Blend Sprint Teacher Guide SIPPS Plus • Lesson 9 Teacher Facilitation Guide
Blend Sprint Fluency Routine
Target Rate 65–85+ WCPM • 95%+ Acc
Focus: Initial & final consonant blends (st, cl, gr, sp, -nd, -mp, -st), sight words (said, have, were, they ), and smooth phrase scooping.
20-Minute Instructional Cycle
Step 1 • 4 Min
Blend Sprint
Choral read word matrix. Listen for clean blend transitions with zero vowel intrusions (no "cuh-l").
Step 2 • 5 Min
Phrase Scoops
Teacher models continuous voice across prepositional phrases. Students echo-read with finger scoop cues.
Step 3 • 8 Min
Repeated Reads
Read 1: Cold choral. Read 2: Whisper sprint with coach. Read 3: Hot independent timing for rate and expression.
Step 4 • 3 Min
Self-Correction
Students mark tricky words, count self-corrections, and record individual WCPM in fluency log.
Direct Instruction Scripts
Scooping Rationale (Say to Students):
"Good readers do not read like robots, word... by... word. We scoop words into chunks that make sense together. Watch my finger glide under 'in the damp grass' without pausing between the words. Now scoop with me."
Immediate Error Correction Protocol (Say When an Error Occurs):
"1. Stop. (Tap desk lightly) 2. Look at the word: What is the blend? (/gr/) What is the vowel? (/a/) Blend it: grasp. 3. Now re-read the whole phrase smoothly."
Target Elements & Decodability Verification
Initial & Final Blends Tested
• Initial: cl- (cliff, clamp), gr- (grip, grab), st- (stand, stop)
• Final: -mp (camp, damp), -nd (sand, bend), -st (fast, past)
• Irregular Sight Words: said, have, were, they (100% controlled)
Watch-Outs & Pacing Pitfalls
• Schwa Insertion: Watch for students saying /kuh-lamp/ instead of /klamp/. Keep lips tight.
• Rushing Punctuation: Ensure students stop completely for periods (full beat) and commas (half beat).
• Dropping Endings: Final blends like -mp and -st often get truncated to simple consonants.
Rate Benchmark Guide (Lesson 9 Target)
< 55 WCPM: Needs isolated blend drill 55–75 WCPM: Instructional / Building pace > 75 WCPM: Mastered / Move to Lesson 10
Accuracy Floor
95% (Max 4 errors)
Blend Sprint Practice Sheet SIPPS Plus • L9 Fluency Practice
Blend Sprint Reading Sheet
NAME
DATE
1 Word Sprint: Warm-Up for Accuracy
Read across each row with zero vowel stops.
clamp
stand
frost
blend
crisp
drift
plump
spent
said
have
were
they
2 Phrase Scoops: Read in Meaningful Chunks
Glide voice under each scooped group.
on the damp grass • at the camp
they said to stop • past the tall cliff
we were glad • with a firm grip
have a fast rest • in the cold mist
Decodable Fluency Text
The Camp by the Cliff
Total: 88 Words
The wind was brisk at dusk. Glen and Stan set up their camp on the
14
flat crest. They had a tent with strong clamps to grip the damp sand.
28
"We must rest," Stan said as they sat on a flat log. "I have a plan."
44
They lit a lamp to stop the dark mist. Then a blast of wind struck the
59
tent flap. Glen stood fast and held the strap with a tight grip.
72
They were safe in the tent. The storm went past, and they slept well.
88
3-Read Repeated Fluency Log Goal: Increase speed + self-correct errors
Read 1: Cold Read 1 min
Words Read:
Read word-by-word Circled tricky words
Read 2: Practice Coach
Words Read:
Scooped 2-3 word chunks Fixed misread blends
Read 3: Hot Read Final
Final WCPM:
Smooth, steady rate Accurate punctuation stops
Blend Sprint Check Ticket SIPPS Plus • L9 Fluency Check-In
Blend Sprint Check Ticket
STUDENT
DATE
Running Record Markup:
Slash ( / ): Error SC: Self-Corrected (counts as correct) ^: Insertion [ ... ]: Repeated Phrase
1-Minute Assessment Passage Mark errors directly above text as student reads aloud
The wind was brisk at dusk. Glen and Stan set up their camp on the
[ 14 ]
flat crest. They had a tent with strong clamps to grip the damp sand.
[ 28 ]
"We must rest," Stan said as they sat on a flat log. "I have a plan."
[ 44 ]
They lit a lamp to stop the dark mist. Then a blast of wind struck the
[ 59 ]
tent flap. Glen stood fast and held the strap with a tight grip.
[ 72 ]
They were safe in the tent. The storm went past, and they slept well.
[ 88 ]
1. Total Words Read
2. Errors (Uncorrected)
3. Final WCPM (1 - 2)
4. Accuracy %
Target Skill Error Log (Check errors observed)
Initial Blends br- (brisk) cl- (clamp) st- (Stan, stop, stand)
Final Blends -mp (camp, clamp) -nd (wind, sand) -st (dusk, crest, fast)
Sight Words said have were / they
Student Fluency Self-Reflection
Completed with teacher or peer coach
My reading rate felt:
Too Slow
Just Right
Too Fast
Self-Corrections made today:
Teacher Coaching Notes & Lesson 10 Next Steps:
Ending Tracks Teacher Guide SIPPS Plus • Lesson 10 Teacher Facilitation Guide
Ending Tracks Fluency Routine
Target Rate 70–90+ WCPM • 95%+ Acc
Focus: Base words with inflections (-ing, -ed [/t/, /d/, /id/]), sight words (there, where, what, your ), and clause scooping.
20-Minute Instructional Cycle
Step 1 • 4 Min
Base + Suffix Sprint
Contrast root words with inflected forms (jump → jumped → jumping). Emphasize holding ending sounds.
Step 2 • 5 Min
Clause Scooping
Model pausing naturally at commas and breath units instead of stopping abruptly at every word.
Step 3 • 8 Min
Repeated Readings
Three-pass protocol: Cold baseline, paired whisper read with ending tracking, Hot rate sprint.
Step 4 • 3 Min
The 3-Check Routine
Teach student self-correction mantra: "Does it look right? Does it sound right? Does it make sense?"
Direct Instruction Scripts & Phonics Coaching
Teaching the 3 Sounds of -ed:
"The letters -ed can sound like /t/ in jumped, /d/ in yelled, or /id/ in rested. When you read fast, do not drop the ending! Look all the way to the end of the word before your voice moves forward."
Self-Correction Coaching Prompt (When a Student Truncates an Ending):
"Prompt: 'Check the end of that word.' Student looks and corrects: 'hunting'. Praise immediately: 'Great self-correction! You noticed the ending. Now re-read that whole sentence smoothly.'"
Phonetic Matrix & Sight Words (SIPPS Plus L10)
Inflectional Patterns Taught
• -ing: resting, tracking, lifting, standing, camping
• -ed (/t/): jumped, stopped, asked, clapped, tracked
• -ed (/d/): yelled, planned, gripped, stayed
• -ed (/id/): rested, landed, lifted, trusted
Sight Word Master List & Pitfalls
• Target Sight Words: there, where, what, your (+ L9 review: said, have, were, they)
• Common Confusion: Confusing where with were or there . Coach students to inspect the initial letter blend.
• Endings Drop: Readers rushing for speed drop -ed and read the base word. Maintain strict accuracy.
Rate Benchmark Guide (Lesson 10 Target)
< 60 WCPM: Word-level inflection review
Ending Tracks Practice Sheet SIPPS Plus • L10 Fluency Practice
Ending Tracks Reading Sheet
NAME
DATE
1 Ending Sprint: Read Base Words and Suffixes
Read across: hold the ending sound cleanly.
track → tracked
jump → jumped
rest → rested
hunt → hunting
land → landed
lift → lifting
stop → stopped
yell → yelled
there
where
what
your
2 Clause Scoops: Glide Across Punctuation
Pause for commas (, ) and stop for periods (. )
where were they tracking, • in the thick brush?
there was a sudden stop, • then dogs barked.
what did your friend drop • on the wet path?
they rested on a log, • checking the map.
Decodable Fluency Text
The Lost Track
Total: 95 Words
Brent and Fran were hunting for tracks in the damp mud. They
12
jumped past a wet ditch and landed on a sandy path. "Look there!"
25
Fran yelled. A fox had rushed past the brush and slipped into the fog.
39
"Where is it heading?" asked Brent. "Hold your dogs and stop yelling."
52
They kept tracking until the sun was setting. Then Fran rested on
64
a stump. What had happened to the prints? The rain had melted
76
the tracks away. "We planned a good hunt," said Fran. They turned back
90
and walked home.
95
Repeated Reading Tracker & Self-Correction Ask: "Does it look right? Does it sound right?"
Read 1: Cold 1 min
Words Read:
Read ending -ed correctly Flagged tricky words
Read 2: Coach Self-Fix
Self-Corrections:
Stopped at commas & quotes Fixed dropped suffixes
Read 3: Hot Read Goal
Final WCPM:
Smooth talking rate Expressive dialogue voices
Ending Tracks Check Ticket SIPPS Plus • L10 Fluency Check-In
Ending Tracks Check Ticket
STUDENT
DATE
Target: Base Words + Suffixes (-ed, -ing)
Slash ( / ): Miscue SC: Self-Corrected (within 3 sec) Circle: Dropped Suffix
1-Minute Assessment Passage Record student reading: note dropped endings or pauses
Brent and Fran were hunting for tracks in the damp mud. They
[ 12 ]
jumped past a wet ditch and landed on a sandy path. "Look there!"
[ 25 ]
Fran yelled. A fox had rushed past the brush and slipped into the fog.
[ 39 ]
"Where is it heading?" asked Brent. "Hold your dogs and stop yelling."
[ 52 ]
They kept tracking until the sun was setting. Then Fran rested on
[ 64 ]
a stump. What had happened to the prints? The rain had melted
[ 76 ]
the tracks away. "We planned a good hunt," said Fran. They turned back
[ 90 ]
and walked home.
[ 95 ]
1. Total Words
2. Errors (Unfixed)
3. WCPM (Words - Err)
4. Accuracy %
Target Skill Error Log (Check errors observed)
-ed Endings /t/ (jumped, asked, walked) /d/ (yelled, planned) /id/ (landed, rested)
-ing Endings hunting heading / yelling tracking / setting
Sight Words there / where what / your were / said
Student Self-Correction & Pacing Reflection
Reflect on accuracy vs. speed balance
When I hit a tricky ending:
I stopped and looked at the base word I self-corrected before moving forward I paused at commas and periods
Self-Corrections Tallied:
Teacher Notes / Readiness for Lesson 11 (2-Syllable Words):
Flow Master Teacher Guide SIPPS Plus • Lesson 11 Teacher Facilitation Guide
Flow Master Fluency Routine
Target Rate 75–95+ WCPM • 95%+ Acc
Focus: 2-syllable compound & closed words (sunset, sandbox, contest, sudden), modal sight words (could, would, should ), and prosody.
20-Minute Instructional Cycle
Step 1 • 4 Min
Syllable Split
Divide compound and closed VC/CV words. Read syllable-by-syllable, then blend at regular spoken speed.
Step 2 • 5 Min
Dialogue Prosody
Model pitch change and expressive character voice inside quotation marks versus narrator pace.
Step 3 • 8 Min
Cold / Hot Sprint
Cold baseline read (1 min) → Guided whisper rehearsal with peer feedback → Hot timed read (+15 WCPM target).
Step 4 • 3 Min
Unit Debrief
Calculate net rate gain (Hot WCPM minus Cold WCPM). Review accuracy and self-correction progress.
Instructional Modeling & Prompting Scripts
Syllable Division Script:
"When you see a longer word like 'contest', do not guess! Find the two vowels: o and e. Spot the consonants between them: n and t. Split right down the middle: con • test. Read first chunk, read second chunk, snap them together: contest!"
Modal Sight Words Script (could, would, should):
"Notice the silent 'l' in could, would, and should. They all share the chunk -ould. When you see it, make the /ood/ sound like book."
Decodable Patterns & Syllable Structures (SIPPS Plus L11)
Two-Syllable Compound & Closed Words
• Compounds: sunset, sandbox, campout, catnap, backpack
• Closed VC/CV: contest, sudden, napkin, picnic, upset, habit
• Inflected Forms: sprinting, halted, rested, drifting
Sight Word Consolidation & Prosody
• New Sight Words: could, would, should
• Cumulative Review: said, have, were, they, there, where, what, your
• Prosody Target: Expressive rise-and-fall voice; conversational tone rather than flat cadence.
Expected Cold-to-Hot Growth (Lesson 9–11 Cumulative)
Cold Baseline: 60–75 WCPM Hot Target: 80–100+ WCPM Target Gain: +15 to +25 WCPM
Accuracy Threshold
96%+ (≤ 3 errors)
Flow Master Practice Sheet SIPPS Plus • L11 Fluency Practice
Flow Master Reading Sheet
NAME
DATE
1 Syllable Sprint: Split and Blend Two-Syllable Words
Read chunk by chunk, then blend smoothly.
sun • set
sand • box
con • test
sud • den
pic • nic
camp • out
nap • kin
back • pack
could
would
should
where
2 Dialogue & Expression Scoops
Read character voices with rise-and-fall expression.
"Who could win," • asked Stan at dusk?
"I would sprint fast," • said Fran with a grin.
we should unpack • before the sunset.
with a sudden blast, • the wind picked up.
Decodable Fluency Text
The Sunset Contest
Total: 102 Words
Glen and Brent set their backpacks on the grass. The sunset was
12
red and gold. "We could have a running contest," said Brent. "Who
25
can dash past the sandbox first?" Glen grinned and checked his shoes.
38
"You should count to three," he said. They stood at the flat log,
52
waiting for the signal. With a sudden yell, both boys sprinted down
65
the damp dirt track. Glen leaped over a stump and kept his fast pace.
79
Brent slipped on the wet mud, but he held his balance and stayed upright.
93
They both touched the post together. "What a contest!" they yelled.
102
Cold-to-Hot Rate Boost Tracker Target: +15 to +25 WCPM Gain
Cold Read Baseline 1 min
Words Read:
Split 2-syllables Read modal sight words
Practice & Self-Fix Coach
Errors Fixed:
Dialogue voices added Stopped at quotes & marks
Hot Read Final Boost
Hot WCPM:
Rate gain: +15+ WCPM 95%+ accuracy floor
Flow Master Check Ticket SIPPS Plus • L11 Fluency Check-In
Flow Master Check Ticket
STUDENT
DATE
Target: Two-Syllable Words & Dialogue Prosody
Slash ( / ): Miscue SC: Self-Corrected Double Slash ( // ): Hesitation > 3 sec
1-Minute Assessment Passage Record student reading: monitor prosody and syllable blending
Glen and Brent set their backpacks on the grass. The sunset was
[ 12 ]
red and gold. "We could have a running contest," said Brent. "Who
[ 25 ]
can dash past the sandbox first?" Glen grinned and checked his shoes.
[ 38 ]
"You should count to three," he said. They stood at the flat log,
[ 52 ]
waiting for the signal. With a sudden yell, both boys sprinted down
[ 65 ]
the damp dirt track. Glen leaped over a stump and kept his fast pace.
[ 79 ]
Brent slipped on the wet mud, but he held his balance and stayed upright.
[ 93 ]
They both touched the post together. "What a contest!" they yelled.
[ 102 ]
1. Cold WCPM
2. Hot WCPM
3. Net Gain (+WCPM)
4. Final Accuracy %
Target Skill Mastery Check (Check demonstrated strengths)
2-Syllable Words backpacks sunset / sandbox contest / sudden
Modal Sight Words could would should
Prosody & Expression Dialogue inflection Pauses at quotation marks Self-corrected in flow
Sequence Fluency Milestone
SIPPS Plus Lessons 9–11 Progress
My Reading Flow Check:
I read in smooth chunks, not robot words I caught and fixed my own mistakes I hit my Hot Read WCPM target
My Favorite Growth Win:
Teacher Evaluator Notes & Next SIPPS Plus Stage:
