Collaborative Literacy SIPPS, Third Edition Presenter: Margaret Goldberg
Introductions
Developing Word Recognition Strategies SIPPS Challenge Polysyllabic/Morphemic Challenge Level Syllabic patterns Open/closed syllables Consonant/vowel patterns Morphological units, including Prefixes Suffixes Roots Fluency Practice SIPPS Plus 4-12 SIPPS Extension Spelling-Pattern SIPPS Beginning Simple Alphabetic Extension Level Segmentation, manipulation Blends, long/complex vowels, final e, inflectional endings, y at end of words & 2 sounds for c High-frequency irregular sight words Intro 2-syllable decoding Beginning Level Blending, segmentation Consonants, consonant digraphs, short vowels High-frequency sight words
A Little Pre-Assessment Complete the True/False Assessment from Reading Matters to Maine When you are finished, find a partner with whom to discuss your answers.
Agenda Examine a Phonics-based Approach Experience Learning to Decode Understand the Stage Model of Reading Analyze SIPPS routines Support New and Struggling Readers
Whole-language theory holds that learning to read and write English is analogous to learning to speak it -- a natural, unconscious process best fostered by unstructured immersion. In an atmosphere rich in simple printed texts and in reading aloud, small children make a wondrous associative leap from knowing the alphabet to being able to read whole words. If a word is unfamiliar it can be skipped, guessed at, or picked up from context. History of the Reading Wars - Nicholas Leman, 1997
Phonics theory takes exactly the opposite position: the proper analogy for learning to read is learning music notation, or Morse code, or Braille, in which mastery of a set of symbols comes first. Children should learn the letters and letter combinations that convey the English language's forty-four sounds and they can read whole words by decoding them. History of the Reading Wars - Nicholas Leman, 1997
60% of students will learn to read adequately regardless of the instructional methods they re subjected to in school, but fully 40% are less fortunate. For them, explicit instruction (including phonics) is necessary if they are to ever become capable readers. Whole-Language High Jinks: How to Tell When Scientifically-Based Reading Instruction Isn t -Dr. Louisa Moats, 2007
What do you remember about how you learned to read?
Read with Pen in Hand Memories- or Not- of Learning to Read Why is it difficult for adults to remember what it was like to learn how to read? What may happen to our instruction because we do not remember how we ourselves became automatic readers?
What do we want a child to do when he/she comes to an unfamiliar word?
A Phonics-based Approach to Reading Carefully read through all letters of every word on the page. If you get to a word you don t know, sound it out. As you get better at reading, group the words together to make your voice sound as if you re talking.
Research has shown that good readers do not skim and sample the text when they scan a line in a book. They process the letters of each word in detail, although they do so very rapidly and unconsciously. Those who comprehend well accomplish letter-wise text scanning with relative ease and fluency. When word identification is fast and accurate, a reader has ample mental energy to think over the meaning of the text. Teaching Reading Is Rocket Science Dr. Louisa Moats, 2004
Four-Part Processing System Context Meaning Letters (orthographic processor) Sounds (phonological processor)
Hand in Hand: Effortless Decoding and Reading Comprehension
Agenda Examine a Phonics-based Approach Experience Learning to Decode Understand the Stage Model of Reading Analyze SIPPS routines Supporting New and Struggling Readers
While You Learn to Read Notice your own learning Notice how you feel while learning
Think, Pair, Share: What was your experience in this model lesson?
Discuss: What do our beginning readers need from us?
Predictable Lesson Structure The instructional routines are Clear Consistent Concise and Produce a Choral Response Purpose: Support students as they train their brains and develop long-lasting independent reading behaviors.
SIPPS is a systematic, differentiated foundational skills program that develops word-recognition strategies and skills, enabling students to become fluent and confident readers and writers. SIPPS develops independent, fluent readers who read with accuracy and automaticity.
Agenda Examine a Phonics-based Approach Experience Learning to Decode Understand the Stage Model of Reading Analyze SIPPS routines Supporting New and Struggling Readers
Find, Read, Flag, Discuss Beginning pg. 536, Extension pg. 453, Plus pg. 563 Stage models of reading acquisition posit that beginning readers go through different stages in their understanding of and approaches to decoding unfamiliar words Students who stay stuck at the context-strategy stage rely on sight words and tend to use first and last consonants as decoding cues, with limited success. A major goal of beginning reading instruction, then, is to teach students that spelling-sound information is more useful than context in decoding text.
Find, Read, Flag, Discuss Beginning page: 537 Extension page: 453 Plus page: 563 Fortunately, because English is an alphabetic writing system [ ] Unfortunately, however, switching from using context to using spelling-sound strategies is both unnatural and difficult for many students.
Find, Read, Flag, Discuss Beginning page: 537 Extension page: 453 The final stage of reading acquisition is characterized by automaticity [ ] Plus page: 563 To achieve such accuracy, students must use spelling patterns to decode.
Find, Read, Flag, Discuss Beginning page: 537 Extension page: 453 Plus page: 563 Instructional Implications beginning reading has to be taught systematically and explicitly [ ] A guiding principle of the program is mastery of phonics and sight words rather than simple exposure
Find, Read, and Flag: The Simple Alphabetic Phase Beginning page 539 Extension page 455 Plus page: 565 In SIPPS Beginning or Plus: Students begin this phase as partial-cue readers who rely heavily on context and use some letter information [ ] They do not understand the alphabetic principle (that words are made up of a series of speech sounds that can be sounded out, left to right).
I didn t know that it s sounds in the book. Letters are pictures of sounds. If you listen, you can read but you have to know your letters first. Arturo, Grade 3
Find, Read, and Flag: The Spelling-Pattern Phase Beginning page 539 Extension page 455 Plus page: 565 In SIPPS Extension Level or Plus: Students beginning the spellingpattern phase know at least 50 sight words, understand the alphabetic principle, and can decode simple short- vowelpattern words. They are able to read simple decodable books with short-vowel patterns[ ]
Discuss: How are readers in SIPPS Beginning (Simple Alphabetic) and SIPPS Extension or Plus (Spelling-Pattern) different?
SIPPS Beginning Reading accuracy is the focus of SIPPS Beginning Level. Its goal is to make the students alphabetic readers - readers who can sound out unknown words and chose to do so rather than relying on consonant sounds and context. Beginning p. 548; Extension p. 464 Plus p. 574
SIPPS Beginning Ironically, sounding out words, which makes students slow readers, in the end, after much practice, makes them fast and automatic. For this very reason, non-automatic readers should not be encouraged to read faster and faster. If there is an emphasis on speed, students will stop sounding out words and instead will start guessing. Beginning p 549 Extension p 465 Plus p. 575
SIPPS Extension Automaticity becomes a priority in SIPPS Extension Level, particularly in the second half The goal of the program is to have all students become automatic readers by the end of Extension Level. Beginning p. 549 Extension p. 465 Plus p. 575
Reading Practice: Beginning vs. Extension Beginning Level Focus Reading for accuracy; no emphasis on reading quickly Students audibly sound and blend left to right Reading practice in hybrid text of decodable + sight words Students are reading for accuracy, automaticity and prosody Extension Level Focus Fluency becomes more of a focus Students sound out in their head Transition from hybrid texts to trade books Students are reading for meaning; teacher checks for understanding
Routines: Beginning vs. Extension and Plus Routines Beginning Level Extension Level Plus Phonological Awareness Lower Level Higher Level Phonics and Decodable Words Reading of Decodable Word List Reading of Mixed List Sight Words No Difference Reading the Story Guided Spelling Story Poster and Little Books (hybrid texts) Scaffold for spelling sound-bysound Students read from Story Book and trade books Students read from Dreams on Wheels Scaffold for think ahead spelling
Agenda Examine a Phonics-based Approach Experience Learning to Decode Understand the Stage Model of Reading Analyze SIPPS routines Planning Supports for New and Struggling Readers
SIPPS Reflection Tools A tool to focus the self-reflection of reading teachers An observation tool that can guide professional development and coaching conversations
Predictable Lesson Structure The instructional routines are Clear Consistent Concise and Produce a Choral Response Purpose: Support students as they train their brains and develop long-lasting independent reading behaviors.
Read, Think and Practice, Discuss Read the applicable section in Appendix E Read the applicable routines in Appendix A What questions do you have about the lesson component?
Phonological Awareness Beginning p. 543 Extension p. 459 Plus p. 569 Then, skim: Oral Blending routines Appendix A What questions do you have?
Phonics Beginning p. 544 Extension p. 460 Plus p. 570 Then, skim: Phonics and Decodable Words Appendix A What questions do you have?
Find, Scan, and Flag the SIPPS Scope and Sequence
Reading a Decodable or Mixed List Students in Beginning: Chorally sound out each word orally Sound, Again, Read Most Common Correction Use the wall card to supply the sound Extension and Plus: Read a Mixed List by looking silently at all the letters in each word Read. Several Different Corrections The correction needed depends on the word and on the error
fan fans fit fits run runs fast tin
say perches pure cork leap snail cared lapped mailed*
Sight Words Beginning p. 546 Extension p. 462 Plus p. 572 Then, skim: Sight Words (Introduce, Review, Correction) Appendix A What questions do you have?
Introducing a new sight word: Read the sentence. Point out the word. Show the card. Read. Spell. Read. Spell. Read.
Read. Spell. Read.
Syllabication Beginning p. 547 Extension p. 463 Plus p. 573 (Routines only in Extension and Plus) What questions do you have?
Appendix A: Beginning p. 490 Reading a Story/Rereading a Story Extension p. 412 Reading Decodable Stories Plus p. 518 Reading A Selection
CCSS: Decodable Text R.F.K.4 Read emergent reader texts with purpose and understanding Appendix A: Emergent reader texts- Texts consisting of short sentences comprised of learned sight words and CVC words; may also include rebuses to represent words that cannot yet be decoded or recognized; see also rebus. CCSS Foundational Skills Framework: Practice includes reading connected text that is controlled in such a way that the spellings of most of the words are consistent with what children have learned. Decodable texts especially serve this purpose. The value of decodable texts is time-limited but significant for beginning readers because these texts provide the opportunity for students to apply what they are learning about the alphabetic code, which enhances their reading acquisition
If children have been taught the most common sounds for the letters p and a, they may be confused by Phil s name card or an alphabet book that states A is for art. These inconsistencies should be noted when they are encountered. Initially, beginning readers exposure to print that matches instruction should be maximized. Otherwise, the instruction seems irrelevant and is confusing to learners. CCSS ELD/ELA Foundational Skills Framework
Appendix A: Beginning p. 494 Guided Spelling and Segmentation Extension p. 409 Guided Spelling Plus p. 512 Guided Spelling
Fluency Practice and Independent Reading Beginning: Focus is on accuracy in the reading of decodable texts Extension: Focus on building automaticity with decodable text At 60 cwpm students transition to Individualized Daily Reading of easy-to-read chapter books Challenge: Students read 95% accuracy at >60 cwpm for 30 minutes a day
Agenda Examine a Phonics-based Approach Experience Learning to Decode Understand the Stage Model of Reading Analyze SIPPS routines Supporting New and Struggling Readers
Scientists now estimate that 95 percent of all children can be taught to read at a level constrained only by their reasoning and listening comprehension abilities. It is clear that students in high-risk populations need not fail at the rate they do. Dr. Louisa Moats, Teaching Reading is Rocket Science
CORE Sourcebook
A child cannot understand what he cannot decode, but what he decodes is meaningless unless he can understand it. Teaching Reading Is Rocket Science Dr. Louisa Moats, 2004
Differentiation Plus and those strong in SIPPS routines: Read and discuss When Older Kids Can t Read For those who want to refine their routines: Partner practice with a lesson
Post-Assessment Review your answers from the pre-assessment and talk with a partner: Are there topics still to be discussed? Were there any questions for which you have a new answer or a new understanding?
Find, Scan, and Flag Assessments
Mastery Tests & Progress Monitoring Data-Driven Instruction Mastery-based Regular intervals Criterion Referenced: 80% Beginning: every 10 lessons Extension: every 5 lessons Challenge: about every 10 lessons
Resources on the LearningHub Teacher s Manuals and printable materials for SIPPS lessons Full-length videos of SIPPS lessons Short videos proper pronunciations of phonemes correct implementation of SIPPS routines Tools for progress-monitoring Placement Tests Mastery Tests SIPPS Assessment App ccclearninghub.org
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How might we support your work? Emily Cremidis ecremidis@collaborativeclassroom.org Margaret Goldberg marigoldberg.mg@gmail.com
Phew!