LETRS And The SIPPS Program
LETRS and the SIPPS ProgramLETRS (Language Essentials for Teachers of Reading and Spelling) is professional learning that helps“educators understand ‘how’ students learn to read and write, recognize the reasons ‘why’ somestudents struggle, and determine ‘what’ must be taught to increase student success” (Moats 2018, 2).LETRS was developed by Dr. Louisa Moats and Dr. Carol Tolman. In the interview “A Conversation aboutthe Science of Reading and Early Reading Instruction with Dr. Louisa Moats,” Dr. Moats shares herthoughts on the recent resurgence of the science of reading research. She discusses the LETRS trainingand states that “LETRS empowers teachers to understand the what, why, and how of scientifically basedreading instruction. We focus on teaching priority skills such as phonology, phonics, vocabulary, fluency,and comprehension that need to be taught during reading and spelling lessons to obtain the bestresults for all students. The reason we focus on those priority skills is that effective reading instruction iscomplex, with several related key components that are informed by scientific research. The way we helpteachers apply this knowledge is by demonstrating instructional routines, activities, and approaches thatwill allow them to address the needs of all their students.”The SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words) program, developedby Dr. John Shefelbine, is a multilevel curriculum that teaches the word-recognition strategies andskills that enable students to become independent and confident readers and writers. In the interviewmentioned above, Dr. Moats also shares her thoughts on how complementary the SIPPS program can beto the LETRS training for teachers. She says the following:“SIPPS has something that I’m always looking for in programs: The authors understandphonology and the distinguishing features of classes of phonemes, which is so importantbecause certain speech sounds can be easily confused with other speech sounds, and theinstruction needs to teach children how to distinguish these sounds without overloadingthem with too much information.“In lesson after lesson in SIPPS, I saw examples of the authors’ understanding of the contentas well as a deep appreciation for explicit instructional techniques.“.the SIPPS scope and sequence is really well informed from a linguistic standpoint, andeverything is as clear as can be” (Stuart and Fugnitto, 2020).Combining the science of reading with high-quality professional learning and curriculum is the formulafor empowering teachers to meet the needs of every reader. The SIPPS program addresses the wordrecognition strand of Scarborough’s Reading Rope, providing a curriculum solution that allows teachersto apply the LETRS learning.The following table notes the elements of LETRS training aligned to the SIPPS program.Find us on:PL-5258 Center for the Collaborative Classroom
Elements ofLETRS TrainingSIPPSPhonological AwarenessOral phonological awarenessshould be taught for a fewminutes each day, equippingstudents to distinguish differentspeech sounds (phonemes),ultimately mapping the soundsto written symbols (graphemes/letters) for reading and spelling.Oral phonological awareness activities in every lesson in SIPPS Beginning,Extension, and Plus train the students to hear and distinguish phonemes.Examples:1. Excerpt of an oral phonological awareness activity from the SIPPSBeginning Level Teacher’s Manual:2. Video: Oral Blending of Phonemes: had3. Professional learning support for Continuous Blending in the TeacherLearning System, accessed through the Learning Portal.**If you do not have access to the Learning Portal, sign up for a free 60-day trial license athttps://info.collaborativeclassroom.org/trial.2 Center for the Collaborative Classroom
Elements ofLETRS TrainingSIPPSPhonological Awareness (continued)Instruction that stimulatesaccurate and efficient phono logical processing should bemultisensory, actively engagingstudents’ ears, mouths, andhands.Visual-auditory-vocal links are stressed in all SIPPS lessons. Students whohave learning challenges may benefit from simultaneous activation oflearning modalities that include physical movement and tactile sensations.For these students, the Intensive Multisensory Instruction for SIPPS Handbookprovides variations that can be readily added to the original SIPPS routines.Examples:Excerpt from the SIPPS Beginning Level Teacher’s Manual:Excerpt from the Intensive Multisensory Instruction for SIPPS Handbook:3 Center for the Collaborative Classroom
Elements ofLETRS TrainingSIPPSPhonological Awareness (continued)Phonological awareness activitiesshould be well chosen and followa developmental continuum:SIPPS phonological awareness activities follow a developmental continuum: Early phonological awareness(rhyming, syllable work,alliteration, and onset-rime) Basic phonological awareness activities include blending and segmentingonset-rimes, words, syllables and phonemes Basic phonological awareness(blending and segmentingphonemes) Early phonological awareness activities include blending onset-rimes andrecognizing and producing rhyming words Advanced phonological awareness activities include manipulatingphonemes through deletion and substitutionClick here to review the SIPPS scope and sequence charts. Advanced phonologicalawareness (phoneme deletion,substitution, and reversal)Alphabetic Principle (Spelling-Sound Correspondences)Success with word readingdepends upon each student’sability to connect phonemesto graphemes and blend thesounds quickly to form words.The SIPPS lessons use a consistent, multicomponent approach that providesopportunities for students to develop the spelling-sound correspondenceand apply that learning to word reading, text reading, and writing.4 Center for the Collaborative Classroom
Elements ofLETRS TrainingSIPPSAlphabetic Principle (Spelling-Sound Correspondences) (continued)Decoding is multifaceted andrequires a systematic and explicitphonics instructional frameworkto teach students how to decodenew and previously unknownwords in isolation and in context.SIPPS spelling-sound correspondence activities include: Introduction and review of spelling-sounds Word reading Practice dictation through a guided spelling routine Application and fluency practice through reading connected textExamples:1. Video: Introduce Spelling-Sound Relationships: h2. Excerpt from SIPPS Beginning Level Teacher’s Manual:3. Video of technique used during guided spelling: Dictation of DecodableWords: fitDecoding and encoding arefirmly connected and requirestudents to employ a strategy forhandling single-syllable as wellas multisyllabic words. A strategyfor decoding mulitsyllabic wordsbuilds students’ efficient decodingabilities and prevents studentsfrom developing an overrelianceon the use of context to decodewords. The strategy includesanalysis and marking of vowelsin syllables, affixes, syllable types,and morphology.The decoding work in the SIPPS program gets increasingly more complexas students transition to Extension Level—or later lessons in Plus—withinstruction in polysyllabic strategies, including analysis and marking ofvowels in syllables, syllable types, and morphology.5 Center for the Collaborative Classroom
Elements ofLETRS TrainingSIPPSSight Recognition Readers must be able toread and spell both regularand irregular words withautomaticity.Sight recognition of words that are regular and irregular is given specific,daily instructional emphasis as part of the multicomponent lessonframework of SIPPS as well as through a consistent instructional routinein its lessons. 3–5 words to learn by sight areintroduced each week, andmultisensory and visualizationtechniques are used to maximizelearning.Sight recognition activities include:- Techniques incorporate finemotor, large motor, and visuali
Application and fluency practice through reading connected text Fluency practice through independent reading Additional support and considerations are provided to teachers in . phrase-cued oral reading, simultaneous oral reading, partner reading, and repeated readings. Example: Excerpt from the SIPPS Extension Level Teacher’s Manual: 8
1st SIPPS Extension SIPPS Beginning 2nd Challenge Extension Rev, & Extension SIPPS Beginning, Extension Rev 3rd SIPPS Extension Review, Extension, SIPPS Extension Review, Extension, Comprehension strategies with on-grade level Books and Common Lit Passages Challenge & Ready Reading Challen
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The English Language Arts Common Core State Standards and . LETRS. Content *K ey A br v iat ons: F LETRS . Foundations, An Introduction to Language and Literacy ; July 2012 2 EC LETRS . for Early Childhood Educators; Numbers 1-11 correlate to Core . LETRS. Modules
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