Welcome! SIPPS Webinar€¦ · SIPPS Webinar Please mute! Click the microphone to mute your line!...

Welcome!

SIPPS Webinar

Please mute! Click the microphone to mute your line!

Please chat with us! Click the chat box.

In the chat box, share: -Your name

-Your city, state

- Your role

Collaborative Literacy SIPPS, Third Edition Overview & Data Analysis

Introductions:

Scott Abe

Megan

What are your hopes and goals for your students regarding their

foundational skills?

What are you hoping to learn and get out of today’s session?

a systematic, differentiated foundational skills program that develops the word-recognition strategies and skills that enable students to become fluent and

confident readers and writers.

SIPPS is . . .

The SIPPS outcome is to develop independent, fluent readers who read with

accuracy and automaticity.

Framework for Literacy Instruction

Motivation and Engagement

Foundations Reading WritingWord Recognition

and FluencyAcademic Language

Skills and Conventions Comprehension Craft and Process

Conc

epts

of P

rint

Phon

olog

ical

Aw

aren

ess

Phon

ics

Sigh

t Wor

ks a

nd A

utom

atic

ity

Back

grou

nd K

now

ledg

e

Voca

bula

ry

Gra

mm

ar U

sage

Spel

ling

Self-

mon

itorin

g

(Re)

Org

aniz

ing

Text

Anal

yzin

g Cr

aft a

nd S

truct

ure

Eval

uatin

g Co

nten

t

Text

-bas

ed E

vide

nce

Auth

or a

nd G

enre

Stu

dy

Vary

ing

Task

and

Pur

pose

Writ

ing

Proc

ess

Build

ing

and

Pres

entin

g Kn

owle

dge

Com

mun

icat

ing

Idea

s

The SIPPS Program

Developed by Dr. John

Shefelbine

California State University,

Sacramento, CA

RtI: Instruction

& Intervention

Systematic, Explicit,

& Accelerative

Differentiated Small-Group Instruction

20-30 minutes

per group *approx. time

SIPPS Challenge Polysyllabic/Morphemic

SIPPS Extension Spelling-Pattern

SIPPS Beginning Simple Alphabetic

Beginning Level •  Blending, segmentation •  Consonants, consonant digraphs,

short vowels •  High-frequency sight words

Extension Level •  Segmentation, manipulation •  Blends, long/complex vowels, final e,

inflectional endings, y at end of words & 2 sounds for c

•  High-frequency irregular sight words •  Intro 2-syllable decoding

Challenge Level •  Syllabic patterns

•  Open/closed syllables •  Consonant/vowel patterns

•  Morphological units, including •  Prefixes •  Suffixes •  Roots

Flue

ncy

Pra

ctic

e

SIPPS Plus 4-12

Developing Word Recognition Strategies

In the Chat Box or via the phone line…

Share what SIPPS level(s) you currently teach.

What are you noticing about your students’ progress towards the goal of being independent, fluent readers who read with accuracy and automaticity?

Predictable Lesson Structure

Instructional Routines

Clear Consistent Concise Produces a Choral response

The instructional routines & corrective feedback routines support students in “doing the work” and “training their brains”

to develop independent reading behaviors.

Corrective Feedback

Corrective feedback is provided to all students immediately after the error.

The teacher provides just enough support for the students to be successful and allows them to do the thinking.

Mastery Tests Frequent assessment is important for determining whether the teaching pace is appropriate for the group and whether individuals need extra practice. - Appendix D Extension Manual

Beginning Level: •  Letter Sounds:

Previous 10 lessons, not including last 2. Short vowels continuous.

•  Blending (MT2): Blending skills using less recently introduced sounds

•  Sight Words: Previous 10 lessons, not including last 2

•  80% criterion

Extension Level •  Usually every 5

lessons •  Assessing phonics

patterns and sight words that have been taught for at least two lessons before the test.


Plus Level •  Every 5 lessons •  Assessing phonics

patterns and sight words that have been taught for at least two lessons before the test.


50Lesson

426

SIPPS® Beginning Level

© Center for the Collaborative Classroom and John Shefelbine © Center for the Collaborative Classroom and John Shefelbine

MASTERY TEST 5

Frequent assessment is essential for determining whether your teaching pace is satisfactory and for identifying individual needs.

Use Mastery Test 5 to assess whether your students have mastered recently taught skills.

PreparationIf you have not already done so, duplicate the Mastery Test teacher’s cumulative record (one per student) and the student card copy (just one copy) on pages 528–534 or print them at ccclearninghub.org. If you are using the digital assessment support tool, you will still need to make a copy of the student card copy for your students to read.

MASTERY TEST 5 INTERPRETATION

To Consider

❑ Are your students ready to go on to the next lesson?

O Yes, if most of your students correctly identified at least 11 letter sounds and 16 sight words.

O No, if many of your students identified fewer than 11 letter sounds and/or fewer than 16 sight words.

— Consider reteaching previous lessons starting with those in which missed sounds or sight words were introduced (see Appendix F, “Scope and Sequence”).

— If you have not already done so, slow the pace of instruction by teaching both the A and B lessons.

O If a few students failed one or both parts of the mastery test, place them in a lower group or provide tutoring.

Analysis of Errors

❑ Did the students make many letter-sound errors?

O Do the phonics review component of the lesson every day.

O Be sure to correct errors by referring to the wall card and emphasizing the connection between the mnemonic and the letter sound.

O Do a delayed review of any missed sounds by having the students read them again at the end of the phonics review part of the lesson.

50Lesson

427



❑ Did the students miss many sight words?

O Reteach the problem words before going on to the next lesson.

O Here, the daily review of sight words with the read-spell-read routine is critical.

O Be sure to follow the correction routine for missed sight words: (1) Tell the students the word. (2) Have them read, spell, read, spell, and read. (3) Review the word again at the end of the routine.

O Note words that can be easily confused, such as you and your or there and they. In such cases, precue the students by having them attend to distinct features before they read the word. For you and your, have them look to see whether there is an r at the end. Drop this cue when the students become more proficient.

10Lesson

117© Developmental Studies Center and John Shefelbine

SIPPS® Challenge Level

PROGRESS ASSESSMENT 1 INTERPRETATION

To Consider

❑ Did your students make many errors in Single-syllable Phonics?

> If you have not been teaching the optional Single-syllable Phonics strand, not been teaching the optional Single-syllable Phonics strand, notbegin including this strand in your daily lessons. For the next several lessons, consider adding the Single-syllable Phonics content from Lessons 1–8 that the students missed on the assessment. Knowledge of single-syllable phonics is essential to polysyllabic decoding.

> If you are currently teaching Single-syllable Phonics, continue teaching this strand. Make a daily review of all the sound cards taught so far. Also consider providing extra practice by having the students read both the easier and harder mixed lists (20 words and syllables in all). Be sure to do the diff erent kinds of corrections when needed, since these corrections play a critical role in reducing students’ errors. If students continue to struggle, they might be bett er placed in SIPPS Extension Level or SIPPS Plus.

❑ Did your students make many errors in Open and Closed Syllables?

> Review the instructional routine for Syllabic Transformations on page 520. Correct reading of open and closed syllables is a critical basic skill for polysyllabic decoding.

> When the students make an error during the Syllabic Transformations part of the lesson, do not accept self-corrections. Use the full “Where’s the Vowel?” Correction (page 522). If the students respond incorrectly to one part of the correction, tell them the answer and then repeat that part.

> If students are struggling because they are not sure of the terminology or sounds for short and long vowels, review these regularly. For example, ask, “What is the sound of long i ? short e ? long e ? long e a ? What do we call the sound a ? What do we call the sound a/ō/? /ă/? /ŭ/? /ē/?”

❑ Did your students make many errors in Sight Syllables?

> Be sure to include all the irregular sight syllables in your daily sight-syllable review.

> When the students miss an irregular sight syllable, have them read, spell, read, spell, and read it, and then review it again at the end of the activity.

In the Chat Box or via the phone line…

How are you currently collecting Mastery data? Paper-pencil or digitally with the SIPPS Assessment tool?

What tips can you share to support the efficient collection of Mastery Test data? What are other students doing while you assess?

Data Analysis “Think Aloud”

Group Profile

7 First Graders Beginning Mastery Test 5: Administered after lesson 50

5 of the 7 students passed all sections. 2 students failed the letter sounds portion. •  9/14 Sounds •  10/14 Sounds

50Lesson

426



MASTERY TEST 5





To Consider







Analysis of Errors





Blending was 100%

Sounds: th (2), a, e, o, u, v

Sight Words: people, again, many, your,

very, were one, does, other

50Lesson

426



MASTERY TEST 5





To Consider







Analysis of Errors





50Lesson

427








What might be the implications…

For grouping?

For pacing?

For instruction?

50Lesson

426



MASTERY TEST 5





To Consider







Analysis of Errors





50Lesson

427








Resources to Deepen Instructional Planning for SIPPS

Appendix A Teacher facing videos/Animations Instructional Self-Checks

FAppendix

563


© Center for the Collaborative Classroom and John Shefelbine

LESSON PHONOLOGICAL AWARENESS PHONICS SIGHT WORDS

37 Recognizing and Producing Rhyming Words; Segmentation of Onsets and Rimes

be, look


there, over


w want, water


from, for

MASTERY TEST 4

41 Oral Blending of Phonemes; Segmentation th(2) find, people

42 Oral Blending of Phonemes; Segmentation again, many

43 Oral Blending of Phonemes; Segmentation v your, very

44 Recognizing and Producing Rhyming Words; Adding Phonemes (Manipulation)

sh were, could


should, would


x, old one, two


ch, _tch both, good


does, other


j, _dge woman, women


y every, around

MASTERY TEST 5

51 Segmentation; Substituting Phonemes (Manipulation)

z toward, their

52 Segmentation; Substituting Phonemes (Manipulation)

wh children, heard

(continues)

Beginning Level Scope and Sequence Chart (continued)

45Lesson

394



INSTRUCTIONAL SELF-CHECK

❑ Are you teaching all parts of each lesson daily?

O Your students will learn more if you teach daily rather than teaching lessons or parts of lessons two or three times a week.

O Continue to check your teaching procedures by reviewing less familiar relevant routines in Appendix A, “Routines.” Pay special attention to the key dialogue that encourages active student engagement.

❑ Do you promote vocabulary development for your English Language Learners?

O After the students read each sight word or decodable word in the blending routine, give a sentence illustrating the meaning of the word.

❑ Are your students’ blending skills strong?

O Drop the oral sounding-out of decodable words in the story. Instead, pause to give the students time to sound out a word silently as you point to the sound-spellings in sequence, and then say “Read.” If this change results in many errors, have your students go back to blending orally.

❑ Does reading the story takes too long for some groups?

O Read half of the story during the A lesson and the second half during the B lesson.

❑ Do the students have difficulty segmenting sounds during guided spelling?

O Continue to use visual cues for spelling decodable words.

O Before your students spell words like pick, point to the wall card with c, k, and _ck and ask them which /k/ spelling to use.

❑ Are your students proficient in their knowledge of letter-sound relationships and are their segmentation skills strong?

O Consider dropping the sound-by-sound support that is part of the “maximum support” version of the Dictation of Decodable Words routine. In this “less support” version of the routine, continue to say the word, use it in a sentence, have the students repeat the word, and then have the students segment the word as you point to the visual cue. Next just have the students write the word by saying, for example, “Write sat.” If the students need guidance for spelling specific sounds (for example, using two n’s for Ann or ck for the /k/ in sack), say “Careful” and provide that help before they write the word. A more detailed description of the “less support” version of the Dictation of Decodable Words routine can be found on page 499 of Appendix A, “Routines.”

45Lesson

395



❑ Are your students reading three to five of the most recently taught stories quietly aloud to themselves during the Fluency Practice part of the lesson?

O Continue to note their reading accuracy while you listen to them read a page or two. If they are missing substantial numbers of sight words or decodable words, provide additional instruction in the parts of the daily lesson that focus on those skills. Also consider having them practice reading stories from earlier lessons that more closely match their decoding skills.

❑ Are you giving the students the take-home versions of the stories to read at home?

O Select stories that the students can read with confidence and high accuracy. Do not send home stories that are difficult for the students, because caregivers will not be familiar with the teaching strategies the students need for support.

How might you use these resources to strengthen SIPPS instruction?

Instructional Implications Beyond the SIPPS Lesson

What opportunities do students have to read and write across the school day? At home? What SIPPS routines might I incorporate during other times of my day? What other ideas might you share?

From this session…

I learned…

I am going to…

I am still thinking about…

To continue your learning, you might want to…

Center for the Collaborative Classroom System of Professional

Learning Support

What questions are you left with now?

Thank You!

Welcome! SIPPS Webinar€¦ · SIPPS Webinar Please mute! Click the microphone to mute your line!...

Documents

Transcript of Welcome! SIPPS Webinar€¦ · SIPPS Webinar Please mute! Click the microphone to mute your line!...