Assessment and Placement
SIPPS Assessment and Placement
SIPPS provides an informal assessment for placing students initially within the three levels of the program. Carefully
placed students will receive instruction at the appropriate level, neither too low nor too advanced.
Keep in mind that day-to-day performance in an instructional setting is the best indicator of appropriate placement.
After two or three weeks of instruction (perhaps after the first mastery test), reconsider the placement of each student.
Administration
Place the evaluator’s form on a clipboard and hold it at an angle so the student does not see you record answers. Present
the student cards, one at a time. Use a blank index card under the row he is reading to help the student follow each row.
Have the student read the sounds and words in each section aloud as you record his answers on the evaluator’s form.
Avoid calling this activity a test, and be supportive of the student’s effort. You might compliment the effort, but refrain
from indicating whether the answer is right or wrong.
Do not give the student the pronunciation for any letter or word during the assessment. For sight words allow three
seconds before moving the student on to the next word. Note that variations in pronunciation that reflect nonstandard
dialects are not counted as decoding errors.
After each section record the number correct, circle “pass” or “not pass,” and check whether you are continuing the
assessment or placing the student as indicated. After completing the assessment, you may indicate the student’s placement
in the placement box on the first page of the evaluator’s form.
Interpretation
Each section of the assessment corresponds to the SIPPS lessons as shown below. See the scope and sequence for each
level for the phonics and sight words taught in each lesson.
Section
Content Assessed
A
Beginning Level lessons 1A–10
B
Beginning Level lessons 11–20
C
Beginning Level lessons 21–30
D
Beginning Level lessons 31–55/Extension Level lessons P1–P10
E
Extension Level lessons 1–15
F
Extension Level lessons 16–25
G
Extension Level lessons 26–40
H
Challenge Level lessons 1–75
The student does not have to show complete mastery to advance to the next section of the assessment. We suggest that
students who respond correctly to 80 percent of the items in a section move on. However, any criterion of this sort is
somewhat arbitrary. If you believe that a higher or lower criterion is more compatible with your instructional program,
apply that criterion to the assessment.
© Developmental Studies Center and John Shefelbine
Permission is granted for reproduction of this material for educational use only.
| 283 SIPPS Beginning Level
Our placement recommendations are based on the assumption that teachers have access to the following SIPPS
instructional materials:
Kindergarten
Beginning Level
First Grade
Beginning and Extension Levels
Second and Third Grades
Extension and Challenge Levels
Fourth Grade and above
Challenge Level
Placement Considerations
If you have experience within the program and sufficient resources you may wish to fine-tune placements. For example:
1. The content in Beginning Level lessons 41–55 and Extension Level prerequisite lessons P1–P10 overlaps. Some
second graders may benefit from the slower pace in Beginning Level. Conversely, some high-achieving first graders may
be able to handle the faster pace of Extension Level.
2. Some fourth graders who are reading far below grade level may need more instruction in single-syllable phonics
than is provided in the Challenge Level single-syllable phonics strand. These students will benefit from being placed in
Extension Level.
3. English Language Learners in grade 3 and above may benefit from Extension Level or even the later lessons in
Beginning Level, because they often need instruction on English vowels. Through the decodable stories in Beginning and
Extension Levels, the students will also practice applying phonics and sight-word knowledge in connected text composed
mainly of familiar English vocabulary.
4. The placement advice in the Evaluator’s Form specifies a limited number of entry points in the three levels of SIPPS.
Some students may be most appropriately placed between two entry points. Consider making a closer analysis of the
assessment, particularly for students in the early part of Beginning Level. For example, the optimal placement for some
students may be in Beginning Level Lesson 6.
284 | SIPPS Beginning Level
© Developmental Studies Center and John Shefelbine
Permission is granted for reproduction of this material for educational use only.
SIPPS Assessment
Evaluator’s Form
Mark each item as the student responds. Use a check (✓) for correct
and NR for no response. Write each incorrect answer next to or
below the missed item.
If you are assessing a kindergarten or first-grade student, begin with
the Screening for Consonants and Vowels and follow the instructions
after the screening. If you are assessing a student in grade 2 or higher,
begin with the Screening for cvc Words and Sight Words, and follow
the instructions after that screening.
PLACEMENT
Lesson
___ Beginning Level 1 11 21 31 41
___ Extension Level P1 1 16 26
___ Challenge Level
___ with prerequisite lessons
___ with single-syllable phonics
___ with sight words
1. Screening for Consonants and Vowels (For kindergarten and grade 1, start here.)
This section provides information about the student’s knowledge of basic phonics spellings in isolation. It is most appropriate
for kindergarten and grade 1 students.
a. Consonants and Consonant Digraphs
“Tell me the sound of each of these.” Count distorted sounds as correct (e.g., “muh”).
m____ s____ f____ l____ r____ n____ h____ v____ w____ z____ (continuous sounds)
b____ c____ d____ g____ p____ t____ j____ k____ y____ x____ q____ (stop sounds)
sh____ wh____ ch____ th____ (voiced or unvoiced)
Number right _____/25 Pass (5–25 right) or Not Pass
b. Short-Vowel Sounds
“Tell me the sound of each letter.” If the student gives the long vowel sound ask, “Do you know another sound?” Mark above
each letter with ˘ for short and – for long vowel sound.
a____ i____ u____ o____ e____
Number right _____/5 Pass (1–5 right) or Not Pass
___ If the K–1 student passes both 1a and 1b, go on to the next screening.
___ If the K–1 student does not pass both 1a and 1b, go on to Section A.
2. Screening for cvc Words and Sight Words (For grades 2 and above, start here.)
“I want to see how well you can read these words without any help.”
Phonics
zip___ yell___ jobs___ duck___ wet___ six___ van___ gum___ tap___ hot___
Number right _____/10 Pass (8–10 right) or Not Pass
Sight Words (three-second limit per word)
little___ put___ what___ do___ like___ of___ out___ some___ be___ come___
Number right _____/10 Pass (8–10 right) or Not Pass
___ If the student passes both phonics and sight words, skip to Section D of the assessment.
___ If the student does not pass both phonics and sight words with 80% accuracy:
___ K–1: Continue the assessment at Section A.
___ 2–3: Place the student in Extension Level prerequisite lesson 1.
Consider administering the screening for consonants and vowels for background knowledge.
___ 4+: Place the student in Challenge Level.
___ If the student did not pass phonics, start at prerequisite lesson 1 and include single-syllable phonics.
___ If the student did not pass sight words, include sight-word instruction.
© Developmental Studies Center and John Shefelbine
Permission is granted for reproduction of this material for educational use only.
| 285 SIPPS Beginning Level
Section A (Kindergarten and grade 1: assessing the material in Beginning Level lessons 1–10)
Phonics
“Tell me the sound of each letter”:
s___ n___ t___ m___
Number right _____/4
Pass (3–4 right) or Not Pass
Sight Words (three-second limit per word)
“I want to see how well you can read these words without any help.”
I___ see___ the___ you___ can___ me___ and___ we___
Number right _____/8
Pass (7–8 right) or Not Pass
___ If the student passes both phonics and sight words, continue the assessment.
___ If the student does not pass both phonics and sight words, place her in Beginning Level lesson 1.
Section B (Kindergarten and grade 1: assessing the material in Beginning Level lessons 11–20)
Phonics
sat___ if___ man___ fit___ ran___ in___ mat___ sit___ rat___ fan___
Number right _____/10
Pass (8–10 right) or Not Pass
Sight Words (three-second limit per word)
on___ is___ yes___ are___ no___
Number right _____/5
Pass (4–5 right) or Not Pass
___ If the student passes both phonics and sight words, continue the assessment.
___ If the student does not pass both phonics and sight words, place him in Beginning Level lesson 11.
Section C (Kindergarten and grade 1: assessing the material in Beginning Level lessons 21–30)
Phonics
cut___ rub___ him___ my___ sock___ mad___ fun___ kick___ fat___ hot___
Number right _____/10
Pass (8–10 right) or Not Pass
Sight Words (three-second limit per word)
he___ get___ under___ to___ was___ go___ down___ saw___ where___ here___
Number right _____/10
Pass
(8–10 right) or Not Pass
___ If the student passes both phonics and sight words, place her in Beginning Level lesson 31.
___ If the student does not pass both phonics and sight words, place her in Beginning Level lesson 21.
286 | SIPPS Beginning Level
© Developmental Studies Center and John Shefelbine
Permission is granted for reproduction of this material for educational use only.
Section D (All grades: assessing the material in Beginning Level lessons 31–55/Extension prerequisite lessons)
Phonics
math___ shells___ quick___ sing___ much___ rocks___ catch___ judge___ when___ hopping___
Number right _____/10
Pass
(8–10 right)
or Not Pass
Pass (8–10 right)
or Not Pass
Sight Words (three-second limit per word)
from___ were___ many___ call___ for___ does___ your___ told___ there___ other___
Number right _____/10
___ If the student passes both phonics and sight words, continue the assessment.
___ If the student does not pass both phonics and sight words:
___ K–1: Place him in Beginning Level lesson 41.
___ 2–3: Place him in Extension Level prerequisite lesson 1.
___ 4+: Place him in Challenge Level lesson 1.
___ If the student did not pass phonics, include single-syllable phonics beginning in lesson 1.
___ If the student did not pass sight words, include sight-word instruction.
Section E (All grades: assessing the material in Extension Level lessons 1–15)
Phonics
planes___ smelling___ these___ brave___ slide___
closed___ stone___ shining___ cute___ hummed___
Number right _____/10
Pass (8–10 right) or Not Pass
Sight Words (three-second limit per word)
very___ want___ full___ walk___ find___ would___ give___ any___ move___ their___
Number right _____/10
Pass
(8–10 right) or Not Pass
___ If the student passes both phonics and sight words, continue the assessment.
___ If the student does not pass both phonics and sight words:
___ K–3: Place her in Extension Level lesson 1.
___ 4+: Place her in Challenge Level lesson 1.
___ If the student did not pass phonics, include single-syllable phonics beginning in lesson 1.
___ If the student did not pass sight words, include sight-word instruction.
Section F (All grades: assessing the material in Extension Level lessons 16–25)
Phonics
sleeps___ reaching___ fern___ trains___ stirring___
floated___ strayed___ north___ smart___ clowns___
Number right _____/10
Pass (8–10 right) or Not Pass
Number right _____/10
Pass (8–10 right) or Not Pass
Sight Words (three-second limit per word)
water___ again___ great___ who___ because___
answer___ should___ only___ women___ toward___
___ If the student passes, continue the assessment.
___ If the student does not pass both phonics and sight words:
___ K–3: Place him in Extension Level lesson 16.
___ 4+: Place him in Challenge Level lesson 1.
___ If the student did not pass phonics, include single-syllable phonics beginning in lesson 1.
___ If the student did not pass sight words, include sight-word instruction.
© Developmental Studies Center and John Shefelbine
Permission is granted for reproduction of this material for educational use only.
| 287 SIPPS Beginning Level
Section G (All grades: assessing the material in Extension Level lessons 26-40)
Phonics
boots___ chewed___ small___ bright___ flies___
round___ pointed___ fault___ crawling___ prices___
Number right _____/10
Pass (8–10 right) or Not Pass
Number right _____/10
Pass (8–10 right) or Not Pass
Sight Words (three-second limit per word)
beautiful___ Mr.___ whole___ busy___ guess___
shoe___ half___ brought___ heard___ group___
___ If the student passes, continue the assessment.
___ If the student does not pass both phonics and sight words:
___ K–3: Place her in Extension Level lesson 26.
___ 4+: Place her in Challenge Level lesson 1.
___ If the student did not pass phonics, include single-syllable phonics beginning in lesson 1.
___ If the student did not pass sight words, include sight-word instruction.
Section H (Assessing Challenge Level, polysyllabic words)
dinner_____ punish_____ moment_____ contest_____ station_____
crocodile_____ relative_____ volcano_____ decorate_____ difficult_____
fantastic_____ umbrella_____ calendar_____ tomato_____ eraser_____
education____ unhappiness____ transportation____ communicate____ experiment_____
Number right _____/20
Pass (16–20 right) or Not Pass
___ If the student passes this section, the student may not need Challenge Level.
___ If the student does not pass this section, place him in Challenge Level lesson 1.
288 | SIPPS Beginning Level
© Developmental Studies Center and John Shefelbine
Permission is granted for reproduction of this material for educational use only.
Student Card Copy
Photocopy the student card text and prepare cards for the students to read. Glue the phonics and sight words for each
section on a separate card.
Screening for Consonants and Vowels
m
s
f
l
b
c
d
g
p
ch
th
o
e
sh
a
wh
i
u
r
n
h
v
w
z
j
k
y
x
t
q
Screening for cvc Words and Sight Words
zip
yell
little
put
jobs
what
duck
do
wet
like
six
of
van
out
gum
some
tap
be
hot
come
Section A
s
n
I
see
t
the
m
you
can
me
and
we
Section B
sat
if
man
fit
ran
on
is
yes
are
no
in
mat
sit
rat
fan
© Developmental Studies Center and John Shefelbine
Permission is granted for reproduction of this material for educational use only.
| 289 SIPPS Beginning Level
Section C
cut
rub
him
he
get
under
my
sock
mad
to
was
go
fun
kick
down
saw
fat
hot
where
here
Section D
math
shells
when
hopping
from
were
quick
many
sing
call
much
for
rocks
does
catch
your
told
judge
there
other
Section E
planes
smelling
closed
stone
very
want
full
these
brave
shining
walk
cute
find
slide
hummed
would
give
any
move
their
Section F
sleeps
reaching
fern
trains
stirring
floated
strayed
north
smart
clowns
water
answer
again
should
290 | SIPPS Beginning Level
great
only
who
because
women
toward
© Developmental Studies Center and John Shefelbine
Permission is granted for reproduction of this material for educational use only.
Section G
boots
chewed
small
round
pointed
fault
beautiful
shoe
Mr.
half
bright
crawling
whole
brought
flies
busy
prices
guess
heard
group
Section H
dinner
punish
moment
crocodile
relative
fantastic
umbrella
education
unhappiness
contest
volcano
station
decorate
calendar
transportation
tomato
difficult
eraser
communicate
experiment
© Developmental Studies Center and John Shefelbine
Permission is granted for reproduction of this material for educational use only.
| 291 SIPPS Beginning Level