Collaborative Literacy


SIPPS: Accelerative Foundational Skills Instruction

SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words) is a research-based foundational skills program proven to help both new and struggling readers in grades K–12 build skills and confidence for fluent, independent reading.

The SIPPS program provides a structured literacy approach to foundational skills instruction through explicit instructional routines focused on phonological awareness, spelling-sounds, and sight words, with immediate application 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. 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 appropriate texts help readers achieve automaticity and accuracy, which in turn allow them to focus on comprehension.

Whether used as a stand-alone intervention or integrated as the decoding module with other programs, 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 criterion-referenced tests.
  • Read controlled-vocabulary text to practice the words and concepts taught.
  • Engage with books at appropriate levels to build fluency and increase confidence.

SIPPS Features:

Aligned with the RTI/MTSS Framework
SIPPS aligns with the RTI/MTSS (Response to Intervention-Multi-tiered System of Support) framework and can be used across all three tiers. Explicit and systematic lessons develop phonological awareness, spelling-sound relationships, decoding, and sight word knowledge that work together to develop accuracy and automaticity.

Intentionally Aligned with Being a Reader
SIPPS works seamlessly as intervention support with the Being a Reader  (Tier 1) program. The scopes and sequences of SIPPS and Being a Reader are aligned, which makes transition between Tiers straightforward. And similar teaching routines provide students with consistent instruction across Tiers.

Intensive Routines for Learning Challenges
Students identified with dyslexia or other learning challenges benefit from simultaneous activation of learning modalities that include movement and kinesthetic/tactile modalities. For these students, Intensive Multisensory Instruction for SIPPS provides variations that can be readily integrated into the original SIPPS routines.

Small-Group Instruction
The small-group format ensures that all students are instructed at their point of need.

Support for ELD/ELA Learners
SIPPS provides ELD/ELA standards support through word analysis, including phonological awareness, decoding and word recognition, fluency, and vocabulary development.

The assessments in SIPPS facilitate initial placement and monitoring student progress toward mastery of the foundational skills.

Companion Fluency Libraries
Practice libraries provide age-appropriate collections of books specially chosen for characteristics of decodability that support struggling readers.These libraries help students transition from decodable texts to trade books.

Remote Guidance
Collaborative Classroom recognizes that educators will need options that are flexible to support their students’ learning in a variety of circumstances and formats.  SIPPS Remote Guidance is designed to support teachers in transitioning from an “in person” format to either a blended or fully remote design.  To support instructional planning, the guidance is organized by beginning-, middle- and end-of-year and provides instructional guidance, essential learning, and at-home activities.

SIPPS: Aligned with the RTI/MTSS Model