The SIPPS program places students in groups based on their knowledge of phonics. High-frequency words are also assessed; this information is used to determine whether the students’ high-frequency-word knowledge is behind the entry point lesson where you will begin teaching. If the students are behind in high-frequency-word knowledge, you will want to provide further assessment and extra instruction outside the SIPPS lessons.
ASSESSMENT
You will know from the initial placement assessment which of your students have low high-frequency-word knowledge. The placement assessment covers only a few of the many high-frequency words taught in the program, so you will want to conduct a further assessment. This may be done as a group assessment of several students who are low in high-frequency-word knowledge. (However, if you have the time and resources, you may wish to conduct the assessment with the students individually.)
STEP 1
Write down the placement assessment sections in which the phonics section was passed but the high-frequency-words section was not passed.
STEP 2
Note from the placement assessment the SIPPS lessons covered by each of those sections.
STEP 3
Locate the cards for the high-frequency words taught in those lessons. These words are also listed in the Scope and Sequence section of this handbook.
STEP 4
Conduct a group assessment by showing each high-frequency-word card. Point to the left of the word. Pause. Say “Read.” If the choral response is not accurate and strong, set the card aside in a “to be learned” pile.
INTERVENTION
Arrange for the students to have extra instruction in high-frequency words during times outside of your SIPPS lessons. Instruction may take place in small groups.
- Introduce high-frequency words using the SIPPS routine. Say the word and use it in a sentence. Point to and explain each spelling in the word and prompt the students to say the sound. Then, for each word: “Read.” “Spell.” “Read.” “Spell.” “Read.” After each word is introduced, the card goes into the review deck (to be reviewed immediately during the high-frequency-word review—see the next bulleted item). Introduce three to four high-frequency words per day.
- Do daily high-frequency-word review using the SIPPS high-frequency-word review routine: “Read.” “Spell.” “Read.” If the students misread a word, use the correction routine: (1) Tell the students the word, then point to each spelling in the word and review the sound it stands for. (2) Have the students read, spell, read, spell, and read. (3) Set the word aside and have the students read it again at the end of the lesson.
- When you are reviewing the high-frequency words, note how many words the group misses. If the students miss more than 20 percent (e.g., 4 out of 20), do not introduce any new high-frequency words until their accuracy increases. If the students miss more than half of the words, drop the missed words from the review deck and reintroduce them at a slower rate.
- Try to review high-frequency words more than once during the day. Enlist outside help. Paraprofessionals, older students, volunteers, and parents can review high-frequency words, provided they are taught the SIPPS high-frequency-word routines and understand the importance of not introducing and reviewing too many new words.
- Make sure that students are actually looking at the letters in the word on the high-frequency word card as they chorally spell the word.
HIGH-FREQUENCY WORDS DURING SIPPS GROUP INSTRUCTION
Since the SIPPS program places students according to their phonics knowledge, a SIPPS group may have some students who have mastered the high-frequency words from previous lessons and others who have not. If this is the case for your group, do present the new high-frequency words from the current lesson to the whole group. However, when the students who are behind in high-frequency-word knowledge receive extra instruction in high-frequency words at other times in the day, they should be working on words from earlier lessons that they have not yet mastered. Some of these words may overlap with the words being reviewed in the regular lessons.