Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

SIPPS: Systematic Instruction in Phonemic Awareness, Phonics

No description
by

Caryn Zappia

on 16 October 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of SIPPS: Systematic Instruction in Phonemic Awareness, Phonics

SIPPS: Systematic Instruction in Phonemic Awareness, Phonics and Spelling

What impact do we expect to see as a result of SIPPS instruction?
Materials
Daily Lesson Components
SIPPS Overview
Four levels of SIPPS include:
+ Initial Placement assessment with multiple entry points within the levels
+Structured, systematic instruction
+Application/practice of skills in context
+Flexible grouping and pacing
How to Start
Practice Time
Work with a partner. Person A is the teacher and B is the student. Practice Lesson 1.

Switch roles and practice the next lesson.

Final Thoughts
Program Objectives
Students will become independent and confident readers and writers because of systematic phonics, phonological awareness and sight word instruction.
SIPPS Strategies
Consistent, systematic instruction
Corrective Routines
Taught to mastery
General Recommendations
Teach 4-5 times a week
20 minutes of instruction
10 minutes of Independent Daily Reading/Fluency Practice
About 6 students per group
Beginning
Intervention in Grades 1-2
Mastery progress monitoring assessments every 10 lessons
Consonants, consonant digraphs, short vowels
High-frequency sight words
Extension
Intervention for Grades 2-3
Mastery progress monitoring assessments every 5 lessons
Consonant digraphs, short vowels, common inflections, common complex vowels
Larger group of high-frequency sight words
Challenge
Intervention for Grades 4+
No mastery assessments
Taught for experience
Polysyllabic words, syllabic generalizations, prefixes, roots, suffixes, schwa
Regular and Irregular sight syllables
Learn
Read the Teacher Manual
Familiarize yourself with the assessments (p.283-291)
Practice the routines (p. 249-278)
Prepare
Organize materials
Administer Placement Assessment
Form groups
Teach
Consistently instruct and correct
Administer progress monitoring mastery assessments (p. 293-298)
Regroup and reteach as needed
Provided
Teacher Manual
Sound cards*
Sight word cards*
Sight word wall cards
Spelling-sound wall cards
Story charts (Beg. only)*
Little books/readers
Reproducibles
Take-home reading
Placement tests with recording form and student copy
Guided spelling page
Reading practice log
Progress monitoring mastery tests with recording form and student copy
Phoneme Play
Phonics and Decodable Words
Sight Words
Guided Spelling and Segmentation
Reading a Story
Fluency Practice / Independent Daily Reading
Challenge Level
Optional Review of previous level
Syllabic Transformations
Morphological Transformations (prefixes, roots, and suffixes)
Sight Syllables
Reading by Syllables
Reading entire words
Guided Spelling
Fluency Practice / Independent Daily Reading

Reflection Questions
How does SIPPS compare to and differ from other instrucional programs you have used in the past?
Are there elements of other programs that could be incorporated into SIPPS?
Questions?
Based on Jim Harvey's speech structures
Beginning & Extension Level
Caryn Zappia
caryn.zappia@pusd.org
Joyce Diaz
joyce.diaz@pusd.org
www.devstu.org/sipps
Full transcript