SIPPS

4 hours 16 min ago
My last two blog posts addressed the question, “Are my students transferring the skills they are learning?” This is a central question that we must continue to consider so we don’t lose sight of the larger goal of our SIPPS instruction, which is the development of accurate, automatic, and fluent reading so that readers can make meaning of increasingly complex texts.  ...
10 hours 16 min ago
Teacher collaboration reaches beyond “just sharing” materials. In the 2nd and 3rd grade learning community at PK Yonge Developmental Research School in Gainesville, FL, we as teachers push ourselves to truly collaborate each week. One of the ways we collaborate with each other each week is around our SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words)...
1 week 5 days ago
Here we go! Part 1 focused on the considerations for students new to SIPPS. In this blog we focus on the considerations for students continuing with SIPPS instruction. There is no need to re-administer the placement test to students who are continuing SIPPS instruction from the previous year. Recovery and Reactivation: Students Continuing in SIPPS Consider that students who are returning from... (1)
2 weeks 4 hours ago
Back to school! As we usher in the 2014–2015 school year with hope and anticipation, let’s consider our SIPPS implementation. We offer two blogs to support your implementation: Part 1 is focused on the considerations for students new to SIPPS and Part 2 focuses on the considerations for students continuing with SIPPS instruction. The SIPPS K–3 and 4–12 Placement Tests... (1)
9 weeks 10 hours ago
Kathleen is an intervention teacher in Pinellas County, Florida. She and her colleagues have been strategically providing interventions to third-, fourth-, and fifth-graders. Data analysis revealed some students required explicit instruction and practice with phonics and word study instruction. They grappled with ways to provide this support. Their questions and wonderings led them to explore the... (1)
12 weeks 4 days ago
Whew…the end of the 2013–2014 school year is in sight! Time for us all to catch our breath and celebrate all that our students have accomplished this year. This is also a time for reflection on our teaching and a time for thinking ahead towards the new school year. Because, we all know, teaching is a full-year commitment that goes well beyond our contracted student time. So as we...
14 weeks 4 days ago
Supporting teacher learning from year one to year two of implementation has sparked many invigorating conversations. We notice that the first year of an implementation primarily focuses on the teacher learning of the program, materials, and shifts in pedagogy. As teachers become familiar with using the SIPPS program, the focus can then shift from teacher practice to student learning. Below are... (1)
15 weeks 6 days ago
In the last SIPPS tip, I shared ideas to strengthen students’ transfer of letter-sound knowledge. In this post, I tackle the issue of sight words. In my experience with my own readers, I find that some students possess strong phonics skills but struggle to learn sight words. In some cases, my students can correctly recall the word but lack automaticity. In other cases, my students simply... (5)
16 weeks 6 days ago
When first using SIPPS lessons with my readers, my focus and attention went to logistical considerations such as grouping decisions, materials organization, and learning the prompts and cues so that my lessons were fluid and well-paced. After this “settling in” period, most of my questions and reflections focused on one essential question: Are my students transferring the skills they...
20 weeks 20 hours ago
A common SIPPS question is: Where do the sight words come from? SIPPS Beginning The sight words in SIPPS Beginning Level were carefully selected from the 1,000 most frequent words in school material compiled by Carroll, Davies, and Richman (American Heritage Word Frequency Book, 1971). Beginning Level sight words include both irregularly spelled words and very high-frequency regularly spelled...
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