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Extension LevelComplex-vowel

Decoding

Teacher’s Manual Third Edition

John ShefelbineKatherine K. Newman

Systematic Instruction in Phonological Awareness, Phonics, and Sight Words

SIPPS®

s a m p l e l e s s o n

SIPPS® Extension Level Sample Lesson 13 © Developmental Studies Center devstu.org

© Developmental Studies Center and John Shefelbine 201

Phonological Awareness

ORAL BLENDING OF PHONEMES(Point to the blanks as you say the phonemes.) “Blend.”

A frame, stove, snake, smile, float, taste

B smoke, stone, snack, waste, flame, froze

Phonics and Decodable Words

SHORT AND LONG VOWELSYou: “I’ll tell you the name of a sound, and you tell me the sound. For example, I’ll say ‘long e’ and you say ‘/ē/.’”

A long a, short o, long e, short i, short u

B long u, short a, long i, short e, short o

CorrectionPoint to the appropriate wall card and tell the students the correct answer. Remind them that the vowels they learned with the chair pictures are called short vowels and the vowels that say their names are called long vowels.

INTRODUCE

no new spellings

REVIEW(Mix order.) “Sound.” “Again.””

short vowels, inflections, final e

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SIPPS® Extension Level Sample Lesson 13 © Developmental Studies Center devstu.org

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Remind the students that when adding _ed to a final-e word, we first drop the final e.

READING A MIXED LIST(Point. Pause.) “Read.”

DECODING SUPPORT

If your students make an error repeatedly, use a precue strategy. Underline the problem sound and have them say the sound; then have them read the word.

A taking, ruled, miles, shaking, robe, waved, mills, flakes, canned, hiding, spins, skating, hoped, froze, saving, shopped, prunes, chased, rob, shining

Challenge words: squishing, twisted

B timed, fines, tuning, twine, saved, brakes, ride, driving, came, flaming, fins, hoping, ticked, poked, web, grades, making, smoked, hopping, trading

Challenge words: slept, strikes

OPTIONAL PRACTICE LIST FOR CONSONANT BLENDS

flap, snap, clap, milk, mint, mist, fact, fast, nest, next

OPTIONAL PRACTICE LIST FOR FINAL-E WORDS

take, dive, bone, rule, cake, mine, poke, safe, shine, lone

SIPPS® Extension Level Sample Lesson 13 © Developmental Studies Center devstu.org

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SIPPS® Extension Level

Sight Words

INTRODUCE(Introduce in a sentence.) “Read.” “Spell.” “Read.” “Spell.” “Read.”

move (We can move the table.)

people (Many people were in the store.)

ready (They are ready to hear the story.)

For additional words with the sound of o_e as in move, see page 496.

REVIEW(Mix order.) “Read.” “Spell.” “Read.”

15–20 words

Guided Spelling

DICTATION OF DECODABLE WORDS[1] (Say the word and use it in a sentence.) “Say wblank.” [2] (Guide as needed.) [3] “Read and spell the word as I write it.”

DICTATION OF SIGHT WORDS[1] (Say the word and use it in a sentence.) “Say wblank.” [2] “Use your Sight Word Dictionary if you’re not sure. Write wblank.” [3] “Read and spell the word as I write it.”

SENTENCE DICTATION[1] “Say (sentence).” [2] “First word?” (Guide as needed for decodable word or sight word.) “Write wblank.” [3] “Second word?” [4] (Continue word by word.) [5] “Read and spell each word as I write it.”

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SIPPS® Extension Level Sample Lesson 13 © Developmental Studies Center devstu.org

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204 © Developmental Studies Center and John Shefelbine

SIPPS® Extension Level

A1. which “Use the ‘choo-choo train’ card, first spelling.”

2. pile “ Question?” (Students: “Which /ī/?”) (Hold up one finger.)

3. chase “ Question?” (Students: “Which /ā/?”) (Hold up one finger.)

4. use “ She will use a pencil. Question?” (Students: “Which /ū/?”) (Hold up one finger.)

“In use, the sound /zz/ is spelled s.”

5. cold6. where7. The snake was red. “ Snake: Question?” (Students: “Which /ā/?”) (Hold up

one finger.)

“In snake, the sound /k/ is spelled k.”

B1. shine “ Question?” (Students: “Which /ī/?”) (Hold up

one finger.)

2. tire “ Question?” (Students: “Which /ī/?”) (Hold up one finger.)

3. when4. close “ He will close the door. Question?” (Students: “Which

/ō/?”) (Hold up one finger.)

“In close, the sound /zz/ is spelled s.”

5. goes6. there7. He can skate. “ Skate: Question?” (Students: “Which /ā/?”) (Hold up

one finger.)

Reading a Story“Read the first sentence silently and sound out words you don’t know.” (Long pause.) “Read.” (Continue sentence by sentence.)

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SIPPS® Extension Level Sample Lesson 13 © Developmental Studies Center devstu.org

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SIPPS® Extension Level

DECODING SUPPORT

inside: Frame the parts (in/side).

Story: Read the word to the students.

I’m, She’s: Explain the meanings of the contractions.

Have the students turn to Story Book page 56. Read or paraphrase:

You: “You’re going to read The Story of Cat. It has seven chapters. We’ll read the first chapter today. Rick and Jane have a cat. You’ll find out how the cat likes to play.”

The Story of Cat, Chapter 1: A Cat Named Cat

Jane and Rick had one cat. She was black and white. She had lived with them for a long time. Her name was “Cat.”

Rick and Jane saved a rope for games with Cat. When Jane waved the rope in front of Cat, Cat jumped up for it. Rick set the rope on the rug and pulled it. Cat chased the rope.

When Mom was making fish for lunch, she put some on a plate for Cat. Then she called, “Cat, I’m sharing my fish with you. Taste this!” Cat ate every bite.

One day Dad came home with a shopping bag. “I have two gifts for Cat. Look at these,” he said. He was smiling.

In the bag there was a ball. The ball had a little bell inside it.

“You said two gifts. Are you hiding one more?” asked Rick.

Dad picked up the shopping bag. He twisted it. He dropped it on the rug.

“This bag is the other gift,” said Dad. “Which one will she play with?”

Cat chose the twisted bag.

“Look,” said Jane, “She’s shaking it.”

Then Cat stopped and looked at the ball. She poked it with her nose. The bell rang. She poked it again.

“There you go, Cat,” said Dad. “Have fun!”

SIPPS® Extension Level Sample Lesson 13 © Developmental Studies Center devstu.org

© Developmental Studies Center and John Shefelbine206

SIPPS® Extension Level Lesson 13

Ask questions such as:

1. What ways does Cat like to play?

2. Tell about Dad’s gifts to Cat.

Fluency PracticeAgain today, have the students read quietly aloud for at least 20 minutes. They read today’s story twice, and then the preceding stories, if time permits. Monitor the students individually as they read.

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