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Welcome to Our Community!We are here to support you! Take advantage of the many

resources to support our programs in your school.






SHARE

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LEARN

SIPPS-BROCH-2022


Find us on:

collaborativeclassroom.org

Photo © Tenley Clark

About Collaborative ClassroomOur mission as a nonprofit is to help students grow as readers, writers, and thinkers while they develop the social and emotional skills necessary to thrive. Founded in 1980, Center for the Collaborative Classroom conducted seminal research on social development. Collaborative Classroom has evolved into a partner for schools and districts that is dedicated to transforming the school experience, developing students, and empowering teachers as they engage students.

Learning Reimagined™

CONTENTS

SIPPS: Our Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

A Research-Based Decoding Intervention Program . . . . . . 2

Program Highlights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

SIPPS for Grades K–3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Beginning Level, Grades K–3 . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Extension Level, Grades 1–3 . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Fluency Practice Library, Grades 1–3 . . . . . . . . . . . . . . . . . . 11

Challenge Level, Grades 2–3 . . . . . . . . . . . . . . . . . . . . . . . . . . 12

SIPPS for Grades 4–12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Understanding How SIPPS Plus and Challenge Support Older Readers . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

SIPPS Plus, Grades 4–12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Hi/Lo Fluency Practice Libraries, Grades 4–6, 6–8, and 9–12 . . . . . . . . . . . . . . . . . . . . . . . . 15

Challenge Level, Grades 4–12 . . . . . . . . . . . . . . . . . . . . . . . . . 16

Professional Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Technology Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

2 CENTER FOR THE COLLABORATIVE CLASSROOM

SIPPS® (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words) for grades K–12 is a research-based, systematic decoding program that helps striving readers quickly develop the accuracy and automaticity needed for fluent, independent reading.

SIPPS provides a structured literacy approach to foundational skills instruction through explicit instructional routines focused on phonological/ phonemic awareness, spelling-sound correspon-dences, and high-frequency sight words. New learn-ing is applied immediately to reading connected text and to spelling. The systematic scope and sequence supports students who struggle with decoding, including students identified with dyslexia, in an accelerative approach.

Whether used as a stand-alone intervention, or integrated to support foundational skills acquisition as a core/Tier I component, the SIPPS program allows students to:

• Respond orally during the foundational skills routines and receive immediate, strategic feedback.

• Demonstrate mastery of learning at regular intervals through mastery tests.

• Read decodable text to practice the words and concepts taught.

• Engage with books at appropriate levels to build fluency and increase confidence.

Each SIPPS level corresponds to a specific stage of reading development: simple alphabetic, spelling- pattern, and polysyllabic/morphemic. Daily SIPPS lessons and reading practice in accessible texts help readers achieve automaticity and accuracy, which in turn allow them to focus on comprehension. SIPPS is intentionally designed to accelerate student progress in mastering foundational skills instruction.

SIPPS: Our Approach A Research-Based Decoding Intervention Program

3COLLABORATIVECLASSROOM.ORG

SIPPS: ALIGNED WITH THE MTSS MODEL

UniversalInstruction

IntensiveIntervention

TargetedIntervention

TIERIII

TIER II

TIER I

Essential Components of Intervention• Proven Instruction: SIPPS provides structured lessons,

systematic instructional routines, and immediate feed-back using corrective procedures. Students read con-nected text to apply their foundational skills learning.

• Assessment: SIPPS provides placement and on-going progress monitoring assessment that informs instruction.

• Homogeneous Grouping: The SIPPS placement assessment identifies instructional entry points and groups students for instruction accordingly.

SIPPS aligns with the MTSS (Multi-tiered System of Support) framework and can be used across all three tiers of instruction.

INTENTIONALLY ALIGNED WITH BEING A READER SIPPS can stand alone or be used alongside any Tier I program. Most notably, when SIPPS is used with Collaborative Classroom’s comprehensive Tier I reading curriculum, Being a Reader, the two programs’ respective scope and sequences align, allowing for a seamless tran-sition between tiers and ensuring that students receive intervention that directly supports Tier I instruction.

Scan this QR code to access grade-level specific elements of the SIPPS program including scope and sequences, placement assessments, and sample lessons segmented by grades K–3 and 4–12.


Program Highlights

ALIGNED WITH THE SCIENCE OF READING

SIPPS is research-based instruction that is aligned with the science of reading. Developed by the late Dr. John Shefelbine, SIPPS accelerates and solidifies critical foun-dational skills instruction.

SIPPS includes the following Institute of Education Sciences (IES) recommendations for foundational skills instruction (2019):

IES Recommended Practice for Teaching Foundational Reading Skills

1.Teach students academic language skills, including the use of inferential and narrative language, and vocabulary knowledge.

2.Develop awareness of the segments of sounds in speech and how they link to letters.

3.Teach students to decode words, analyze word parts, and write and recognize words.

4.Ensure that each student reads connected text every day to support reading accuracy, fluency, and comprehension.

SUPPORT FOR FOUNDATIONAL SKILLS

When used as a core/Tier I program, SIPPS supports the acquisition of grade-level, foundational skills standards. When used as an intervention, SIPPS accelerates progress so that students are able to efficiently close the gap and engage with grade-level standards.

Source: What Works Clearinghouse. 2019. Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade. U.S. Department of Education: Institute for Education Sciences.

“It is so critical to teach kids just how to read. Reading is not a natural act. There is a sequence to understanding, knowing sight words, sound-spelling, spelling sequence, and SIPPS does it. There is nothing like SIPPS to get kids reading. With better reading, it changes their confidence levels. When they can do that, they can do anything.”

—ChrisAnn Horsley, Former Principal and current Senior Director for Curriculum, Bonita Unified School District, CA


DIFFERENTIATED INSTRUCTION

SIPPS is taught in groups of students with similar needs, which allows teachers to target exactly what students need to know next. A program-specific placement assessment provides the data needed to group students with similar decoding needs. Periodic mastery tests help teachers monitor student progress and support the teachers in decision-making around pacing and reteaching.

Each level of SIPPS focuses on one stage of foundational skills instruction:

Grades K–3• Beginning Level addresses the simple alphabetic phase.

• Extension Level addresses the spelling-pattern phase.

• Challenge Level addresses the most complex, polysyllabic/morphemic phase.

Grades 4–12• SIPPS Plus addresses the simple alphabetic and

spelling-pattern phases of foundational skills instruction and is uniquely designed for intervention instruction for students in grades 4–12.

• Challenge Level addresses the most complex, polysyllabic stage of decoding. Differentiated word lists make it easy to adapt each lesson for readers in middle or high school.

SIPPS Beginning, Extension, and Plus include program- specific student texts designed to provide practice with the skills and concepts instructed in the program.

SIPPS® (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words)PHONICS CONTINUUM

SIMPLE ALPHABETIC

SIPPS Beginning

SIMPLE ALPHABETIC+ SPELLING-PATTERN

SIPPS Plus for older readers

SPELLING-PATTERN

SIPPS Extension POLYSYLLABIC/MORPHEMIC

SIPPS Challenge

• Short vowels• Single consonants• Identifying initial, final, and medial sounds• Reading and spelling CVC words• Consonant blends• Consonant digraphs

• 6 syllable types• Syllable division• Implications of the schwa• Meaningful morphemes

Beginning and Plus Challenge

• Inflectional endings, -s, -ed, -ing• Consonant trigraphs• Long vowels - Final -e - Vowel patterns

• r-controlled vowels• Diphthongs• Silent letters• Hard/soft c and g

Extension and Plus

• High-frequency academic vocabulary at three developmental levels (grade 2, grade 3, and grade 4 and above)


INTENSIVE MULTISENSORY INSTRUCTION

SIPPS provides a structured literacy approach that is essential for students diagnosed with dyslexia as well as students who have other reading difficulties. The explicit routines and immediate feedback inherent in SIPPS lessons allow students with reading difficulties to access the foundational skills necessary for read-ing independence.

For students who may need an intensification of those routines, the Intensive Multisensory Instruction for SIPPS Handbook provides enhancements for each routine, along with guidance for how the teacher might use them. The handbook also includes additional multisensory strategies for integrating visual, auditory, and kinesthetic-tactile learning pathways. These strategies help students connect and remember their learning and can be seamlessly incorporated into regular SIPPS lessons.

These expanded routines incorporate:

• Arm and hand motions

• Tracing, writing, and vocalizing spelling-sounds and sight words

• Speaking aloud and pointing to each letter while spelling back words written in guided spelling routines

FLUENCY LIBRARIES

Optional Fluency Practice Libraries for SIPPS Extension and Hi/Lo Fluency Libraries for SIPPS Plus provide age-appropriate collections of books specially chosen for characteristics of decodability that are taught in the program. These libraries help students make the transition from decodable texts to trade books.

Program Highlights (continued)


SUPPORT FOR ENGLISH LANGUAGE LEARNERS

In SIPPS, the complex English vowel system is organized to demonstrate its logic and power. Phonics and spelling strategies are taught together so that they are mutually reinforcing. This may be particularly helpful to English Language Learners who have transferred some of their first-language skills to English reading but are not confident writers because of their limited mastery of English spelling.

SIPPS teachers implement effective teaching strategies to meet the needs of all students, including English Language Learners. English Language Development strategies are an inherent part of the program’s design. SIPPS provides ELD/ELA standards support through word analysis, including phonological awareness, decoding and word recognition, fluency, and vocabulary development.

BEST PRACTICES IN ELL INSTRUCTION

Use visual aids to support learning SIPPS routines make use of visual cues for phonological awareness and printed letters and words for instruction and review. Handheld cards and wall cards with mnemonic illustrations are also provided.

Provide explicit instruction and modeling

All the routines are carefully structured so that the teacher can deliver clear and consistent instruction. All routines are modeled for the students when they are introduced.

Provide many opportunities to practice In the SIPPS program, the students respond chorally to teacher prompts. This gives all students opportunities to practice repeatedly in a safe environment.

Review frequently Both phonics and sight words are systematically reviewed throughout the program.

Assess frequently Letter-sound and sight-word knowledge is regularly assessed through mastery tests.


SIPPS FOR OLDER READERS

Older readers who have lingering foundational skill needs present a unique challenge. SIPPS Plus is specifically designed to provide early foundational skills interven-tion for students in grades 4–12 by using an accelerative scope and sequence and reading materials that respect the age of the learner.

Once students have mastered the skills in SIPPS Plus, SIPPS Challenge provides older readers with the poly-syllabic decoding skills and morphological knowledge necessary to unlock words in increasingly sophisticated text, including content-specific reading and vocabulary.

ASSESSMENTS

The assessments in SIPPS facilitate both initial place-ment and ongoing monitoring of student progress toward mastery of the foundational skills. There are two different SIPPS placement assessments:

• The K–3 assessment places students in Beginning, Extension, or Challenge

• The 4–12 assessment places students in SIPPS Plus or Challenge

Both assessments allow teachers to place students at their instructional points of need within a level and lesson.

Mastery tests occur at regular intervals across SIPPS Beginning, Extension, and Plus. These tests verify mastery of the phonics and sight words taught in the pro-gram. Additionally, the teacher analyzes errors and uses this data to make instructional decisions related to pacing and reteaching. In SIPPS Challenge, progress monitoring assessments monitor how well students are learning the instructed decoding strategies.

The ClassView Pro™ app facilitates assessment by allow-ing teachers to record and report placement assessment and mastery test data. With its ability to capture, store, and present data, ClassView Pro informs instruction and simplifies teacher communication of student progress with school and district administration, colleagues, and families.

TECHNOLOGY AND REMOTE LEARNING GUIDANCE

The SIPPS program design allows for flexibility in delivery of instruction. Detailed guidance for remote and hybrid settings allows teachers to support student learning in a variety of circumstances and formats.

In addition, the Learning Portal allows teachers to flexi-bly meet the needs of students with digital access to all program resources and tools.

“SIPPS supports students in acquiring the necessary foundational skills to read and inspires a confidence that results in students believing in themselves as readers. They are motivated to take on the challenges of new and unfamiliar texts, transferring the skills that are taught into their independent reading.”

— Kelsey E., 1st Grade Teacher, Sioux Falls, SD

Program Highlights (continued)


Beginning Level provides on-level instruction for kindergarten students and is designed to take non-readers through the first developmental phase of reading. It is an intervention for readers in grades 1–3.

ENTRY KNOWLEDGE AND GOAL Students usually begin the simple alphabetic phase knowing some letters, sounds, and sight words. By the end of SIPPS Beginning Level, they will have mastered short vowels and CVC decoding and know at least 73 sight words.

INSTRUCTIONAL CONTENT• Phonological and phonemic awareness

• Short vowels

• Single consonants

• Identifying initial, final, and medial sounds

• Reading and spelling CVC words

• Consonant blends

• Consonant digraphs

• High-frequency sight words

With the SIPPS accelerative approach, students actively build concepts of print, gain phonological awareness (blending and segmentation), and master short vowel decoding. Reading practice material has been written specifically to give students an opportunity to apply what they are learning in each lesson to connected text.

WHAT’S INCLUDED • Initial assessment and placement procedures

• Material for 55–114 lessons (the number taught depends on pace), including handheld card decks and wall cards

• Mastery tests

• Intensive Multisensory Instruction for SIPPS Handbook

• Trace and Write: Beginning Level (set of 6)

• Sets of decodable Beginning Level little books for reading practice (6 sets)

• Learning Letter Names program materials

• Digital resources:

- Digital Teacher’s Manual

- Seven years of access to the Learning Portal, home to professional development, implementation videos, animated routines, and Remote Learning materials

- Online assessment support in ClassView Pro

- Card Deck App

fitsrunsfansnetsvanvetthincryvestvastventthatthanhitswallbathsitswellhikerisesfakefussesruleslaunchshouteddrawingoilsparkfawnhaulrubbedplantagged filledsmack testpannedfussedplusplumsplugsfixeskiddedhomonymprofessionallywearilypilotjunglemoment

Handbook

Katherine K. NewmanA component of SIPPS®

Copyright © by Center for the Collaborative Classroom

Handbook

Intensive Multisensory Instruction for

SIPPS®

SPS4-IMIS-HBK

ISBN 978-1-68246-927-9

9 7 8 1 6 8 2 4 6 9 2 7 9

9 0 0 0 0

SPS4-TWB

A component of SIPPS® Beginning Level

Copyright © Center for the Collaborative Classroom

Beginning LevelFourth Edition

SIPPS®

Trace and Write: Beginning Level

ISBN 978-1-68246-928-6

9 7 8 1 6 8 2 4 6 9 2 8 6

9 0 0 0 0

Cover illustration by Michael Wertz.

Letter Name Scope and Sequence

LLN-TM


Lesson Letters Taught Lesson Letters Taught

1 Read-Aloud, Kipper’s A to Z

11 Read-Aloud, A Child’s Day

2 Rr 12 Gg, Ee

3 Tt 13 Bb, Hh

4 Nn 14 Kk, Ww

5 Ss, Ii 15 Oo, Xx

6 Read-Aloud, A Child’s Day

16 Read-Aloud, Kipper’s A to Z

7 Ll, Cc 17 Zz, Jj

8 Dd, Mm 18 Qq, Yy

9 Aa, Pp 19 Uu

10 Ff, Vv 20 Read-Aloud, A Child’s Day

Learning Letter Names

Teacher’s Manual

Learning Letter Names

ISBN 978-1-68246-931-6

9 7 8 1 6 8 2 4 6 9 3 1 6

9 0 0 0 0

SIPPS for Grades K–3Beginning Level, Grades K–3


Extension Level is appropriate for readers who have mastered the simple alphabetic phase and are ready for the second phase of reading development. It provides on-level instruction for first-grade students and an intervention for readers in grades 2–3.

ENTRY KNOWLEDGE AND GOAL Students typically begin the spelling-pattern phase knowing 60–70 sight words and being able to read and spell simple short-vowel-pattern words. By the end of this level, they will be able to read single-syllable words with complex vowels and more than 150 high-frequency irregular words.

INSTRUCTIONAL CONTENT • Phonemic awareness

• Inflectional endings, -s, -ed, -ing

• Consonant trigraphs

• Long vowels

- Final-e words

- Vowel patterns

• r-controlled vowels

• Diphthongs

• Silent letters

• Consonant-l-e syllables

• Hard/soft c and g

• High-frequency and irregular sight words

Students practice increasingly challenging phonolog-ical awareness activities such as dropping and adding sounds. They learn phonics (beginning with the con-sonant blends and final-e, then moving on to vowel digraphs, r-controlled vowels, and generalizations for c and y) and high-frequency irregular sight words.

At first, students read program-specific stories that are aligned with instruction, but they soon transition to easy, leveled trade books (available separately). Extension Level strongly emphasizes developing reading fluency.

Extension Level, Grades 1–3


Handbook



Handbook


SIPPS®

SPS4-IMIS-HBK

ISBN 978-1-68246-927-9

9 7 8 1 6 8 2 4 6 9 2 7 9

9 0 0 0 0

SPS4-TWE

A component of SIPPS® Extension Level


Extension LevelFourth Edition

SIPPS®

ISBN 978-1-68246-940-8

y(7IB6I2*OQTOKS( +;!z!”!z!”

Trace and Write: Extension Level


Independent reading in engaging books at appropriate levels builds fluency and comprehension. These libraries provide “easy readers” to transition students in Extension Level from controlled vocabulary texts to trade books.

WHAT’S INCLUDED The 150-book library is organized into five collections. Each collection is made up of 30 fiction and nonfiction “easy readers” representing a range of authors and popular series. These libraries were developed to give students the abundant reading practice they need to become fluent readers who understand what they read.

PURCHASE ALL OR SOME Use this library to create a classroom library of “easy readers” or to round out an existing library with one or more targeted collections.

Sample Fluency Practice Library

Fluency Practice Library, Grades 1–3


• Material for 15 review lessons and 40 lessons (each les-son includes two word lists so lessons can be repeated), including handheld card decks and wall cards

• Optional spelling memory lists

• Mastery tests


• Trace and Write: Extension Level (set of 6)

• Decodable Extension Level Story Book (set of 12)




- Online assessment support through ClassView Pro

- Card Deck App


The SIPPS Challenge Level is developmentally appropriate for students in grades 2 and 3 who have mastered the spelling-pattern phase.* This SIPPS level focuses on the most complex decoding skills, the polysyllabic/morphemic phase. It teaches the polysyllabic decoding strategies necessary for students to become independent and fluent readers.

ENTRY KNOWLEDGE AND GOAL At the polysyllabic/morphemic phase of reading devel-opment, students have mastered much of single-syllable phonics and many high-frequency irregular sight words. At this stage, they need to learn that longer words must be read by syllable, rather than from left to right. The instruction in Challenge Level helps them make the transition.

INSTRUCTIONAL CONTENT • Six syllable types

• Syllable division

• Meaningful morphemes

• Implications of the schwa

• High-frequency academic vocabulary at three develop-mental levels (grade 2, grade 3, and grade 4 and above)

Students learn syllabic patterns (including open and closed syllables and consonant/vowel patterns) and morphological units (including common prefixes, roots, and suffixes). Students increase their proficiency through extensive experience reading polysyllabic words with a teacher’s guidance.


• 75 lessons (practice words available at three vocabulary levels), including handheld card decks and wall charts

• Progress tests

• Guided spelling support

• Optional single-syllable phonics

• Optional spelling lists for memorization


• Challenge Level Reproducibles book (set of 6)





- Card Deck App

*Please see p. 16 to learn how Challenge Level may also be used to support older readers in grades 4–12.

Challenge Level, Grades 2–3


Handbook



Handbook


SIPPS®

SPS4-IMIS-HBK

ISBN 978-1-68246-927-9

9 7 8 1 6 8 2 4 6 9 2 7 9

9 0 0 0 0

Handbook

A component of SIPPS®


Challenge Level Reproducibles


SIPPS®

SPS4-REPC

ISBN 978-1-68246-947-7

y(7IB6I2*OQTORR( +;!z!”!z!” Katherine K. Newman


SIPPS for Grades 4–12Understanding How SIPPS Plus and Challenge Level Support Older Readers

SIPPS Plus is uniquely designed to provide age-appropriate foundational skills intervention for students in grades 4–12 who are reading at a first- or second-grade level. Using an accel-erative scope and sequence and reading material that respects the learner, the SIPPS Plus program merges content from the Beginning and Extension Levels into 55 lessons. Dreams on Wheels, an anthology of short, decodable texts on topics that appeal to the interests and content-reading demands of older students, provides controlled vocabulary text correlated to the lessons. Additional reading in easy-to-read trade books is recommended.

For older students who have mastered the spelling-pattern phase, SIPPS Challenge Level focuses on syllabic patterns, including open and closed syllables and consonant/vowel patterns, and morphological units, including common pre-fixes, roots, and suffixes. Differentiated word lists provide students with practice in reading and spelling polysyllabic words they are likely to encounter at their grade level. With teacher guidance, students analyze words and morphemes in a variety of ways, moving from reading by syllable to reading whole words effortlessly, dramatically increasing reading proficiency, vocabulary, and comprehension.

When I think about the impact of SIPPS for older readers, it is so much more profound than simply seeing the students learn to apply their foundational skills or understanding the implications of the schwa. The impact can be life-changing. While the data show improvement in Lexile levels and ability to access more complex text, the real trans- formation is when we see students who used to avoid reading or avoid school suddenly engage, interact, and walk taller. Unlocking the mystery of reading for older students is like opening a door to their future they thought was barred and closed to them. SIPPS doesn’t just give older readers foundational skills. It gives them hope.”

—Jennifer McMahon, Director of Learning, Livonia Central School District, NY


Designed for students in grades 4–12 who are reading at the simple alphabetic or spelling-pattern phase, SIPPS Plus provides the same content as Beginning and Extension Levels, but is age- appropriate and engaging for older readers, honoring these students as they master first- or second-grade-level foundational skills. SIPPS Plus includes a student book, Dreams on Wheels, that provides high-interest, controlled-readability text to ensure application of instructed phonics and sight words.

ENTRY KNOWLEDGE AND GOAL No particular knowledge is assumed as students begin instruction in SIPPS Plus. By the end of the program, students will be able to read single-syllable words with complex vowel patterns, two-syllable words with inflec-tions and consonant-l-e syllables, and more than 190 high-frequency irregular words.

INSTRUCTIONAL CONTENT • Phonological/phonemic awareness

• Short vowels

• Single consonants

• Identifying initial, final, and medial sounds

• Reading and spelling CVC words

• Consonant blends

• Consonant diagraphs

• Inflectional endings, -s, -ed, -ing

• Consonant trigraphs

• Long vowels

- Final-e words

- Vowel patterns

• r-controlled vowels

• Diphthongs

• Consonant-l-e syllables

• Silent letters

• Hard/soft c and g

• High-frequency and irregular sight words

Students gain phonological awareness and learn phonics (beginning with single consonants and short vowels, then moving on to consonant blends, final-e, vowel digraphs, r-controlled vowels, and generalizations for c and y) and high-frequency irregular sight words.

SIPPS Plus, Grades 4–12


Handbook



Handbook


SIPPS®

SPS4-IMIS-HBK

ISBN 978-1-68246-927-9

9 7 8 1 6 8 2 4 6 9 2 7 9

9 0 0 0 0

SPS4-TWP

A component of SIPPS® Plus

Copyright © Center for the Collaborative Classroom

SIPPS PlusFourth Edition

SIPPS®

ISBN 978-1-68246-963-7

y(7IB6I2*OQTQNR( +;!z!”!z!”

Trace and Write: SIPPS Plus


The Hi/Lo Fluency Practice Libraries provide high-interest, controlled-readability books to provide older readers with the reading practice they need. These books motivate students to read independently and for pleasure, which is the goal of SIPPS Plus.

THE VALUE OF INDEPENDENT READING Independent reading—with engaging books at appropri-ate levels—builds fluency, increases automaticity, and boosts confidence. All of the books in these libraries were carefully selected to appeal to students at each grade range.

WHAT’S INCLUDED Each grade-range library is organized into a 20-book set that includes a mix of fiction and nonfiction. The books were chosen for their engaging content and natural-sounding language as well as for their controlled vocabulary and low Lexile levels.

PURCHASE ALL OR SOME Use these libraries to create a classroom library or to round out an existing library with one or more targeted sets.

Sample Hi/Lo Fluency Practice Library

HIGH-INTEREST, AGE-APPROPRIATE TEXTSStudents read age-appropriate, program-specific stories that are aligned with instruction in the Dreams on Wheels book. Additional reading in easy-to-read trade books is recommended (available separately). SIPPS Plus strongly emphasizes developing reading fluency, and the SIPPS Hi/Lo Libraries provide the abundant practice necessary to develop fluency and comprehension.


• Material for 55 lessons (each lesson includes two word lists so lessons can be repeated), including handheld card decks and wall cards

• Mastery tests


• Trace and Write: SIPPS Plus (set of 6)

• Decodable Anthology Dreams on Wheels (set of 12)





- Card Deck App

Hi/Lo Fluency Practice Libraries, Grades 4–6, 6–8, and 9–12


Challenge Level, Grades 4–12

SIPPS Challenge Level teaches the polysyllabic decoding strategies necessary for students to become independent and fluent readers and can be used as an intervention program for older students (grades 4–12) who can read at a grade 1 level or higher.*

ENTRY KNOWLEDGE AND GOAL At the polysyllabic/morphemic phase of reading devel-opment, students have mastered much of single-syllable phonics and many high-frequency irregular sight words.

At this stage, they need to learn that longer words must be read by syllable, rather than from left to right. The instruction in Challenge Level helps them make the transition.

INSTRUCTIONAL CONTENT • Six syllable types

• Syllable division

• Meaningful morphemes

• Implications of the schwa

• High-frequency academic vocabulary at three develop-mental levels (grade 2, grade 3, and grade 4 and above)

Students learn syllabic patterns (including open and closed syllables and consonant/vowel patterns) and morphological units (including common prefixes, roots, and suffixes). Students increase their proficiency through extensive experience reading polysyllabic words with a teacher’s guidance.


• 75 lessons (practice words available at three vocabulary levels), including handheld card decks and wall charts

• Progress tests

• Guided spelling support

• Optional single-syllable phonics

• Optional spelling lists for memorization


• Challenge Level Reproducibles book (set of 6)





- Card Deck App

*Challenge Level may also be used with students in grades 2–3. Please see p. 12 for information.


Handbook



Handbook


SIPPS®

SPS4-IMIS-HBK

ISBN 978-1-68246-927-9

9 7 8 1 6 8 2 4 6 9 2 7 9

9 0 0 0 0

Handbook

A component of SIPPS®


Challenge Level Reproducibles


SIPPS®

SPS4-REPC

ISBN 978-1-68246-947-7

y(7IB6I2*OQTORR( +;!z!”!z!” Katherine K. Newman


We believe that professional learning embedded in high-quality curriculum is essential to the success of teachers and students—it is at the core of our work.

Our programs promote continuous professional learning that empowers teachers to transform classrooms, build school communities, and inspire the academic and social growth of children. They provide opportunities for teachers to learn and practice every day as they teach lessons, collaborate in learning teams, work online, or receive in-person coaching and support.

PROFESSIONAL LEARNING BUILT INTO THE CURRICULUM SIPPS improves teacher practice through an intentional design that encourages teachers to learn about the science of reading (as related to systematic phonics instruction) and practice as they teach.

Like other Collaborative Literacy programs, SIPPS is constructed so that teachers who implement it deepen their content knowledge and develop their pedagogical expertise every day as they engage with the curriculum and embedded professional learning.

ONLINE RESOURCES AND COMMUNITY SUPPORT • Teacher-facing videos and online animations for each

instructional routine offer opportunities for teachers to learn about SIPPS routines at their own pace.

• The Teacher Learning System provides just-in-time, ongoing professional learning opportunities directly to SIPPS teachers via the Learning Portal.

• Collaborative Circle articles address specific questions or topics of interest to teachers who are implementing our programs.

• Webinars offered throughout the year provide timely and pertinent information teachers can use in their instruction.

• The Collaborative Classroom Facebook® community offers educators a place to ask questions and share their experiences.

VIRTUAL AND IN-PERSON PROFESSIONAL LEARNING SUPPORTCollaborative Classroom will work in partnership with a school or district to develop a multi-year plan for implementing SIPPS through our Professional Learning System for Collaborative Literacy™. Services may include:

• Virtual and in-person professional learning workshops

• Virtual and in-person “train the trainer” sessions

• Virtual and in-person PLC, grade teams, and network support

• Classroom-embedded professional learning sessions

COLLABORATIVE COACH: ASYNCHRONOUS COACHING SUPPORTCollaborative Coach offers personalized, interactive, video-based asynchronous coaching for individual SIPPS teachers in a safe, supportive environment.

“Collaborative Coach is the most powerful professional learning I have participated in throughout my career. This process allowed me to reflect on my own practice and have individual coaching feedback.”

– Kelly S., Interventionist/Title 1, Bethalto School District #8, IL

Professional Learning


The SIPPS program includes seven years of access to the Learning Portal, which gives teachers access to digital manuals and allows them to manage program resources and student reproducibles, build and share paperless assessments and reports, and get the very latest communications, updates, and instructional pacing notifications.

WHAT’S INCLUDED

ClassView Pro Assessment AppClassView Pro simplifies collecting, sharing, and reporting student assessment data. Placement Assessments and Mastery/Progress Tests can be recorded electronically and even conducted from remote settings. Tracking data over time allows teachers to keep close tabs on student progress and roll up individual- or group-level information for more efficient reporting.

Access Pro App Teachers instantly connect via their mobile device to the Digital Teacher’s Set (DTS), which includes the digital versions of all of the SIPPS Teacher’s Manuals.

Card Deck AppThis app provides digital versions of all handheld cards and can be accessed via the web or on mobile devices, including smart phones. Cards are organized by level and lesson, and teachers can manage and manipulate the cards for instruc-tion and review. One swipe on a card indicates whether students have mastered the content or need additional review, and review cards are automatically added to the review deck.

Technology Resources Learning Portal


BookRoom!Digital versions of the Little Books, Story Book, and Dreams on Wheels used in Beginning, Extension, and SIPPS Plus can be accessed via the web or the app. The web-based BookRoom! allows teachers to generate URLs for sharing books with students. Via the free mobile app, students can download the books and read them later offline. Digital access makes it easy for all students to get the reading practice they need during independent or at-home reading or in remote learning settings.

Wall Card Presentation ToolThis tool provides web-based access to the SIPPS Beginning, Extension, Plus, and Challenge wall cards or wall charts for virtual display and is optimized for computers with touch-screens.

Teacher Learning SystemThe Teacher Learning System provides just-in-time, ongoing professional learning opportunities directly to teachers via the Learning Portal. Learning opportunities cover a wide range of topics, including getting started with SIPPS, understanding the instructional design and routines, using assessment data to make informed decisions, level-specific guidance, and leveraging SIPPS in a remote learning setting.

Remote Learning GuidanceCollaborative Classroom recognizes that educators need options that are flexible to support their students’ learning in a variety of circumstances and formats. The Remote Learning Guidance chicklet in the Learning Portal provides access to level-specific resources, including program PDFs and guidance designed to support teachers in transitioning from in-person instruction to either a blended or fully remote design.

The materials and services of Center for the Collaborative Classroom are made possible by the generous support of the following institutions and individuals:

The Annenberg Foundation

The Atlantic Philanthropies (USA) Inc.

Stephen Bechtel Fund

William and Allison Bennington

Booth Ferris Foundation

The William K. Bowes, Jr. Foundation

The Robert Bowne Foundation, Inc.

The Annie E. Casey Foundation

Center for Substance Abuse Prevention, U.S. Department of Health and Human Services

Chan Zuckerberg Initiative

The Danforth Foundation

The DuBarry Foundation

Einhorn Family Charitable Trust

The Ford Foundation

Google Inc.

William T. Grant Foundation

Evelyn and Walter Haas, Jr. Fund

Walter and Elise Haas Fund

The Horace Hagedorn Foundation

J. David & Pamela Hakman Family Foundation

Hasbro Children’s Foundation

The Charles Hayden Foundation

The William Randolph Hearst Foundations

Clarence E. Heller Charitable Foundation

The William and Flora Hewlett Foundation

The James Irvine Foundation

The Jenesis Group

Robert Wood Johnson Foundation

Walter S. Johnson Foundation

Ewing Marion Kauffman Foundation

W.K. Kellogg Foundation

John S. and James L. Knight Foundation

Lilly Endowment, Inc.

Longview Foundation

Louis R. Lurie Foundation

John D. and Catherine T. MacArthur Foundation

A.L. Mailman Family Foundation, Inc.

MassMutual Foundation

The MBK Foundation

Mr. & Mrs. Sanford N. McDonnell

Mendelson Family Fund

MetLife Foundation

Charles Stewart Mott Foundation

William & Linda Musser

National Institute on Drug Abuse, National Institutes of Health

National Science Foundation

The New York Institute for Special Education

New York Life Foundation

Nippon Life Insurance Foundation

NoVo Foundation

Karen and Christopher Payne Foundation

The Pew Charitable Trusts

The Pinkerton Foundation

Kenneth Rainin Foundation

The Rockefeller Foundation

Louise and Claude Rosenberg, Jr. Family Foundation

The San Francisco Foundation

Shinnyo-en Foundation

Silver Giving Foundation

The Spencer Foundation

Spunk Fund, Inc.

W. Clement & Jessie V. Stone Foundation

Stuart Foundation

The Stupski Family Foundation

The Sulzberger Foundation, Inc.

Surdna Foundation, Inc.

John Templeton Foundation

U.S. Department of Education

The Wallace Foundation

Wells Fargo Bank

Photo © Tenley Clark

About Collaborative ClassroomOur mission as a nonprofit is to help students grow as readers, writers, and thinkers while they develop the social and emotional skills necessary to thrive. Founded in 1980, Center for the Collaborative Classroom conducted seminal research on social development. Collaborative Classroom has evolved into a partner for schools and districts that is dedicated to transforming the school experience, developing students, and empowering teachers as they engage students.

Learning Reimagined™

SIPPSWelcome to Our Community!

We are here to support you! Take advantage of the many resources to support our programs in your school.






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Find us on:

Cover photos © iStockphoto.com/kali9 (left) and Marissa Moss (right)

Welcome to Our Community!We are here to support you! Take advantage of the many

resources to support our programs in your school.






SHARE

ASK

LEARN

SIPPS-BROCH-2022


Find us on:

collaborativeclassroom.org

https://collaborativeclassroom.org

https://facebook.com/groups/collabclass

https://collaborativeclassroom.org/contact-up

https://collaborativeclassroom.org/professional-learning

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