English Learners face unique challenges in vocabulary and pronunciation. English Language Development strategies are an inherent part of the design of SIPPS. Since high frequency sight words and decodable words are carefully selected on the basis of written and spoken frequency, classroom language and vocabulary in SIPPS will be mutually reinforcing. Learning to decode in English is complicated by the lack of one-to-one correspondence between letters and sounds, especially vowels. In SIPPS, phonics and spelling strategies are taught together so that they are mutually reinforcing, which will aid in learning the logic and power of the English vowel system. See the tips below to help you support your ELs:
- When you come to words your EL students do not know, give a quick definition or explanatory sentence, draw a sketch, point to a picture, or act the word out.
- You can aid comprehension by previewing stories, drawing the students’ attention to the context of the story and particular events that are depicted.
- Be sensitive to English sounds that may not be present in a student's first language. Early SIPPS lessons will help you describe and model mouth formation and sound production for difficult sounds.
If you are using SIPPS Third or Fourth Edition you can find additional tips in the “Supporting English Language Learners” section in the Introduction of your SIPPS Teacher’s Manual.
If you are using SIPPS Fifth Edition you can find additional tips in the "Support for English Learners" in the Program Overview section of the Implementation Handbook.