P HONICS I NTERVENTIONS. L EARNING TARGETS I know the 3 types of SIPPS programs I can teach a part...

PHONICS INTERVENTIONS

LEARNING TARGETS

I know the 3 types of SIPPS programs I can teach a part of each SIPPS program I can say how SIPPS matches the needs of

the students who took the DDS.

All Staff: Diagnosing and identifying Reading Problems

Using the Diagnostic Tool/I've Dibeled Now What?

Phonemic Awareness

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Reading Intervention Materials Training Matrix

SIPPS BEGINNING, CHALLENGE, EXTENSION

WHAT IS SIPPS?

Systematic Instruction in Phoneme Awareness, Phonics, and Sight Words

There are 3 levels: Beginning-Short Vowel Single-Syllable Decoding

1st grade Extension- Complex Vowels Single-Syllable

Decoding 2nd grade

Challenge-Polysyllabic Decoding

SIPPS AND THE DDS

DDS Skill SIPPS alignment

Sight words Beginning and Extension

Consonants Beginning

Short vowels Beginning and Extension

Digraphs Introduced in Beginning, reviewed in Extension

Blends Extension

Advanced Vowels Extension and Challenge

Multi-syllabic Challenge

SCOPE AND SEQUENCE

See handouts. This will give you a better idea of which specific skills are covered.

ADDITIONAL INFORMATION

Check teacher guide for routine directions Assessment Placement tests Word lists

Word list A is primary instruction Word lists B and C are re-teaching or more challenging

words

WHEN CAN I USE SIPPS?

SIPPS should only be used outside the 90 minutes. It is not a replacement core.

If students are having difficulty passing Read Well in 1st grade or Kindergarten, they should not be placed in SIPPS. These students should receive “Jell Well” lessons and review Read Well.

SIPPS BEGINNING

MATERIALS AND COMPONENTS

Flat Yellow Box Light Blue sound cards White sight word cards White word wall word cards Alphabet freeze/spelling-sound mnemonic wall

cards Teacher’s guide Decoding manual Reproducable practice reading stories manual

Square yellow box Sets of blue books, one for each child.

OTHER THINGS YOU MAY NEED

Lined paper and pencils for guided spelling/dictation

Access to a white board, chart paper, doc cam, or clipboard for word lists

SIPPS word wall area

COMPONENTS TO A SIPPS BEGINNING LESSON

Warm up: reread the story chart from the previous day’s lesson

Phoneme play: Phonemic Awareness activities Oral blending: syllables and words “put them

together” Phoneme recognition: “Say / / when you

hear / /” Phoneme position: “What is the firs/last/middle

sound” Oral blending: onset/rime “put them together” Segmentation “say the sounds in these words” or

“say the two parts” Rhyming “rhyme with _____” Manipulation/Delete sounds “say _____ drop / /”


Phonics and decodable words Introduce new sounds via a written sentence,

mnemonic wall card (put up cards as sounds are introduced), and sound card. Prompt by saying “sound” and hold continuous sounds for 2 seconds

Review flashcards via “sound” prompt (20-25 cards) Blend decodable words via “sound” prompt and

“read” prompt Sight words Introduce new sight words via an oral sentence Use “Read, spell, read” prompt three times for

new words Review sight words using “read, spell, read”

prompt once (20-25 cards)


Story chart Read sentences word by word then re-read whole

sentences. For sight words (underlined) prompt students by

saying “read”. For decodable words, expect students to sound out

word with the “sound” prompt then “read” prompt. Guided spelling and secmentation

Dictation of sounds Dictation of first/middle/last sounds Dictation of sight words Dictation of decodable words Dictation of sentence


Students practice little blue book for the lesson 3 times

Students practice the little blue book from the current and past 2 or 3 lessons

Send home practice story sheet for reading at home OR use for additional practice or partner reading.

SIPPS BEGINNING LESSON

Modeling Your Turn

SIPPS EXTENSION

SIPPS EXTENSION LEVEL COMPONENTS

Prerequisite Lessons Use the Prerequisite Lessons (P1, P2…) for

students who have not mastered the short vowels or consonant digraphs

10 lessons in the back of the teacher guide

COMPONENTS TO A SIPPS EXTENSION LESSON

Phoneme Play Through activities that don’t involve print, high

level phonological routines involve segmentation and phoneme manipulation

Set A is for the lesson, Set B is for re-teaching Phonics and decoable words

Explicit and systematic instruction of spelling/sound relationships followed by the reading of mixed list

There are 2 mixed list: Set A is for the lesson, Set B is for re-teaching


Sight word Each word is introduced in a sentence Students say the word and spell the word Previously introduced words are reviewed

Reading a story Teacher gives the setting Students chorally read the story sentence by sentence

with a pause between each students to allow student to look ahead at the next sentence to decode difficult words.

Guided spelling Students spell decodable words This is not a test Teacher gives support when needed to guarantee

success


Practice reading Following lessons 1-18 students read orally to

build fluency. Students read current story 2 times and re-read

previous story. The teacher circulates to monitor reading and

note difficulties. After lesson 18, students can read any selection

at their independent level or continue reviewing the stories in the story book.

Spelling memory list Spelling list are in appendix (pg 228). Words are keyed to phonics and sight words

taught in the program


Assessment and placement Test of basic phonics

Administered individually (8-10 minutes) Mastery test

Given at intervals (every 2-5 lessons) Clearly marked in manual Administered individually (2 minutes)

SIPPS EXTENSION LESSON

Modeling Your Turn

SIPPS CHALLENGE

SIPPS CHALLENGE COMPONENTS

Single Syllable phonics Used when students have not mastered all of the

phonics elements or have mastered them so recently they need review.

Includes review of phonics elements and application to mixed list

Phonics New cards Review cards Mixed list written on board (or doc cam)


Transformations Syllabic

Fast paced exercise where students read open and closed syllables using “is the vowel at the end or not at the end”

morphemic (after lesson 20) Replaces syllabic transformations Teacher starts with base word and adds prefixes,

suffixes, and inflectional endings. Fast paced Students chorally read as teachers make changes

Lesson sticky note Board space or transparency Pens and eraser


Sight syllables New cards Review cards Students learn to recognize by sight 90 common

syllables. Both regular and irregular syllables are taught 3 word lists

A: 2nd grade or Year 1 of SIPPS Challenge B: 3rd grade or Year 2 of SIPPS Challenge C: 4th or 5th grade or Year 3 of SIPPS Challenge


Reading by Syllables Practice reading polysyllabic words. Teacher writes words on the board syllable by

syllable. Students chorally read 3 word lists A, B, and C Lesson sticky note Board space or doc cam Pens and eraser


Reading entire words Routine develops flexibility in applying reading

skills Students learn 2 generalizations:

1. 2 consonants between vowel: divide between the consonants

2. 1 consonant between vowels: divide first before the consonant or divide after the consonant

Students not asked to memorized decoding method, but are guided through this procedure with many words

3 word lists: A, B, C Words written on board or doc cam Pen (different color) to mark syllable breaks


Guided spelling Students write 5 words each day. Improves spelling and reinforces knowledge of

syllabication 3 lists: A, B, C Paper and pencils on student desks Board or doc cam to correct spelling Lesson sticky note Irregular spelling poster hung were visible to students

Lesson Sticky Notes Write the lesson # at the top and use it again next year This is where you keep the words you’ll be using for the

lesson Use it for 3 components: transformations, reading by

syllables and guided spelling

SIPPS CHALLENGE

Model Your Turn

EXIT SLIP

Please reflect on the learning targets for today as you fill out the exit slip: I know the 3 types of SIPPS programs I can teach a part of each SIPPS program I can say how SIPPS matches the needs of the

students who took the DDS.

P HONICS I NTERVENTIONS. L EARNING TARGETS I know the 3 types of SIPPS programs I can teach a part...

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