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 ID: 762860
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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 LiteracySIPPS, Third Edition Overview & Data Analysis
Introductions:ScottAbeMegan
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 todevelop independent, fluent readers who read with accuracy and automaticity.
Framework for Literacy Instruction Motivation and Engagement Foundations Reading Writing Word Recognition and Fluency Academic Language Skills and Conventions Comprehension Craft and Process Concepts of Print Phonological Awareness Phonics Sight Works and Automaticity Background Knowledge Vocabulary Grammar Usage Spelling Self-monitoring (Re) Organizing TextAnalyzing Craft and StructureEvaluating ContentText-based EvidenceAuthor and Genre StudyVarying Task and PurposeWriting ProcessBuilding and Presenting KnowledgeCommunicating Ideas
The SIPPS ProgramDeveloped by Dr . John ShefelbineCalifornia State University, Sacramento, CARtI: Instruction & InterventionSystematic, Explicit, & AccelerativeDifferentiated Small -Group Instruction 20-30 minutes per group *approx. time
SIPPS Challenge Polysyllabic/MorphemicSIPPS ExtensionSpelling-Pattern SIPPS BeginningSimple Alphabetic Beginning Level Blending, segmentation Consonants, consonant digraphs, short vowelsHigh-frequency sight wordsExtension Level Segmentation, manipulationBlends, long/complex vowels, final e, inflectional endings, y at end of words & 2 sounds for cHigh-frequency irregular sight wordsIntro 2-syllable decoding Challenge Level Syllabic patterns Open/closed syllables Consonant/vowel patterns Morphological units, including Prefixes Suffixes Roots Fluency Practice 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 StructureInstructional RoutinesClearConsistent ConciseProduces a Choral response The instructional routines & corrective feedback routinessupport 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 TestsFrequent assessment is important for determining whether the teaching pace is appropriate for the group and whether individuals need extra practice. - Appendix D Extension ManualBeginning Level: Letter Sounds: Previous 10 lessons, not including last 2. Short vowels continuous.Blending (MT2): Blending skills using less recently introduced soundsSight Words: Previous 10 lessons, not including last 280% criterion Extension LevelUsually every 5 lessonsAssessing phonics patterns and sight words that have been taught for at least two lessons before the test.80% criterion Plus Level Every 5 lessonsAssessing phonics patterns and sight words that have been taught for at least two lessons before the test. 80% criterion
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 GradersBeginning 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
Blending was 100%Sounds: th (2), a, e, o, u, vSight Words: people, again, many, your, very, were one, does, other
What might be the implications…For grouping? For pacing?For instruction?
Resources to Deepen Instructional Planning for SIPPSAppendix A Teacher facing videos/AnimationsInstructional Self-Checks
How might you use these resources to strengthen SIPPS instruction?
Instructional Implications Beyond the SIPPS LessonWhat 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!