME_BM11_SWordDict.in
Colors used: K only
5 Oral Reading/Reading from
Rationale
Reading stories with teacher guidance helps students
apply their sight-word and phonics knowledge. The
SIPPS® Plus program covers a broad range of text
types, emphasizing nonfiction.
Rationale
by applying their decoding skills and sight-word
the Decodable Reader
Description
In Lessons 6–55, students read a selection from
the decodable reader. Lessons 1–5 have optional
stories, which are provided as blackline masters
in the Teacher’s Manual. Options for choral and
independent reading are given. The selections
are designed to interest students in intermediate
grades and higher. The decodable words in the
selections contain current and previously learned
spellings. A limited number of words that are
neither decodable nor taught sight words appear in
some selections. In these cases, teachers introduce
the word before reading or simply tell the word to
students when they come to it. The program uses
familiar vocabulary and natural-sounding language.
Comprehension questions are listed after each story
in the Teacher’s Manual.
Materials
Dreams on Wheels and easy-to-read trade books
(Hi/Lo Fluency Practice Library and others; available
separately)
SIPPS® Plus
A component of SIPPS® Plus
Copyright © Developmental Studies Center and John Shefelbine
Cover illustration by Keith Criss, Copyright © Developmental Studies Center
Dreams on Wheels and other selections
SIPPS
®
Plus
Dreams on Wheels
and other selections
Revised Edition
Revised Edition
DSC
DSC
XXXXXX
56
Daily Reading (IDR)
Description
In Lessons 6–55, students read decodable text
from Dreams on Wheels. At first, students read
for 10 minutes, gradually increasing their time to
20 minutes. Students who have finished reading
Dreams on Wheels are ready to transition to easyto-read trade books.
Fluency practice is an opportunity for teachers
to circulate through the class, listening to each
student and recording accuracy and observations
in each student’s Fluency Practice Record Teachers
will also use this time to check that each student’s
reading accuracy is 90–95 percent, to monitor
comprehension, and to provide support.
Materials
Dreams on Wheels and easy-to-read trade books
(Hi/Lo Fluency Practice Library and others; available
separately)
Spelling Memory Lists (optional)
Teachers who wish to assign spelling words
for memorization will find spelling lists in the
appendix. The words are keyed to the phonics
and sight words taught in the program. Teachers
may assign either 10 or 20 words at a time.
Notes that accompany each list suggest when
to teach particular spelling generalizations and
give related words for instruction and practice.
SIPPS® Plus
High-interest Reader
Matches Instruction
SIPPS® Plus
ter and John Shefelbine
ht © Developmental Studies Center
Dreams on Wheels and other selections
SIPPS
®
Plus
Dreams on Wheels
and other selections
Revised Edition
DSC
DSC
Photo © David Omer
Revised Edition
XXXXXX
Photo © David Omer
What I’m most excited about with SIPPS® is the book
of stories that comes with the program. First of all, it
is at [the students’] reading level and second of all,
there is really interesting information in there that the
students don’t know before they read the book. The
selections are incredible.
“The students recognize the words they have studied
in previous lessons, and they are so pleased and proud
because they can read them. Students actually say the
stories are ‘pretty cool.’ You can’t get better than that.”
— Laura Singer, high school reading teacher
57
H
i/Lo Fluency Practice Library,
Grades 4–12
The Value of Independent Reading
Independent reading—with engaging books at
appropriate levels—can help struggling readers
build fluency, strengthen their reading skills, and
boost their confidence.
of authors and popular series. The books were
chosen based on research to determine the best
books for adolescents to read after they have
mastered phonics skills. Lexile levels are provided
with purchase.
What’s Included
Purchase All or Some
The 150-book library is organized into five
collections. Each collection contains 30 titles
of age-appropriate books representing a range
Use this library to create a classroom library or to
round out an existing library with one or more
targeted sets.
Complete Hi/Lo Fluency Practice Library, Grades 4–12 (150 Titles) SPS-FL412-S15
Hi/Lo Fluency
Practice Library Set 1
Bears
Castle Under Siege!
Cesar Chavez
The Cherokee Indians
Chester
The Copper King
Dolphins
Fake Out!
Fight in the Fields
Games Galore!
Guatemala
The Haunting of Hawthorne
Having It All
Hypnotized
India
Leap into the Unknown
A Light in the Sky
Lions
Lucy
Mealworms
The Outrageous Animal Record Book
Panic in the Snow
The Price of Freedom
Roscoe
The Secret Heroes
The Shade
Skateboarding
58
SPS-FL412-S1
Holmes
Solway
Davis
Lund
Taylor
Muldoon
Francis
Clarke
Sorenson
Stevens
Dahl
Schraff
Cosson
Trembath
Dahl
Sorenson
Mercati
Holmes
Taylor
Schaffer
Mattern
Taylor
Cosson
Taylor
Mishek & Sorenson
Denman
Horsley
570
—
490
390
470
450
420
730
330
630
550
510
340
550
450
310
560
530
540
620
660
460
410
450
530
450
690
Slick
Thailand
Twins
Hi/Lo Fluency
The American Bison
The Barbed Wires of Hate
Bees
BMX Racing
Callie
Courage on the Causeway
Danger Canyon
Daphne
Death of Lies
Dog Walker
A Dream Come True
George Washington Carver
Going, Going, Gone?
Horror from the Sky
Italy
Kooski
Like Father, Like Son
A Matter of Survival
My Name Is Kofi
Peru
The Road Home
Rosie the Riveter
The Sioux Indians
NOTE: Lexile levels are provided in the right-hand column of the list.
Cassidy
Thoennes
Lynch
620
590
470
SPS-FL412-S2
—
Purcell
Holmes
Kaelberer
Taylor
Beurskens
Sorenson
Taylor
Sorenson
Spafford-Fitz
Cosson
McLoone
Mattern
Taylor
Dahl
Taylor
Schraff
Townsend & Weil
Cosson
Thoennes
Muldoon
Price
Lund
740
580
460
630
570
500
410
510
350
520
370
510
580
410
560
400
600
—
440
590
430
—
410
Skate Freak
Snails
South Korea
Summer of Secrets
Terror Below!
Toy Deer of the Florida Keys
Wheels!
Choyce
Holmes
Davis
Klier
Prado
Francis
Stevens
Hi/Lo Fluency
Abraham Lincoln
The American Alligator
Amos: An American Badger
Australia
Bicycles
Carving a Niche in Texas
Crazy Creatures of the World
Do Right and Fear No One
Dolphins
Eleanor Roosevelt
France
Frederick Douglass
Frogs
A History of Super Science
The Iroquois Indians
Japan
Javier’s Dream
Join Hands and Sing
Rebel’s Tag
Rudy
Search for Gold Mountain
The Secret Room
Sewer Rats
Shark Snacks
Sharks
Simon
Summer of Shame
Terror in the City
Time Trap
Top Secret
SPS-FL412-S3
Owens
Francis
Taylor
Dahl
Stevens
Cosson
Mattern
Rosenast
Holmes
Davis
Dahl
McLoone
Holmes
Solway
Lund
Dahl
Sibley
Muldoon
Denman
Taylor
Cosson
Mercati
Brouwer
Spilsbury & Spilsbury
Holmes
Taylor
Schraff
Taylor
Sorenson
—
Hi/Lo Fluency
Champion of the Cornfield
Child Care
China
Crazy Creatures of Australia and New
Zealand
A Deadly Obsession
The Disappearing Mountain
and Other Earth Mysteries
An Ended Friendship
Escape to Freedom
Ezra
Flames of Freedom
510
500
550
610
520
520
580
360
400
470
480
430
480
620
620
500
520
550
490
470
—
460
520
450
470
550
440
410
580
530
—
570
460
630
430
360
—
SPS-FL412-S4
Muldoon
Ellis
Dahl
Mattern
500
550
430
650
Schraff
Spilsbury & Spilsbury
640
—
Swenson
Cosson
Taylor
Owens
400
420
460
440
The Galaxy Diner
Germany
Giant Lizards
John F. Kennedy
Monster Crocodile
Motocross Freestyle
Penguins
Perry
Presidential Pet “Tails”
Priya’s Project
River of Ice
See No Evil
The Seminole Indians
South Africa
Spiders
Storm Tide
A Trip Through Time
Valley of Disaster
Whales
Who Stole the Wizard of Oz?
Nastasic
Dahl
Louise
Potts
Jackson
Doeden
Holmes
Taylor
Muldoon
Cosson
Baxter
Young
Lund
Dahl
Holmes
Jones
Mercati
Taylor
Holmes
Avi
Hi/Lo Fluency
Alien Abduction
Beyond the Mountains
Buddies for Life
Butterflies
Cheat
Chief Joseph of the Nez Perce
Demolition Derby Cars
Earthworms
Eli
Gus
Island of Hope
The Jesse Owens Story
Kate Shelley and the Midnight
Express
Lights, Camera, Action!
Mattie
Memories Are Forever
The Message, the Promise,
and How Pigs Figure In
Mexico
Mirror Image
My Brother, Javier
Nigeria
Owls
The Pueblo Indians
The Real Hannah Green
Refuge Cove
Sea Turtles
Teacher Trouble
Toy Fads
Tragedy from the Sea
The White-Tailed Deer
510
550
610
570
650
710
580
460
520
410
450
560
400
580
430
600
570
470
520
520
SPS-FL412-S5
Rooney
Muldoon
Marx-Smith
Holmes
Butcher
McAuliffe
Marx
Holmes
Taylor
Taylor
Muldoon
Mezger
Wetterer
560
470
630
470
570
480
660
490
410
500
480
350
490
Higman
Taylor
Schraff
Cosson
510
550
660
520
Dahl
Denman
Sibley
Thoennes
Holmes
Ross
Muldoon
Choyce
Francis
Swenson
Stevens
Taylor
Zwaschka
480
520
480
550
470
540
510
550
420
380
550
470
680
NOTE: For current pricing, please contact your local DSC representative, visit devstu.org, or call 800.666.7270.
59
Challenge Level Overview
At this level, students have mastered much of
single-syllable phonics and most high-frequency
irregular sight words. Their reading level is
between first and third grade, but they have
difficulty reading polysyllabic words. By the end
of this level, they will be able to read polysyllabic
words with accuracy and increasing fluency.
What’s Included
• Material for 75 lessons (practice words are
available at three vocabulary levels)
• Guided spelling support
• Optional single-syllable phonics
• Six syllable types
• Morphemic roots
• Prefixes and suffixes
at three developmental levels
• Sight syllables and their meanings
Students learn syllabic patterns (including open
and closed syllables and consonant/vowel patterns)
and morphological units (including common
prefixes, roots, and suffixes). Students increase their
proficiency through extensive experience reading
polysyllabic words with a teacher’s guidance.
The SIPPS program works because it is explicit teaching of the skills and very
systematic, so we are not going to miss anything. And there is a great deal of review
that is built in. We assess the students before we teach them and we find what they
need to learn. We are able to determine exactly where to start them in the program,
so we are not wasting instructional time teaching them things that they already
know. When the students are finished with Challenge Level they are more fluent
readers because of all the practice they have had. I feel very confident that once
they complete Challenge Level, their accuracy is fine, and we are ready to focus
more on comprehension skills.”
60
— Donna Tabaie, reading specialist
SIPPS® Challenge
CD-ROM
Handheld Sight
Syllable Cards (2 sets)
Irregular Sight Syllables
Wall Chart
Spelling-Sound
Wall Chart
Digital Resources
Manual (tablet not
included)
• SIPPS Assessment app
61
Scope and Sequence
Lesson
Single-syllable Phonics
(optional)
1
a_, e_, i_, o_, u_
List A
Sight Syllables
List B
List C
Introduce open and closed
syllables
2
3
Start Syllabic Transformations
___y, _y
4
er, -ly
Start Guided Spelling
5
-ble, -gle, -ple
Start Reading by Syllables
6
sh
7
8
th(2)
9
-dle
-tle
col
-dle
-tle
col
-dle
-tle
ish
ad
pic
ex
cent
pic
ex
sym
cent
ex
ment
less
in
duct
ment
less
sys
less
ment
sub
est
sub
est
sub
est
micro
Introduce schwa
10
ch, _tch
ant
en
mod
ant
en
mod
syn
forephon
11
ph
-tion
ac
de
-tion
ac
de
-tion
scan
auto
Introduce vc/cv splits
12
wh
nect
dif
per
nect
dif
per
-ship
frac
-scope
Start Reading Entire Words
routine
13
ce, ci, cy
mem
ness
-al
mem
ness
-al
ness
-al
anti
14
mid
un
re
mid
un
re
mid
un
div
15
vent
ob
ult
vent
ob
ult
inter
-ster
script
co
multi
ject
co
multi
ject
il
multi
semi
17
mis
quent
ing
mis
quent
vid
mis
pel
vid
18
-ize
act
im
-ize
act
hos
-ize
dent
dict
19
pre
con
pre
con
vill
pre
-tude
cred
20
graph
non
prob
graph
non
prob
graph
non
bi
16
62
Syllabication
Strategies
a_e, i_e, o_e, u_e(2), e_e
Introduce v/cv and vc/c splits
SIPPS® Challenge
Lesson
Single-syllable Phonics
(optional)
21
ee, ea
22
List A
Sight Syllables
List B
List C
-ible
-able
-eer
-ible
-able
-eer
-ible
-able
-eer
pend
tri
por
pend
tri
por
pend
tri
min
23
ar
meter
ist
ab
meter
ist
port
meter
ist
port
24
er, ir, ur
-ence
-ance
-ence
-ance
-ence
-ance
25
or
-ous
-ious
-ous
-ious
-ous
-ious
26
ai_, _ay
ent
ves
cap
ent
ves
cap
fac
civ
cap
27
oa_, ow (2)
dis
mand
dis
mand
spec
mand
grat
28
-ive
-tive
-ative
-ive
-tive
-ative
-ive
-tive
-ative
29
em
-ic
med
em
-ic
med
vict
-ic
med
-hood
pas
-vade
-hood
pas
-vade
photo
vis
-hood
-ful
di
pro
-ful
di
pro
-ful
sus
trans
-sion(2)
cir
-sion(2)
cir
-sion(2)
quad
circ
-ture
oc
com
-ture
oc
com
-ture
dem
crim
30
oo(2)
31
32
igh
33
Syllabication
Strategies
Start Morphemic
Transformations
34
35
ou_
36
37
or_, _oy
38
39
au_, aw
40
41
Introduce v/v splits
42–50
63
1 Single-syllable Phonics (optional)
2 Syllabic Transformations
Rationale
Knowledge of the basic spelling-sound relation
ships is essential for reading both single-syllable
and polysyllabic words. A significant number of
older students have not mastered these relation
ships; for these students, teachers will use this
optional strand.
Rationale
Skilled readers read by syllables; fluent readers
must be able to read unfamiliar syllables with ease.
The key to this skill is the knowledge of how the
sound of a vowel is influenced by its position in the
syllable.
Description
Single-syllable phonics teaches consonant digraphs,
short and long vowels, and complex vowels. Each
lesson consists of:
•Teaching of new spellings, using handheld
spelling-sound cards, or the SIPPS® Card Deck app
•Reviewing spelling-sound patterns
•Reading words and syllables from the board
The program routines involve specific teacher
phrasing and gestures aimed at instilling deliberate
and accurate decoding skills.
New spellings are taught in Lessons 1–33. Teachers
review using the handheld spelling-sound cards
every day until students master the material. In each
lesson, students practice sounds they have mastered
by reading a mixed list of words and syllables.
Teachers choose one of the two lists provided; the
more difficult list contains consonant clusters.
Materials
SIPPS Spelling-Sound Wall Chart
SIPPS Card Deck app
_igh
64
Description
In Syllabic Transformations, students first learn two
key generalizations:
•One vowel at the end of a word or syllable is long,
e.g., go, hi, and me
•One vowel not at the end is short, e.g., ill, mud,
and left
Then students practice reading these open and
closed syllables. Teachers write a syllable on the
board and add or remove a letter. Students read
each syllable as it is written. This is a fast-paced
exercise in which students gain accuracy and
speed in open- and closed-syllable recognition—
the basic building blocks of polysyllabic decoding.
After Lesson 11, lessons again provide word lists
at two levels of difficulty. The harder list contains
consonant clusters. After Lesson 20, Syllabic
Transformations are replaced by Morphemic
Transformations.
Materials
SIPPS® Challenge
3 Morphemic Transformations
4 Sight Syllables
Beginning with Lesson 21, Syllabic Transformations
are replaced by Morphemic Transformations.
Rationale
Sight knowledge of common roots and affixes
improves a reader’s chance of identifying the many
Latin-based words in which these units appear.
Rationale
A significant proportion of syllables in polysyllabic
words are prefixes, suffixes, and inflectional endings
(e.g., -ed, -ing, and -es). Fluent readers perceive
these kinds of syllables and understand how they
affect the pronunciation and use of base words.
Description
In Morphemic Transformations, students read
words as affixes are added. Teachers start with
the base word (e.g., produce) on the board, and
students read as teachers transform the base (e.g.,
producing, product, production). Students practice
spellings and syllables they have learned in singlesyllable phonics and in sight syllables.
Description
In this curricular strand, students learn to recognize
by sight about 90 common syllables. Teacherheld cards, or the SIPPS® Card Deck app, are used
to teach and review the syllables. Definitions,
which aid in both decoding and comprehension,
are provided for some syllables. Syllables are
introduced in Lessons 4–33 and are reviewed
thereafter. Some sight syllables are labeled irregular
and are under-lined on the sight syllable cards and
in the Teacher’s Manual. These syllables:
•Do not conform to the open- and closedsyllable generalizations (e.g., -tion and -ble)
There are two base words per lesson in Morphemic
Transformations beginning in Lesson 21. Teachers
may also want to include additional vocabulary that
arises in other language-development activities.
•Contain complex phonics patterns
(e.g., er and por)
Materials
The SIPPS program leaves to teachers the decision
of how to pronounce the irregular sight syllables
containing schwas (e.g., -ible, -able, -ence, and
-ance).The schwa pronunciation (unaccented
short u sound) contributes to accuracy of reading,
while the more familiar letter sound contributes to
spelling knowledge.
•Have a sound with two or more spellings
(e.g., graph and sys)
An alphabetic list of the sight syllables is included
in the appendix.
micro
Materials
SIPPS Handheld Sight Syllable Cards
SIPPS Irregular Sight Syllables Wall Chart
SIPPS Card Deck app
(continues)
65
5 Reading by Syllables
6 Reading Entire Words
Rationale
Reading by syllables demystifies polysyllabic words
by showing how they are made up of the syllables
studied in other strands. With abundant guided
practice, students develop polysyllabic decoding
strategies without learning the formal rules,
which have limited utility. Specifically, students,
with the aid of teacher “framing,” see which letter
sequences are probable syllables in the context of
surrounding syllables. Students practice making a
match between the word as read by syllables and as
actually pronounced, and deal repeatedly with the
schwas, irregular spellings, and various exceptions
that are frequent in polysyllabic words.
Rationale
This routine is an opportunity for students to
develop flexibility in applying their knowledge
of division patterns, sight syllables, and open
and closed syllables. Students are not asked to
memorize a decoding method; instead teachers
lead students through the decoding procedure
with many words that often require a flexible
approach. This repeated practice gives the
extensive experience that increases students’
decoding ability.
Description
Teachers write words on the board syllable by
syllable, and students chorally read each syllable.
Students then read the entire word as commonly
pronounced (not as a string of individual syllables).
Reading by syllables starts in Lesson 5. The basic
concepts and teaching procedures are explained
over three lessons, after which there are ten words
per lesson.
Materials
Description
Before the lesson, teachers write the words
on the board with no breaks or division marks
between syllables. They then guide students as
they look for irregular final syllables, apply division
generalizations, read the word by syllables, and read
the whole word as it is normally pronounced. This
strand starts in Lesson 11 with the generalization for
dividing between consonants in a vowel-consonantconsonant-vowel sequence (e.g., pen.cil and main.
tain). Lesson 19 adds the vowel-consonant-vowel
division generalization (e.g., co.co.nut and tal.ent);
at Lesson 41 students encounter vowel-vowel
divisions (e.g., i.de.a and nu.tri.ent). After about
Lesson 40, the words are taken from the Readingby-Syllables routine of the tenth lesson previous.
Materials
66
SIPPS® Challenge
7 Guided Spelling
Rationale
This routine both improves spelling and reinforces
students’ knowledge of syllabication for reading.
This activity is not a spelling test; in fact, it is
very different. Through guiding and modeling,
teachers show students how to think when spelling
polysyllabic words they have not memorized.
Description
Students write five words each day. Before students
write, teachers draw their attention to irregular sight
syllables, schwas, irregular spellings, and sounds
with several possible spellings. Teachers provide
as much assistance as is necessary, modeling
when and how to deal with ambiguous sounds
in a word and how to use mnemonics. Students
can also use the wall charts for reference.
Daily Reading (IDR)
Rationale
Students need extensive practice applying
polysyllabic decoding strategies in their individual
reading. For more information, see page 12.
Description
For 30 minutes a day, students read from trade
books selected by teachers. Teachers meet
frequently with students to check that students’
reading accuracy is 90–95 percent, to monitor
comprehension, and to provide support.
Materials
Trade books (not included)
Materials
SIPPS® Irregular Sight Syllables Wall Chart
SIPPS Spelling-Sound Wall Chart
SIPPS Challenge Level
®
Spelling-Sound Wall Chart
a_
e_
i_
o_
u_
e_e
ee
ea
___y
e
i_e
_igh
_y
o_e
oa_
ow
u_e
i
o
u
oo
ou_
ow
oi_
_oy
au_
aw
or
schwa
a
e
i
o
u
SIPPS Challenge Level
®
Irregular Sight Syllables
-able
-al
civ
-ance
-dle
-ative
-eer
auto
-ble
-ence
-hood
per
-ible
phon
sym
photo
syn
inter
-ious
- ple
-ster
sys
er
-ive
por
-tion
cent
-ful
-ly
port
-tive
cir
-gle
quad
-tle
circ
© 2013 Developmental Studies Center and John Shefelbine.
graph
meter
-ous
- sion (2)
-ture
a_e
ai_
_ay
a
oo
u_e
u
ar
er
ir
ur
Copyright © 2013 by Developmental Studies Center and John Shefelbine. Illustrations by Gail Guth, copyright © 2013 by Developmental Studies Center.
67
Intervention for Grades 3–5
Photo © Heward Jue
Grade 4 Intervention Class
Note: By grade 5, Joseph was no longer in the pull-out
intervention class. He is reading on grade level
accurately, and his comprehension is good.
My SIPPS® teacher taught me so many things. Like if it was a compound word,
she would give us the half, then she’ll give us the other half, and then we will put
it together, and then we’ll read it, and there you go! She taught us everything we
need to know—like about the schwa…. Hold on! My regular teacher never told us
about schwas before. But in fourth grade, when I was going to SIPPS, I learned about
schwas and everything. And my teacher’s all, ‘Does anybody know about schwas?’
And nobody knew except me and Benji. Nobody knew except for me and Benji!”
— Joseph, grade 4 student
68
SIPPS® Challenge
Intervention for Grades 9–12
Photo © David Omer
High School Summer Reading
Note: During the six weeks of summer school in 2004,
Lawrence improved four grade levels on a standardized
reading test. In the fall of 2004, he was accepted and
became a freshman at Blinn Junior College in Texas.
My name is Lawrence. I’m 18 years old. I was one credit short for graduation with
my class in June 2004, so I had to earn my final credit in the Summer Reading
Accelerated Program in my district.
When I started the class, I was reading way below my grade level. It’s hard. It’s like
I’m left out. Everybody knows what they’re reading, but I don’t know. I’m just stuck.
I’m just quiet. When the teacher asks me questions, I don’t know what to answer,
because I don’t know what I just read.
I thought my reading class was for little kids. Little did I know that I really needed
the class. I’m glad I was in there. I know that what I learned will help me in the
workplace.
If I have to answer calls or read, I will understand things just as much as they will.”
— Lawrence, high school senior
69
Other Programs from DSC
During the School Day
Guided Spelling™
The Guided Spelling program is a yearlong
curriculum for grades 1–6 that is based on
recognized research in spelling and expands on
the popular Guided Spelling routine in the SIPPS®
program. The teacher guides the students before
and as they spell a word, which helps develop
proficient spellers who are metacognitive and
deliberate in anticipating the pitfalls of the English
language and who know which spelling approach to
use when writing.
Being a Writer™
The Being a Writer program for grades K–6 offers
student-centered, deeply interactive instruction.
With dual goals—fostering students’ growth as
skilled writers and becoming caring members of a
writing community—the Being a Writer program is
a unique approach to writing instruction. Aligned
with standards, the teaching integrates close
reading of exemplar texts, critical thinking about
texts, and authentic writing for various purposes
and audiences. It simultaneously develops in
students a love of language and writing.
their own opinions and appreciate and respect
the ideas of others. An optional supplement,
Making Meaning Vocabulary for grades K–6,
features engaging, interactive activities that
teach high-utility words along with strategies
to use for unlocking word meanings when
reading independently.
Independent Reading
Developmental Studies Center’s Individualized
Daily Reading Libraries can be used to start an
independent reading classroom library or to round
out an existing library. The libraries are organized by
grade level (K–8) and readability to enable teachers
to provide “just-right” fiction and nonfiction books
for their students.
Words in Action™
The Words in Action program is based on the latest
research about word work. The 15-minute daily
lessons combine direct instruction in word meaning
and independent word-learning strategies with
engaging activities that teach students to think
deeply about words and use them in conversations
in and outside the classroom.
Caring School Community®
Making Meaning®
The Making Meaning program uses read-aloud
books that have been carefully chosen to explicitly
teach the comprehension strategies known to be
used by good readers. The program is a yearlong
K–8 curriculum that teaches students to make sense
of text and be responsible partners who can support
70
The Caring School Community program is a
nationally recognized, research-based K–6 program
that builds classroom and school community. It
focuses on strengthening students’ connectedness
to school—an important element for promoting
academic motivation and achievement, and for
reducing drug use, violence, and delinquency.
For Out-of-school Time
AfterSchool KidzLit®
Math Explorer
Kids in grades K–8 hear terrific books read aloud—or
read books independently—and make connections
between the stories and their own lives. Working
with partners or in groups, children express their
feelings and explore big ideas through discussion,
drama, art, movement, and writing. The program is
aligned with National Council of Teachers of English
(NCTE) standards.
This program was created by San Francisco’s
Exploratorium, a nationally recognized leader
in inquiry-based, hands-on education. Designed
specifically for middle school students, the program
is a collection of engaging, hands-on mathematics
games and activities designed to engage young
people in standards-based mathematics learning
while supporting the unique needs of after-school
staff.
AfterSchool KidzMath™
This K–6 program gives children extra practice with
the important skills needed to become confident
math learners. Children develop mathematically
and socially while having fun with cooperative math
games and literacy-based activities. The program
is aligned with National Council of Teachers of
Mathematics (NCTM) standards.
AfterSchool KidzScience™
Science Explorer
Science is a way of looking at the world and figuring
out how it works for children in grades K–6. This
program introduces children to the scientific
approach and helps them to develop problemsolving skills, to think critically, and to succeed in
school as curious learners. The program includes
30 experiments for up to 40 children. They are
aligned to National Council of Teachers of Science
(NCTS) standards.
This inquiry-based science program for children in
grades 3–5, and is divided into areas of science—
forensic science, physical science, life science, and
green science—each of which offers multiple
activity kits that include instructions and materials.
The sessions are engaging and easy to lead.They
excite children about science, build science knowledge and inquiry abilities, and help children learn
important cooperation and teamwork skills. They
are aligned to National Council of Teachers of
Science (NCTS) standards and the Next Generation
Science Standards.
71
Foundation Funding for
Developmental Studies Center
The materials and services of Developmental Studies Center are made possible by
the generous support of the following institutions:
The Annenberg Foundation, Inc.
The Atlantic Philanthropies (USA) Inc.
Booth Ferris Foundation
The Robert Bowne Foundation, Inc.
The Annie E. Casey Foundation
Center for Substance Abuse Prevention,
U.S. Department of Health and
Human Services
The Danforth Foundation
The DuBarry Foundation
Einhorn Family Charitable Trust
The Ford Foundation
Google Inc.
William T. Grant Foundation
Evelyn and Walter Haas, Jr. Fund
Walter & Elise Haas Fund
The Horace Hagedorn Foundation
J. David & Pamela Hakman Family Foundation
Hasbro Children’s Foundation
Charles Hayden Foundation
The William Randolph Hearst Foundation
Clarence E. Heller Charitable Foundation
The William and Flora Hewlett Foundation
The James Irvine Foundation
The Robert Wood Johnson Foundation
Walter S. Johnson Foundation
Ewing Marion Kauffman Foundation
W.K. Kellogg Foundation
John S. and James L. Knight Foundation
Lilly Endowment, Inc.
Longview Foundation
Louis R. Lurie Foundation
The John D. And Catherine T. MacArthur
Foundation
A.L. Mailman Family Foundation, Inc.
The MBK Foundation
Mr. & Mrs. Sanford N. McDonnell
Mendelson Family Foundation
MetLife Foundation
Charles Stewart Mott Foundation
National Institute on Drug Abuse,
National Institutes of Health
National Science Foundation
New York Life Foundation
Nippon Life Insurance Foundation
Karen and Christopher Payne Foundation
The Pew Charitable Trusts
The Pinkerton Foundation
The Rockefeller Foundation
Louise and Claude Rosenberg, Jr.
Family Foundation
The San Francisco Foundation
Shinnyo-En Foundation
Silver Giving Foundation
The Spencer Foundation
Spunk Fund, Inc.
Stephen Bechtel Fund
W. Clement & Jessie V. Stone Foundation
Stuart Foundation
The Stupski Family Foundation
The Sulzberger Foundation, Inc.
Surdna Foundation
John Templeton Foundation
U.S. Department of Education,
Office of Educational Research
& Improvement
Wells Fargo Bank
Our Mission
Developmental Studies Center (DSC) is a nonprofit educational publisher dedicated to
children’s academic, ethical, and social development. Since 1980, DSC has developed
school-based and after-school programs that help children develop capacities to think
deeply and critically so they will continue learning throughout their lives and strengthen
their commitment to such values as kindness, helpfulness, personal responsibility, and
respect for others.
We Believe
In Building Community
• By giving students a voice, encouraging their confidence and autonomy
• By engendering a sense of belonging and attachment to school
• By teaching students to work cooperatively and responsibly
• By developing cross-age buddy relationships and activities for families
In Preparing Teachers
• With materials that scaffold their learning
• With tools and strategies that build gradually in complexity
• With assessment and reflection activities to improve teacher practice
In Academic Rigor for All Students
• That invites students to construct meaning
• That demands that students do the thinking
• That deepens understanding and learning through partner work
In the Power of the Principal
• To provide resources and support for ongoing instructional leadership
• To use tools that model the values and set the vision and expectations
• To play a key role in effective program implementation
In Professional Development
• That reflects the constructivist pedagogy of our materials through interactive workshops
• That facilitates the effective use of cooperative structures to support thinking and interaction
• That engages participants in building the skills and understanding to implement our work
DSC
SIPPS
®
1250 53rd Street, Suite 3
Emeryville, CA 94608-2965
800.666.7270 * fax: 510.842.0348
devstu.org
Grades
K–12
Systematic Instruction in Phonological Awareness, Phonics, and Sight Words
Nonprofit. Mission Driven. Research Based. Since 1980.
facebook.com/thedscway
twitter.com/thedscway
youtube.com/thedscway
devstu.org/the-dsc-way-blog
Solutions for Struggling Readers
DSC
SPS-BROCHK12-2012
Cover photo © Britta Stratton
devstu.org

sipps (k-12) - Center for the Collaborative Classroom

Transcription

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