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TIPS™- TinyIvy Phonics System Overview

  • TinyIvy
  • TIPS™- TinyIvy Phonics System Overview
THE ALPHABET ISN'T PERFECT

The TinyIvy Phonics System (TIPS™)

The TinyIvy Phonics System, or TIPS™, was developed to teach young kids the fundamental skills they need to grow into amazing readers, with no tears or frustration, in just minutes a day.

It is hard to explain to a child that the ‘C’ in OCEAN sounds like “SH”, in RACE like an “S”, in CELLO a “CH”, but is silent in YACHT, and a good old “C” in COOK. But not CHEF, that’s “SH” again! English is horribly broken. These words, and thousands upon thousands of others, need to be memorized. Or at least that’s the way it used to be.

With Reading TIPS, every sound is assigned a unique letter with a TIP, a small diacritic (accent marks, umlauts, cedillas, etc.), so that children know exactly how to pronounce each letter in a given word. After learning just a few dozen TIPS™, children can sound out virtually any word written in the system, all by themselves. No confusion and no guesswork.

Every TIPS Letter is assigned into a Reading Level, according to the frequency of use in English. This allows students to read meaningful text after learning just a handful of TIPS Letters and their sounds. We know for sure that the content we deliver to your child is something they can read. We reinforce their sense of accomplishment, leading to a joy of reading and learning, and a lifetime of success.

The Key Components of TIPS™

TIPS™ Letters:

TIPS™ Letters include variations for every pronunciation a letter needs in the words in which it is used.

TIPS™ Reading Levels

TIPS Letters are organized into Reading Levels, based on the frequency the sound occurs in children’s literature, the dictionary, early language word lists, and power word lists.

TIPS™ Word Libraries

As the children master each successive level of TIPS™, additional words become decodable by the student. The following Word Lists can be useful examples to help reinforce the TIPS that have been learned by the class.

There is not enough progress.
Despite our improved understanding of the young mind and how it learns to read, there has been little if any progress in closing the broad literacy gaps which plague our country on both economic and ethnic dimensions. These gaps emerge early and persist for a lifetime. Remediation is extremely rare on an individual level. When it does occur, too often success is tied to programs, tools, technology and individualized instruction that have proven too expensive to be applied at scale to address the underlying societal challenge. The challenge of improving literacy in America’s youth remains fundamental and unsolved.
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