There is not a direct correlation between the instruction in the SIPPS program and other leveling systems. The texts for SIPPS Beginning, Extension, and Plus have been specially written to match a scope and sequence of phonics and high-frequency word instruction.
Based on the level of foundational skills instruction, there is a correlation between SIPPS levels and characteristics of the texts students should be able to successfully engage in.
Students who have successfully completed SIPPS Beginning should be able to read books at Level D.
Students who have successfully completed SIPPS Extension or SIPPS Plus are prepared to read texts at Level J and above.
- For more information about the transition from the SIPPS Extension Story Book to easy-to-read trade books:
- Read the “Transitioning to Easy-to-Read Trade Books” notes at the end of Lessons 21 and 23.
- Please refer to the “‘Easy-Reader’ Trade Books: Lessons 24-40” section in Appendix B of SIPPS Extension Teacher’s Manual.
- For more information about the transition out of SIPPS Plus, see the “Reading Practice: Looking Ahead” notes:
- For SIPPS Fourth Edition- pages 301, 359, 445, and 475 of the SIPPS Plus Teacher’s Manual.
- For SIPPS Fifth Edition- pages 297, 357, 439, and 467 of the SIPPS Plus Teacher’s Manual.
Students in SIPPS Challenge read trade books. There are no assigned texts at the Challenge level. Students engage in Fluency practice to achieve automaticity with most single-syllable words and Individualized Daily Reading (IDR) to focus more on comprehension. This work is done in books they have chosen or that you have helped them choose. For support with Managing Fluency Practice/IDR, please refer to Appendix B of your SIPPS Challenge Teacher’s Manual.