- What are some of the rule exceptions when dividing words in SIPPS Challenge?
- My students are able to read words but cannot spell them. Does the SIPPS program offer spelling support?
- When do students shift to “in the head” blending in the SIPPS story routines?
- My students placed into Beginning Lesson 1. Which lesson do I choose—A, B, C, or D?
- How does the “Read-Spell-Read” routine for high-frequency sight words in the SIPPS program support orthographic mapping?
- How should I display my wall cards?
- How do I measure progress in SIPPS?
- How do I continue to motivate and engage my students in SIPPS lessons?
- How do I support my students during Fluency Practice/Individualized Daily Reading after Lesson 23 in SIPPS Extension?
- Where can I find support for corrective feedback?
- Where can I find support for the fluency work in the SIPPS program?
- Does instruction in the SIPPS program align with common leveling systems?
- Are nonsense words incorporated into instruction in the SIPPS program?
- Why do some of the wall cards in the SIPPS program have long vowel mnemonics and other wall cards have short vowel mnemonics?
- Where did the high-frequency sight words come from in the SIPPS program?
- What are the differences between the Third, Fourth, and Fifth Editions of the SIPPS program?
- Who created the SIPPS program? When was it first developed? When was it published?
- Is the SIPPS program multisensory?
- Why are the single letter spellings (a, e, i, o, u) on the Spelling-Sound Chart for SIPPS Challenge Level but not on the SIPPS Extension Level wall cards?
- Why are there no texts for student reading provided after Lesson 23 in the Extension Level of the SIPPS program? After Lesson 23, should all students read from the same book? How do I know what books are a good match?
- What is the expected length of time for completing a lesson in the SIPPS program?
- Why are some words with variant pronunciations taught as decodable words in the Beginning Level of the SIPPS program?
- How can the SIPPS program be used as both foundational skills instruction and intervention?
- Are the program-specific reading materials correlated with any leveling system in the SIPPS program?
- What is the stance on the pronunciation of the word "the" in the SIPPS program?
- How was the order for teaching the phonics and high-frequency sight words determined in the SIPPS program?
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