Exploring Professional Supports: SIPPS Plus Level, Grades 4-12

SIPPS®(Systematic Instruction in Phonological Awareness, Phonics, and Sight Words) develops the word-recognition strategies and skills that enable students to become independent and confident readers and writers.SIPPS Plus is designed for older students who are reading at a first- or second-grade level and covers the content of SIPPS Beginning and Extension Levels. SIPPS Plus is designed with age-appropriate reading materials and an accelerated scope and sequence focusing on the alphabetic and spelling-pattern phasesof reading. Instruction assumes that students know the sounds of most consonants.

Collaborative Classroom materials are designed to support your professional learning as you teach the programs. Use this list to become familiar with all the supports in the SIPPS Plus materials.

Explore the Introduction in the Teacher’s Manual…
☐ Read the SIPPS Plusparagraph on page ix.
What key words or phrases helped you understand the program and how it is structured?
☐Review the Distinctive Features:Content, Instruction, and Materials on pages x–xi.
What is important to know to teach a SIPPS lesson?
☐Review the Daily Lesson Components on pages xii–xvii.
Instructional Routines
Phonological Awareness
Phonics and Decodable Words
Polysyllabic Words (starts at Lesson 32)
Practice Routines
Sight Words
Practice Routines
Guided Spelling
Reading a Selection
Fluency Practice/Individualized Daily Ready
How do the instructional routines work together in a complete lesson?
☐ Review the suggestionsand best practices offered in “Supporting English Language Learners” on pages xx–xxi.
How might you use this information to support the students?
Explore the Instructional Self-Checks…
☐ Read the self-checks on pages 47, 109, and 128.
What are the important considerations for maintaining and improving fidelity of instruction?
Incremental Instructional self-checks provide guidance for evaluating the consistency and fidelity of instruction.Use self-stick notes to mark the location of the self-checks and to remind you to take the time to reflect on your instruction.
Lesson 4,page 47
Lesson 11, page 109
Lesson 14, page 128
Lesson 19, page 181
Lesson 24, page 218
Lesson 39, page 343
Lesson 49, page 430
Explore the Mastery Tests…
☐Use the scope and sequence on page 487 to identify the location of mastery tests and mark them with self-stick notes in your Teacher’s Manual.
☐Read the mastery test section on pages 100–102.
How might the interpretation information (“To Consider” and “Analysis of Errors”) support your planning for instruction and guiding students to achieve mastery?
Explore the Inflectional Endings Lessons…
☐ Locate the inflectional ending instruction in Lessons 15, 17, 18, 19, 23, 25, 27, 41.
Inflectional endings may be challenging for students.Observe the students carefully during instruction to evaluate the need for re-teaching.Teachers often find that students benefit from the slower pace of using both the A and B lists.
Use self-stick notes to mark the location of inflectional ending lessons.
Explore the Instructional Routines…
☐Read the routines for “Reading a Selection, Lessons 1–15” on page 518, “Reading a Selection, Lessons 16–30” on page 519, and “Reading a Selection, Lessons 31–55” on page 519.
How are these routines similar? How are they different?
Mark Lesson 16 and Lesson 31 with self-stick notes to remind yourself to review the new reading routine at these points.
☐Review the “How Many Consonants?” correction routine on pages 224 and 500. (The “How Many Consonants?” correction routine is essential for students across the Plus lessons.)
How might this correction support student learning?
☐Read the Polysyllabic Words Routine introduced in Lesson 32 on pages 288–290 and 502–504.
How might this opportunity for students to learn strategies for reading polysyllabic words and decode common spelling patterns support them as they read independently?
Mark Lesson 32 with a self-stick note to remind yourself to review the Polysyllabic Words Routine.
Explore theAppendices…
☐Skim and scan the routines located in “Appendix A:Routines.”
How might you use this information to prepare for instruction?
☐Read the Background information for each routine located in “Appendix A:Routines.”
What information did you glean from the background information that will informyour planning?
☐Skim and scan the following appendices
  • Appendix B:Fluency Practice
  • Focus on Practice/Individualized Daily Reading and Working with Individual Students
  • Appendix C:Assessment and Placement
  • Focus on Interpreting the Assessment Results, Further Assessment and Intervention for Sight Words and Assessment and Instruction for Letter Names
  • Appendix D:Mastery Tests
  • Focus on Passing Criterion, Interpretation, and Intervention
  • Appendix G:Memory Spelling Lists
  • Appendix H:Sight Word Index
  • Appendix I:Irregular Sight Word Families
In what ways might you use this information?
Explore the CCC Learning Hub…
☐Go to the CCC Learning Hub(ccclearninghub.org) and select SIPPS PlusTeacher’s Manual. Explore the following resources.
  • Digital Teacher’s Set
  • General Resources
  • Navigation to select resources
  • SIPPS level resources
  • SIPPS Assessment app
  • Tutorials
How might each of these support your planning for instruction?
☐Go to the General Resources and locate the Sight Word Dictionary, Spelling-Sound Wall Cards, and Consonant-l-e Syllables.
How might these resources support student independence across the day?
We recommend that you print the items and distribute them to the students to use as a resource during SIPPS lessons and across the day.
☐Go to the Resource Filters and use the dropdown menu to locate the Routines Appendix (scroll to the end of list), and click Search. Select two or three routines and watch the animation and the teacher-facing video of the routine.
How might the animation of and teacher-facing video of each routine inform your instruction?