Fundations

Becky Stanley

• For K/1 Students:

• Phonological/phonemic awareness, phonics and spelling program for the general education classroom (up to 30 minutes daily)

• Based upon the Wilson Reading System principles- serves as a prevention program to help reduce reading and spelling failure.

• Instruction is cumulative and scaffolds presented skills.

• Teachers model with “Echo” the owl puppet directing students to repeat sounds, words, and sentences.

• Extensive practice provides multiple opportunities for skills application.

• Home Support Packet encourages parental involvement.

Purpose & Features:

• Teachers model, direct students to repeat sounds, words, sentences, and then write

“I do it”, “We do it”, “You do it”• Assessments monitor students throughout the program

• Extensive practice to provide multiple opportunities for skills application

Program Highlights:

FundationsTeacher’s Manual:Page 1: Implementing FundationsTake time to read (Lessons early on do not take 30 minutes in K)Suggests using Intervention time to provide a double-dose

5 Pillars of ReadingPhonemic Awareness Make It Fun Word Play Word Talk Tapping

Phonics Sky Writing Sound Drill Echo-Find

Sounds Word of the Day Word Play Word Talk

Fluency Fluency kits

(1:1) Story time

Vocabulary Word of the

Day Word Play Trick words

Comprehension Story time

Missouri Learning Standards Alignment: Foundational & Language Skills

Fundations-By the end of Level K, students will be able to:

• Segment words in an oral sentence• Segment words into syllables• Segment syllables into sounds (phonemes) Up to 3 sounds

• Name all letters of the alphabet, upper & lower case• Write all manuscript letters of the alphabet – upper & lower

case• Sequence letters of the alphabet • Name sounds of consonants (primary) & short vowel

sounds when given the letter• Name corresponding letter(s) when given sounds of

consonants & vowels• Read & spell approximately 200 CVC words• Read Trick Words or targeted high-frequency words (the, a,

and, is, was, of)• Identify correct punctuation (period or question mark)• Re-tell short narrative stories• Echo-read a passage with correct phrasing & expression

Fundations-By the end of Level 1, students will be able to:

• *Segment words into syllables• *Segment syllables into sounds (phonemes)-up to five sounds• *Name sounds of consonants (primary) and short and long vowel sounds when given

the name• *Name corresponding letter(s) when given the sounds of consonants and vowels• *Identify the word structures such as blends, digraphs, base-words, suffixes, syllable

types• (closed and vowel-consonant-e syllables)• *Read and spell CVC,CCVC,CVCC, CCVCC,CVCe words• *Read and spell compound words and other words with two syllables• *Read and Spell words with s, es, ed, ing suffixes• *Construct sentences using vocabulary words• *Apply correct punctuation (period, question mark, exclamation point)• *Apply capitalization rules for beginning of sentences and names of people• *Retell short narrative stories• *Retell facts from expository text

FundationsOrientation: 1 weekK pg. 501st Grade pg. 62

Orientation Continued

•Starts with teaching lower case letters (seen most often in texts & writing)

•Teach how to “echo” with Echo & Baby Echo

Letters in “categories”Groups of “sky line letters” , “plane line letters”

Letter formation:

Uses verbal cues, sky writing, tracing, writing practice for the first half of the year.

HANDWRITING (major focus)Lines have specific names to help students learn letter placement on paper Sky line Plane line Grass line Worm lineLetter formation goes from top to bottom, never

bottom to top.

Sample Writing Page

Sky linePlane lineGrass lineWorm line

http://comofundations.wikispaces.com/file/view/Fundations%20Skywriting%20Paper.notebook/469073386/Fundations%20Skywriting%20Paper.notebook

Orientation has you practice “warm ups” with pointing to the correct lines – let’s try it!

Pencil Grip Picture

Handwriting “Extras”• https://comofundations.wikispaces.com/Handwriting+Practice

+Book+%28with+Fundations+grid+lines%29

• Found on Teachers Pay Teachers & Pinterest • Numerous K-1 Fundations supports

Letter Keyword Sound a.k.a: Drill Sounds

http://comofundations.wikispaces.com/Quick+Drill+Key+Words+with+Pictures

https://comofundations.wikispaces.com/K-Large+Sound+Cards+in+Instructional+Order

Vowel Extension

https://www.youtube.com/watch/?v=uKa6zPsvkkI

Video:

https://comofundations.wikispaces.com/Vowel+Extension+Smart+Board+File

Sky Write Letter Formation

http://comofundations.wikispaces.com/file/view/Fundations%20Skywriting%20Paper.notebook/469073386/Fundations%20Skywriting%20Paper.notebook

Echo Letter Formation• Very similar to skywriting

• Uses dry erase board• Remember to have students sit up straight, feet on floor and pinch

marker (pencil grip properly)• Review grid lines quickly – point to the sky line, plane line, grass

line, and worm line – mix them up and speed it up (kids enjoy this)

• Guide students by modeling – they practice on dry erase boards – verbalizing while they perform the writing task.

Sound Tapping & Blending

• http://www.napls.us/Page/838

• 6 Syllable types

• Begins in Unit 2 week 1 of K (pg. 190) • Unit 2, week 1 for 1st Grade (pg. 106)

Taught most often in K/1

Magnetic Journals (Sound Board)

• In K, only the letters are placed on the magnetic board as they are introduced.

• Craft boxes vs. baggies

• In 1st grade, the board have all letters of the alphabet – placed in “quadrants”

http://comofundations.wikispaces.com/Sound+Cards+for+Smartboard

Echo/Find Letters• Very short “warm up” (3 minutes)• Can be rhythmic

• “Say /t/”• Students repeat sound

• “What says /t/?”• Students repeat “T says /t/”

• Students point to the letter tile on their boards• Always do vowels (short & long when introduced)

Spelling Procedure• Magnetic Journal • Teacher says word (example: cat)• Students repeat word (“cat”)• Teacher segments word (watch yourself) orally and demonstrates the

tapping (or students familiar with tapping tap along side of you). “Elbows up” “Tappers up”

• Students move tiles on board saying the sound of each letter as they move it (ccc….aaaaaa…..ttt) *remember to draw out the sound of a vowel

• Teacher monitors class –sees an error or two – have whole class touch each tile and say the sound it makes – practice blending together. MOST students catch their own mistake (the best type of feedback & learning!!)

• Students put tiles back & re-spell word. (Example: say “cat” – let’s spell it while we put it back – grab the c & say /c/, grab the a and say /a/ and the /t/.)

Spelling Procedure Dictation/Words

(single syllable words) 5 minutes - up to 3 new words + 1 review word• Paper/Pencil or Dry Erase (pencil or pen down)• Teacher says the word• Students repeat the word• Teacher leads tapping (“elbows up”) bow out after students take

ownership (begin by asking students to get YOU started.. “What is the first sound we will tap?”)

• Students pick up pencil or pen and write the letters – making the sound as they write it.

• Draw a line under it to show you took a careful look & all of your sounds match.

• Ask class to spell their word (teacher monitors for success, prompts by asking child to touch & say the sound for each letter written).

• Next word!~

Trick Words (aka: sight words) Dictation

• Select a word from the Trick Words list in the Unit Resource• Say to the students: “These are trick words – we cannot tap them.” (Later on ask:

“This is a trick word, can we tap it?”)• Say, “What do you have to do for trick words?”

• Students – “Have our eyes (and fingers) memorize them”• Dictate the trick word what (students repeat the word) *show it to them• “Let’s write it with your finger on the table, ready?”• Students write with you on table surface as they say the letter names• What – w-h-a-t (repeat and let’s make those letters on our desk top)• How do you spell what? Students repeat w-h-a-t• Okay now write it (on dry erase or paper), remember to have your mouth tell

your hand the letters to write – let your mouth be the boss! • Students write the word – have a student write it on large grid and others may

copy from model if needed• Check it: what - w-h-a-t

• https://comofundations.wikispaces.com/Trick+Word+Flashcards_Level+K

Dictation - Sentences• Select a sentence from the Sentences list in the Unit Resource• Be sure to say it in phrases with expression

• The cat is on the bed (Students Repeat)

• Have sentence frames on board (or Smart Board)• (as the year progresses, you do not need the frames – you simply will

dictate the sentence to the children & have them write)• “Write the sentence: The cat is on the bed. There are some trick

words in this sentence (circle the frames that contain the trick words).

• Let’s touch each word and re-read, take a close look to see if you need to correct anything (teacher & students choral read)

• Proofread

http://comofundations.wikispaces.com/Sentence+Frames+_+Smart+File

https://comofundations.wikispaces.com/Sentence+Proofreading+Checklist+for+Teachers

Story Time (comprehension)

• Unit 1, Week 9, Day 5 (K pg. 152)

• https://comofundations.wikispaces.com/Echo+Stories+K+%26+1

Demonstrations (Teaching Activities)

• http://www.wilsonacademy.com/Default.aspx?p=PLC_MRSE_Vids_LevelK_Video_Demos

Another training option this summer: August 4th – Lower Level Conference Room at Aslin – Sign up on PD Express (1/2 day training either a.m. or p.m.)With Stacy Cooper

RESOURCES~• http://comofundations.wikispaces.com/

http://comofundations.wikispaces.com/Fundations+Tiles_Extensions_Sentence+Frames+%28Level+1%29

http://www.longwood.k12.ny.us/longsmart3.html

• Becky Stanley• bestanle@columbia.k12.mo.us

• Stacy Cooper• scooper@columbia.k12.mo.us