Transcript Phonics Interventions: SIPPS

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.
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Vocabulary
Makiing Meaning
Strategies
ELI Strategies and
Reading Street
ELI Strategies
Reading Street Vocab Book
Fluency
Making Meaning strategies
Skill Builders
ELI Strategies and
Reading Street
Phonics
6 minute solution
Templates
Phonics for Reading
ELI Strategies and
Reading Street
Syllaboards
Phonemic
Awareness
SIPPS
Road to the Code
Templates
ELI Strategies
Road to the Code
Phonemic Awareness in
young Children
SIPPS Beginning
Template
Reading Intervention Materials Training Matrix
All Staff:
Diagnosing and identifying Reading Problems
Using the Diagnostic Tool/I've Dibeled Now What?
Comprehension
SIPPS BEGINNING, CHALLENGE,
EXTENSION
WHAT IS SIPPS?
Systematic Instruction in Phoneme Awareness,
Phonics, and Sight Words
 There are 3 levels:
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Beginning-Short Vowel Single-Syllable Decoding
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Extension- Complex Vowels Single-Syllable Decoding
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1st grade
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
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See handouts. This will give you a better idea of
which specific skills are covered.
ADDITIONAL INFORMATION
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Check teacher guide for
routine directions
 Assessment
 Placement tests
 Word lists
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Word list A is primary instruction
 Word lists B and C are re-teaching or more challenging
words
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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.
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SIPPS BEGINNING
MATERIALS AND COMPONENTS
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Flat Yellow Box
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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
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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
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COMPONENTS TO A SIPPS BEGINNING
LESSON
Warm up: reread the story chart from the
previous day’s lesson
 Phoneme play: Phonemic Awareness activities
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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 / /”
COMPONENTS TO A SIPPS BEGINNING
LESSON
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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
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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)
COMPONENTS TO A SIPPS BEGINNING
LESSON
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Story chart
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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
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Dictation of sounds
Dictation of first/middle/last sounds
Dictation of sight words
Dictation of decodable words
Dictation of sentence
COMPONENTS TO A SIPPS BEGINNING
LESSON
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.
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SIPPS BEGINNING LESSON
Modeling
 Your Turn
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SIPPS EXTENSION
SIPPS EXTENSION LEVEL COMPONENTS
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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
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COMPONENTS TO A SIPPS EXTENSION
LESSON
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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
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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
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COMPONENTS TO A SIPPS EXTENSION
LESSON
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Sight word
Each word is introduced in a sentence
 Students say the word and spell the word
 Previously introduced words are reviewed
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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.
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Guided spelling
Students spell decodable words
 This is not a test
 Teacher gives support when needed to guarantee success
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COMPONENTS TO A SIPPS EXTENSION
LESSON
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Practice reading
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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
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COMPONENTS TO A SIPPS EXTENSION
LESSON
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Assessment and placement
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Test of basic phonics
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Administered individually (8-10 minutes)
Mastery test
Given at intervals (every 2-5 lessons)
 Clearly marked in manual
 Administered individually (2 minutes)
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SIPPS EXTENSION LESSON
Modeling
 Your Turn
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SIPPS CHALLENGE
SIPPS CHALLENGE COMPONENTS
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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
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Phonics
New cards
 Review cards
 Mixed list written on board (or doc cam)
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SIPPS CHALLENGE COMPONENTS
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Transformations
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Syllabic
Fast paced exercise where students read open and closed
syllables using “is the vowel at the end or not at the end”
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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
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Lesson sticky note
Board space or transparency
Pens and eraser
SIPPS CHALLENGE COMPONENTS
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Sight syllables
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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
th or 5th grade or Year 3 of SIPPS Challenge
 C: 4
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SIPPS CHALLENGE COMPONENTS
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Reading by Syllables
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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
SIPPS CHALLENGE COMPONENTS
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Reading entire words
Routine develops flexibility in applying reading skills
 Students learn 2 generalizations:
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1.
2.
2 consonants between vowel: divide between the
consonants
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
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SIPPS CHALLENGE COMPONENTS
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Guided spelling
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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
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SIPPS CHALLENGE
Model
 Your Turn
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EXIT SLIP
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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.
