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Joined: 06/15/2009
SIPPS Live Chat on Facebook

 


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    LOVE, LOVE the conversations!! It was a whirlwind, whew, I'm tired but energized!
     ·  · 11 minutes ago · 
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    Thanks everyone-It was a great chat! 
     ·  · 11 minutes ago · 
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    This was so helpful and fun! Thanks to all for being part of the conversation!!
     ·  · 12 minutes ago · 
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    How fun! Love it!!! 
     ·  · 12 minutes ago · 
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    Thanks to everyone who participated in our second live chat!
     
     ·  ·  · 12 minutes ago · 
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    GREAT CHAT!!! Love the robust conversations!
     ·  · 12 minutes ago · 
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    Thank you everyone!
     ·  · 12 minutes ago · 
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    Thanks for the conversation!
     ·  · 12 minutes ago · 
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    Great chat today friends.
     ·  · 12 minutes ago · 
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    How do you suggest using the A and B word lists?
     ·  · 17 minutes ago · 
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    • You and 2 others like this.

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        Gina Fugnitto Zugelder This is a good question - List A is for the first teaching with the SIPPS lesson and List B is for re-teaching, if needed.
        14 minutes ago ·  ·  3

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        Gina Fugnitto Zugelder Re-teaching can happen the next day after List A based on observations or after the Mastery Test based on data!
        13 minutes ago ·  ·  2

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        Ann Hsiung Leon The B list can be used immediately day after or after the Mastery Test.
        12 minutes ago ·  ·  2
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    As an intervention teacher, is it more important for me to move through lessons to ensure that students receive instruction with more complex skills or is it more important for me to move more slowly through lessons and provide independent reading during my 30 minute intervention lessons?
     ·  · 20 minutes ago · 
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    • You, Samantha Johnson and 2 others like this.

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        Lenora Forsythe I struggle with this at my school, too. I wish we had more time devoted to independet reading.
        17 minutes ago ·  ·  3

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        Gina Fugnitto Zugelder The more you read the better you read! So important.
        17 minutes ago ·  ·  3

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        Ann Hsiung Leon That's the million dollar question! The reading practice is what will bring about long-term effects of the reading instruction. So, maybe 20-10 balance 3 days a week to squeeze in reading practice (with you monitoring)? This will be an important part of Challenge Level as well.
        16 minutes ago ·  ·  4

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        Gina Fugnitto Zugelder Also, something to consider is that if we are using SIPPS for intervention, esp for only 30 min, how are supporting the students the rest of the day! Specifically, with reading opportunities!
        16 minutes ago ·  ·  4

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        Ann Hsiung Leon It's the reading practice that will get them to be automatic and increase in fluency.
        16 minutes ago ·  ·  3

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        Katy Cortelyou That makes sense...I am playing with this idea this year. We are also doing lots of talking as a grade level about IDR. Instruction and lots of practice are essential!! Thanks
        13 minutes ago ·  ·  3
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    Well, I've enjoyed this! Looking forward to reading more of these conversations later. Love to see a group of enthusiastic educators!
     ·  · 21 minutes ago · 
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    Hi Jodi Lynn Toney-Wuthrich, I know you're out there!
     ·  · 30 minutes ago · 
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    Marni Shapiro-Kay, this was a important question that we discussed about Extension and students struggling at Lessons 4 and 5:
    http://www.devstu.org/forum/extension-master-test-3

    All the SIPPS Forums...
    http://www.devstu.org/forums/sipps


    www.devstu.org

    The kids did fine with the first 2 mastery tests, and then ALL of them did not pass the Phonics portion of Mastery test 3.
     ·  ·  · 31 minutes ago · 
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        Marni Shapiro-Kay Hi Gina- The SIPPS teacher loved Ann's idea about teaching 4a 4b 5a and 5b for extra support for her students. I love that SIPPS provides the extra support for students who need it!
        28 minutes ago ·  ·  5

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        Gina Fugnitto Zugelder Those inflectional endings are hard that early for some students
        27 minutes ago ·  ·  3

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        Ann Hsiung Leon Sight words are easier to "catch up" because extra practice from home or other support can help. Re-reading previous stories will give them a chance to see the sight words in various contexts, which is powerful in addition to review of sight word "drills".
        22 minutes ago ·  ·  3
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    When analyzing student Mastery Tests (specifically within the Beginning Level), what would you suggest when students pass the phonics portion but haven't learned the sight words?
     ·  · 33 minutes ago · 
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    • You and Tracy Dunn Arrowsmith like this.

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        Gina Fugnitto Zugelder That happens often, Ashley Wilder Kohn - one thing that I have done is determine is re-teaching necessary or can I move on to the next set of lessons but bring the sight words that were missing on mastery test into the lessons for review. What have you done previously to support these students...
        28 minutes ago ·  ·  4

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        Marni Shapiro-Kay Great question Ashley-I had that conversation with a teacher the other day about this same question. :-)
        27 minutes ago ·  ·  3

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        Katy Cortelyou Exactly what my data showed this week...I am placing extra emphasis on the sight words that the students struggled with most.
        24 minutes ago ·  ·  4

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        Sue Wilder Smart idea Katy.
        19 minutes ago ·  ·  2
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    Hi there! I have been using SIPPS as an invervention tool for first and second graders and had a question about group placement. I have found that when I assess the students after each 10 lessons, some are able to pass with flying colors and some do not. Should I re-group at this time, or just reteach some of the lessons to the entire group and reassess those that need it?
     ·  · 33 minutes ago · 
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    • You, Tracy Dunn Arrowsmith and 4 others like this.

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        Katy Cortelyou I tend to look at the mastery test data and also consider other data to make an informed decision about regrouping. In some cases, regrouping might be necessary but it may require reteaching depending on patterns in your mastery data.
        29 minutes ago ·  ·  3

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        Ann Hsiung Leon I agree with Katy!! Another factor to consider is that once SIPPS instruction begins, the students' learning styles and rates become very evident. The need to regroup is unavoidable because kids are so different in pace of acquisition. If regrouping is impossible, then reteaching is appropriate. Be considerate of "holding students back" when they are ready to go on.
        24 minutes ago ·  ·  3

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        Katrina Salas Ok, I was feeling the same way about "holding back" some of them. Since I am doing the intervention part of the teaching, I probably need to get together with their classroom teacher to find out how each one individually is doing with all reading and writing work in class as well as the SIPPS instruction I am giving. Thank you.
        21 minutes ago ·  ·  8

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        Ann Hsiung Leon Katrina, that is such a thoughtful perspective!! YES! Overall reading habits and behaviors are important when making these decisions. Thank you for participating with us in this chat.
        13 minutes ago ·  ·  1
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    Ann Hsiung Leon, thank you for sharing this blog... I truly think about intrinsic motivation and that the students have to do the work! 
    http://www.devstu.org/blogs/sipps-and-the-dsc-way

    www.devstu.org

    The past six months have brought about a series of "ah-ha" moments for me as a DSC consultant, literacy educator, and adult learner in ways that are beyond measure. My understanding of the DSC Way has shifted in subtle yet exponential measures in my work as I continue to learn to communicate clearly...
     ·  ·  · 34 minutes ago · 
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    • You, Becky Powell and 3 others like this.

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        Katy Cortelyou Yes...students must do the work. Scaffolding is important so long as it is temporary!
        33 minutes ago ·  ·  3

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        Ann Hsiung Leon I think this is my biggest learning for 2011. The DSC Way is so important in student motivation, responsibility, and learning. I found that something as explicit and direct as SIPPS is much more aligned with the DSC Way than any of us realized.
        31 minutes ago ·  ·  3

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        Gina Fugnitto Zugelder So true!
        29 minutes ago ·  ·  2
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    How can I provide extra support for ELL students?
     ·  · 34 minutes ago · 
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    • You and Tracy Dunn Arrowsmith like this.

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        Isabel McLean Use SIPPS! In a research study done in West Sacramento, CA, 
        Effects of the SIPPS program on decoding ability were evaluated using fall and spring scores on the Slosson Oral Reading Test. During this two-year study, English-speaking students gained an average of 1.6 grade levels in decoding ability each year after seven months of SIPPS implementation. This is more than twice the growth that would be expected over a seven-month period! Spanish-speaking bilingual students showed even greater growth! They gained an 
        average of 2.6 grade levels in decoding ability each year, almost four times expected growth.

        28 minutes ago ·  ·  3

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        Bryan Zugelder I have always found that ELL students benefit from LOTS of peer interaction...and I mean LOTS. I had a 5th grade student who spoke only French and was very bright....he learned more from his peers than I could ever teach him....and I can speak French (a little bit!! :-) )
        28 minutes ago ·  ·  3

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        Ann Hsiung Leon ELL students need to learn the English code in explicit ways...NOT by osmosis. So using SIPPS is great support already. The original research showed that ELLs made the greatest gains in a year-long study. One additional way is to quickly use each of the words from the Decodable Word List/ Mixed List in a sentence to provide context and meaning.
        27 minutes ago ·  ·  4

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        Sue Wilder Bryan, so it seems like the right answer to Sam's question is that our ELLs need both opportunities to use language in meaningful contexts and discussions and some direct instruction in phonics.
        23 minutes ago ·  ·  3

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        Sue Wilder I think the approach we take in all of our programs supports this idea.
        22 minutes ago ·  ·  4
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    I would love to chat about SIPPS....don't really know much about it except that I am interested in knowing if secondary schools are buying into the concept of closing the gap with phonics instruction. I think I understand SIPPS to be K-12. Are middle and high schools getting good use out of it?
     ·  · 41 minutes ago · 
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    • You and 2 others like this.

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        Sue Wilder We have had some very successful implementations of SIPPS in middle and high schools. I worked with a middle school in Florida a few years ago that had great results.
        39 minutes ago ·  ·  2

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        Linda Rourke What I appreciate about SIPPS is that the placement test really helps determine whether decoding IS the problem. When I taught high school, any student with reading difficulties automatically got put into a basic phonics program whether they needed it or not.
        38 minutes ago ·  ·  3

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        Ann Hsiung Leon I believe in early intervention, so the earlier the better. But of course, we have to address secondary needs if they exist. Secondary schools have to diagnose reading needs very carefully. I've worked with HS special ed programs where students are finally motivated and increasing in confidence to want to practice reading.
        37 minutes ago ·  ·  3

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        Bryan Zugelder That's great, Sue. I know that middle schools in a Central Florida school district are looking at what they've been doing with interventions for the last several years and I really find that middle school principals are ready for a change...
        36 minutes ago ·  ·  2

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        Ann Hsiung Leon Careful analysis of an oral reading passage will give you a sense if decoding is an issue, then SIPPS is the answer!!
        36 minutes ago ·  ·  2

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        Lenora Forsythe Adult readers could learn a lot from SIPPs... I believe it would be a huge help for students that struggle with decoding in middle and high schools
        35 minutes ago ·  ·  4

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        Bryan Zugelder I had an intern who is ready to graduate mention that he was shocked that he had an 11th grade student in his social science class who couldn't read or write on grade level. I believe that secondary teachers need lots of support in content area literacy.
        35 minutes ago ·  ·  4

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        Bryan Zugelder I really should say literacy in the content areas too!
        34 minutes ago ·  ·  2

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        Ann Hsiung Leon YES, Bryan! It's really difficult for secondary teachers to know how to fill the gaps with decoding. They don't know where to begin!! That's why SIPPS is powerful.
        33 minutes ago ·  ·  3

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        Bryan Zugelder Linda, that's exactly what this cohort of middle schools has been doing for years....everyone was in a phonics-based program and many of the students in that program didn't need that....learning gains were very minimal.
        31 minutes ago ·  ·  2

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        Linda Rourke What's worse is that in so many of those programs, every student has to start with lesson 1! Talk about killing any remnant of motivation for students who really just need help with polysyllabic words!
        24 minutes ago ·  ·  4

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        Bryan Zugelder From what I know about SIPPS I love how students start with the lesson they need and I really believe that secondary teachers would be so thrilled to use it! I agree with you, Linda, that those programs where everyone must start with Lesson 1 lose kids from the very beginning!
        22 minutes ago ·  ·  4
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    I love this Blog by Ann leon: http://www.devstu.org/blogs/quick-tips-for-sipps-success

    www.devstu.org

    Ann Leon has been a classroom teacher since 1980. She has also been a reading specialist, coach, literacy consultant, and assistant principal. She is also a staff developer for the SIPPS® and Making Meaning® programs for Developmental Studies Center.
     ·  ·  · 42 minutes ago · 
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    I have a group of 6 students in beginning level and they are becoming divided. Three are showing really great response and three are holding their own but moving more slowly. Is it important for all six students to fully complete beginning level before we regroup. We have about 10 lessons left.
     ·  · 42 minutes ago · 
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    • You, Linda Rourke and 2 others like this.

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        Ann Hsiung Leon Katy, what grade are these students? It wouldn't be wrong to wait until Beginning level is complete, but I'm curious to know how the 3 strong students are right now. Have you considered giving the Mastery Test to those 3 before you complete all the lessons?
        39 minutes ago ·  ·  2

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        Marni Shapiro-Kay Hi Katy- I have that same question (but with the Plus program).
        39 minutes ago ·  ·  2

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        Katy Cortelyou THey are first grade students...that is a good idea. That would give me good information about how to move forward in meeting these kiddos needs.
        38 minutes ago ·  ·  2

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        Lenora Forsythe good idea, Ann!
        34 minutes ago ·  ·  2
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    There are lots of downloadable resources about SIPPS available here:http://www.devstu.org/downloads#view=sipps

    www.devstu.org

    Select a program below to see available downloads. Additional resources are available on the Articles and Papers and Webinar Archives pages.
     ·  ·  · 44 minutes ago · 
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    Hi Marni! What have you noticed within your Plus groups?
     ·  · 44 minutes ago · 
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    • You and Tracy Dunn Arrowsmith like this.

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        Marni Shapiro-Kay Hi Ashley- The Plus groups are making wonderful gains. I am excited that the students are beginning to transfer their decoding abilities into their writing! :-)They are also becoming more confident in thier fluency.
        40 minutes ago ·  ·  3

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        Lenora Forsythe Marni- are you seeing improvements in FAIR data or DRAs?
        39 minutes ago ·  ·  2

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        Marni Shapiro-Kay I am eagerly awaiting the new FAIR test (we will test in Jan.)....I will let you know. Last year we did! :-)
        38 minutes ago ·  ·  3
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    Lenora Forsythe, I also so appreciated your reflections about Challenge!
    http://www.devstu.org/blogs/mapping-our-way-to-reading-success

    www.devstu.org

    What’s next? At the close of each school year I spend much time reflecting, conversing, and brainstorming to find the answer. As the Reading Coach of my school, I am ultimately responsible for mapping our way to reading success. In the past five years or so, we have managed to implement a daily, th...
     ·  ·  · 45 minutes ago · 
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    • You, Tracy Dunn Arrowsmith and 2 others like this.

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        Lenora Forsythe Thanks, Gina! I hope our journey inspires others to give it a try! I look forward to following up with third grade data that shows the benefits of Challenge Level SIPPS!
        43 minutes ago ·  ·  3

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        Gina Fugnitto Zugelder We cannot wait to hear about the journey along the way!
        42 minutes ago ·  ·  2
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    Do you think that pre-service teachers need more training in lesson study? If so, how can we build capacity between teacher preparation programs and districts?
     ·  · 47 minutes ago · 
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        Gina Fugnitto Zugelder LS is an excellent topic but our topic for today is SIPPS and decoding instruction.
        46 minutes ago ·  ·  2

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        Bryan Zugelder Oops....sorry, G.
        46 minutes ago ·  ·  3

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        Isabel McLean Great question, though, Bryan!
        45 minutes ago ·  ·  3

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        Ann Hsiung Leon Bryan needs to start his own chat...another time. :)
        45 minutes ago ·  ·  3

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        Sue Wilder I like the question Bryan and I say, yes. You and I should have another chat about this.
        44 minutes ago ·  ·  3
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    Do I just type on the wall to participate in the chat?
     ·  · 50 minutes ago · 
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    How is SIPPS different from or similar to other phonics programs?
     ·  · 54 minutes ago · 
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    • You and Tracy Dunn Arrowsmith like this.

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        Lenora Forsythe There are so many ways to respond- it is similar because it is scripted. It is different because of its rigor and complexity. It takes students beyond other programs as far as decoding multisyllabic words.
        52 minutes ago ·  ·  3

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        Sue Wilder I also think the amount of reading of connected in text in SIPPS is much stronger in SIPPS.
        51 minutes ago ·  ·  4

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        Katy Cortelyou I use SIPPS as well as another decoding program. I find that SIPPS is more accelerated and SIPPS provides hybrid text with every lesson.
        51 minutes ago ·  ·  3

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        Ashley Wilder Kohn I've found one way that SIPPS is unique from others is the included fluency practice. I especially appreciate the SIPPS Plus level, which infuses beginning level phonics instruction into age appropriate text.
        50 minutes ago ·  ·  3

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        Gina Fugnitto Zugelder I also appreciate the scope & sequence - the power of the moving the kids in an accelerated fashion.
        50 minutes ago ·  ·  3

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        Ann Hsiung Leon There is a huge difference between SIPPS and other phonics programs because SIPPS is NOT just phonics. Take a look at the literacy framework (J. Shefelbine's), and you'll notice decoding is overall comprehensive about the words in literacy. SIPPS addresses all the components required to decode (word recognition strategies, fluency, phoneme awareness, concepts of print, phonics, sight words). Building automaticity requires a large amount of practice of using the skills that are taught and cumulative practice over time...SIPPS readers provide that, where "phonics programs" do not offer that piece. Basically, SIPPS teaches decoding skills in context, which I have not found anywhere else. In context is the key to learning!!!!
        49 minutes ago ·  ·  5
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    Which trade books do you start with when students move out of the decodable books in Extension?
     ·  · 54 minutes ago · 
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    • You, Ashley Wilder Kohn and 2 others like this.

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        Samantha Johnson What trade books should they be reading at Challenge level?
        52 minutes ago ·  ·  2

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        Gina Fugnitto Zugelder I Can Read books such as Frog and Toad and Henry and Mudge work nice for those students.
        52 minutes ago ·  ·  2

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        Samantha Johnson DSC Makes Fluency Libraries to help students make the transition to trade book. Here is the linkhttp://www.devstu.org/product/sps-fle-s15
        49 minutes ago ·  ·  4

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        Ann Hsiung Leon Most of the I Can REad books (levels 1-3) are appropriate. Generally, picture books are NOT. The words spike too much and too little text.
        43 minutes ago ·  ·  2

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        Sue Wilder I've found that leveled text that ranges from DRA Levels 12 - 20 are also about right for these students.
        41 minutes ago ·  ·  3
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    How have others been managing their SIPPS materials (sound/wall cards) and the pacing of SIPPS lessons?
     ·  · 55 minutes ago · 
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    • You, Tracy Dunn Arrowsmith and 3 others like this.

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        Katy Cortelyou We use pocket charts to display our sight word wall cards. The students have personal letter/sound charts because I travel and can not keep all the sound cards posted.
        52 minutes ago ·  ·  2

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        Marni Shapiro-Kay We shrunk the large version of the cards and teachers are hanging them on the bulletin boards to save space. The teachers who are using the large sound cards have laminated them so they will fit easily in the pocket chart.
        49 minutes ago ·  ·  4

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        Gina Fugnitto Zugelder What a smart idea!
        48 minutes ago ·  ·  3

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        Sue Wilder I wonder if it would be helpful to put these on a one-pager that the kids could reference during writing time. What do others think?
        42 minutes ago ·  ·  3

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        Ann Hsiung Leon I've shrunk the spelling-sound wall cards to 8x11 "charts" and teachers mount those on construction paper.
        41 minutes ago ·  ·  3

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        Ashley Wilder Kohn Great ideas! Thank you.
        39 minutes ago ·  ·  2
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    Please remember to refresh your screen to see and conversations!
     ·  · 59 minutes ago · 
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    Hello, I have been pulling 1st and 2nd grade students for SIPPS. In my extension group I just introduced the _s sound. do you have any advice on how to make the -s and -z sounds more clear to the students?
     ·  · about an hour ago · 
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    • You, Ashley Wilder Kohn and 5 others like this.

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        Samantha Johnson Great question
        about an hour ago ·  ·  3

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        Isabel McLean Great question, Stephanie!
        about an hour ago ·  ·  4

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        Tracy Dunn Arrowsmith Welcome Stephanie!
        about an hour ago ·  ·  2

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        Ann Hsiung Leon One reason for learning _s(2) is to reinforce the spelling. When students say "names" the /z/ is spelled with an "s", not "z". It's not necessary to spend so much energy in making those 2 sounds, but to make a match when reading. Let me know if this requires more.
        about an hour ago ·  ·  3

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        Katy Cortelyou I have found that use of the letter sound card reinforces these sounds and I also have students really think about "what sounds right?" when they pronounce the word. Sometimes students need to try both sounds to know which sounds right.
        about an hour ago ·  ·  4
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    How do you know when students in Kindergarten are ready for SIPPS?
     ·  · about an hour ago · 
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    • You and 2 others like this.

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        Sue Wilder When students are showing some indication that they are aware of print and how it works they are ready for SIPPS instruction. This would include letter recognition (upper and lower case) and phonological awareness.
        59 minutes ago ·  ·  4

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        Ann Hsiung Leon Kinder students are ready when they can sit still for 20 minutes. Have a developing level of phonological awareness (compound words, syllables). My experience has found that teaching too many letter sounds ahead of time can be counter productive.
        58 minutes ago ·  ·  3

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        Sue Wilder This might also include some reading like behaviors, holding a book, turning pages, "reading the pictures and retelling familiar stories, etc.
        57 minutes ago ·  ·  4

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        Ann Hsiung Leon Yes, Sue!! The reading behaviors are one indicator...it's NOT necessary to have all the letter names and sounds.
        53 minutes ago ·  ·  3

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        Katy Cortelyou I have a group of K kiddos that are going to start SIPPS in January...they are doing exactly the behaviors you describe. I am anxious to see their growth.
        47 minutes ago ·  ·  2

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        Sue Wilder Thanks Ann for the clarification on letter names and I agree. They don't need to know them all but they should be showing letter awareness and that they have learned some of them. This was something we always looked for evidence of in Reading Recovery.
        45 minutes ago ·  ·  2
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    Welcome Ashley Wilder Kohn
     ·  · about an hour ago · 
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    Marni, what did you noticed about the students that are about to finish extension?
     ·  · about an hour ago · 
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    • You and Tracy Dunn Arrowsmith like this.

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        Marni Shapiro-Kay I have noticed that the confidence of the students using Extension has increased dramatically! Students are raising their hands in the Core reading block and small group in class.
        about an hour ago ·  ·  2

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        Gina Fugnitto Zugelder Confidence it great! Such an exciting time. What have you decided to do next for instruction?
        55 minutes ago ·  ·  2

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        Lenora Forsythe I love that you are seeing a transfer to core! Very exciting!
        55 minutes ago ·  ·  2

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        Marni Shapiro-Kay We have 3 classes of Extension students that are getting ready to move to Challenge ....They have all done so well with the Mastery tests and are ready to take their learning to a new level.
        52 minutes ago ·  ·  3
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    Hi Lenora- How are your third graders doing with Challenge? :-)
     ·  · about an hour ago · 
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    • You and Tracy Dunn Arrowsmith like this.

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        Lenora Forsythe Hey Marni! It's definitely a challenge! My teachers are still skeptical, but we are moving right along. Even our low (looking at ORF) third graders are reading accurately and I credit SIPPS with that!
        about an hour ago ·  ·  3

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        Marni Shapiro-Kay Did you give the placement test to all 3rd graders or did you start them all at Lesson 1?
        about an hour ago ·  ·  2

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        Isabel McLean Congratulations, Lenora! That is what we want for our struggling readers--to be moving right along. Yahoo!
        59 minutes ago ·  ·  3

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        Lenora Forsythe We used data from the previous year to determine who our lowest students were in the grade level. We gave them the placement test and placed them in the appropriate level. Those students are considered our "intervention" group. The remaining third graders were automatically placed in SIPPS challenge.
        58 minutes ago ·  ·  2

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        Marni Shapiro-Kay So are some 3rd graders in Extension?
        57 minutes ago ·  ·  2

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        Gina Fugnitto Zugelder It is exciting when the students are able to do something when the encounter unknown words in complex text!
        56 minutes ago ·  ·  3

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        Lenora Forsythe Marni- yes, some of our third graders are in Extension.
        53 minutes ago ·  ·  2
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    Regarding a placement assessment, the age of the student will give me different information.
     ·  · about an hour ago · 
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    I am a Literacy Coach and have been working with all levels of SIPPS, with students in grade K-5 for the past year and half. 
     ·  · about an hour ago · 
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    • You, Tracy Dunn Arrowsmith and 2 others like this.

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        Marni Shapiro-Kay We use SIPPS during our school-wide intervention block.
        about an hour ago ·  ·  3

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        Isabel McLean How long does your block last, Marni?
        59 minutes ago ·  ·  2

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        Marni Shapiro-Kay We have a 30 minute intervention block 4 days a week outside the 90 minute reading block for all students grade K-5. :-)
        58 minutes ago ·  ·  3
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    What sort of information can I get from the assessment?
     ·  · about an hour ago · 
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    • You and Tracy Dunn Arrowsmith like this.

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        Ann Hsiung Leon For K-3 students, the placement assessment tells me the reading stage of the student, and what they know in the areas of phonics and sight words.
        about an hour ago ·  ·  2

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        Ann Hsiung Leon That tells me where to begin the instruction.
        about an hour ago ·  ·  2

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        Lenora Forsythe the assessments help place students within the program
        about an hour ago ·  ·  3

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        Ann Hsiung Leon For students who are in grades 4+, the placement assessment serves as both a screener and diagnostic. As screener: does the student have decoding needs? If so, is it in single syllable words or polysyllabic reading? How are they doing with irregular sight words? From there, a point of instruction can begin.
        about an hour ago ·  ·  3

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        Gina Fugnitto Zugelder Lenora, I also think that the placement test provides information on what the students are able to do given the skills assesses.
        58 minutes ago ·  ·  2
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    I've had the fortune of using SIPPS with all K-3 students as core decoding instruction as well as intervention with K-5 students.
     ·  · about an hour ago · 
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    • You, Sue Wilder and 2 others like this.

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        Isabel McLean Ann, how long have you been using SIPPS? Have you had lots of success?
        about an hour ago ·  ·  2

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        Ann Hsiung Leon Isabel, I have used SIPPS before it was published as SIPPS by DSC. I learned the routines from Dr. John Shefelbine himself in the graduate program. If fact, he introduced me to DSC back in 2001.
        55 minutes ago ·  ·  2

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        Isabel McLean Wow--clearly you have helped a lot of children become more successful and more confident readers.
        55 minutes ago ·  ·  2
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    Thanks for hosting this live chat! I'm a Marketing Associate at DSC.
     ·  · about an hour ago · 
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    It is so nice to have Ann Leon's expertise in the room!
     ·  · about an hour ago · 
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    Hello! I am chatting from the perspective of Reading Coach. We currently use SIPPS as an intervention for struggling students in 1st-5th, and we use the challenge level for our entire 3rd grade.
     ·  · about an hour ago · 
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    Hi Everyone...I am Katy from Tampa. I use SIPPS beginning and extension levels with at-risk readers in K-2.
     ·  · about an hour ago · 
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    Hi everyone! I'm glad to be a part of this chat.
     ·  · about an hour ago · 
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    I am a National Consultant and work with several schools who use SIPPS as an RTI intervention.
     ·  · about an hour ago · 
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    Hi Everyone, Welcome to the chat. Who do we have joining us...
     ·  · about an hour ago · 
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    We would like to welcome Gina Zugelder! We are ready for your decoding questions.
     
     ·  ·  · about an hour ago · 
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    Hi Everyone, welcome to the SIPPS chat.
     ·  · about an hour ago · 
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    Join us right here for our second live chat on SIPPS decoding in less than an hour!
     
     ·  ·  · 2 hours ago · 

 

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