The goal of SIPPS instruction is to efficiently and effectively develop students’ automaticity and move them into reading trade books. We do not want the students to be reading decodable texts any longer than absolutely necessary.
Students who place into SIPPS Challenge level will be successful reading trade books. By listening to a student quietly read aloud, you can make a judgment about the match between student and text. At this stage of reading development, each student can be reading a different book depending on interest and availability.
You will need an assortment of books of good literary quality at your students’ reading levels. Second- and third-graders may read books written specifically for their grades. Older students may need high-interest, low-vocabulary books. You might arrange to share books with other teachers so you will have a wider selection. Books can be coded for reading level and interest level. For example, you might indicate the interest level by grade number and the reading level by color. One source of books for reading practice is Center for the Collaborative Classroom’s Fluency Practice Libraries.
See Appendix B for more information and to learn about assessing accuracy and rate.