Building a Foundation for Reading and Spelling Facilitated by Sharon O’Grady, Michelle DeVivo, Gayle Seti, and Beth Girolamo June 24 th, 2013

What is Fundations?  Research-based program that builds a foundation for reading and writing  Thoroughly teaches Foundational skills of the CCLS.  Strongly supports reading, writing, and language standards of the CCLS  Addresses all five areas of reading instruction in a multisensory, systematic approach Fundations is NOT a comprehension program!!

Fundations Implementation  Prevention (Tier 1) Standard Lesson Whole Class  Strategic Intervention (Tier 2) Double Dose Lesson Small Group/AIS  Intensive Intervention (Tier 3) Major language-based disabilities Use only after double dose does not work

Level 3 Focus: Word Awareness In-Depth Knowledge Word Structure Meaning DecodingEncoding Vocabulary

Week at a Glance Day 1Day 2Day 3Day 4Day 5 Drill Sounds Warm-up Introduce New Concepts Word of the Day Make it Fun Sky-Write Letter Formation Guess Which One Letter Formation (Individual Letters) Letter Formation (Connectives) Dictation (Dry Erase) Dictation (Composition book) Dictation (Check-Up)

Fundations Letter Board and Tiles

Drill Sounds  Lessons start with quick warm-up sound drill  Practice sounds that have been taught  A keyword is used to help students remember sounds

What is a Syllable?  Word or part of a word made by one push of breath  Must have at least one vowel  Six syllable types Closed syllable Vowel-Consonant-e-Syllable Open Syllable R-Controlled Syllable Vowel Digraph/Diphthong Syllable Consonant-le Syllable

Closed Syllable  One vowel  Vowel is followed by one or more consonant  Vowel will be short Examples: Smash, up, hat, ship, last, lish Closed Syllable Video

Vowel-Consonant-e- Syllable  Has a vowel, then a consonant, then an e  First vowel has a long sound  The e is silent Examples: bike, ape, stove, cape Vowel-consonant-e Video Link

Open Syllable  Has only one vowel (the last letter)  Vowel sound is long, marked with a macron Examples: I, be, shy, hi Open Syllable Video Link

R-Controlled Syllable  Contains a single vowel followed by an r (ar, er, ir, or, ur)  The vowel is neither long nor short; it is controlled by the r. Examples: start, verb, corn, hurt R-Controlled Syllable Video Link

Vowel Digraph/Diphthong Syllable (Double Vowel Syllable)  Contains a vowel digraph or diphthong (vowel teams) Digraph: Two vowels that represent one sound (ee) Diphthong: Sound that begins with one vowel sound and glides into another (oi) Examples: eat, foam, spoil, joy Double Vowel Syllable Video Link

Consonant-le Syllable  Has only 3 letters (consonant, l, e)  The e is silent  The consonant and the l sound like a blend  Syllable must be the last syllable of a multisyllabic word. Examples: cradle, little, bubble Consonant-le Syllable Video Link

Syllable Review!! Syllable House Close d Open R-controlled Vowel- Consonant-e Double Vowel Consonant -le Quaint Go Little Cute Treat Dribble Try Time True Simple Ship Doll Fur Green Flu Hat Shape Car He Think

Dictation Activities  Everything students practice in word parts with the letter tiles will be applied to writing in dictation activities Sound Synopsis Words Synopsis Sound Alike and Trick Word Synopsis Sentence Synopsis

Activity Cards

Scope and Sequence Level K Level K sets a very strong foundation for reading and writing  Segment words and phonemes  Manipulate phonemes (1-syllable words)  Name all letters and sequence letters  Write letters in upper and lowercase  Produce sounds of consonants and vowels  Produce sounds for basic digraphs  Name and write letters when given sounds (consonants, digraphs, short vowels)  Distinguish long and short vowel sounds  Read and spell 200 CVC words  Spell phonetically  Identify 75% of high frequency words  Identify and name punctuation  Capitalize at beginning of sentence  Identify and name punctuation  Capitalize at beginning of sentence  Name author and illustrator  Explain narrative story structure  Narrate linked events to tell about a story in sequence (oral or drawing)  Retell key details  Explain difference between narrative and informational text  Echo read a passage  Identify and explain new meanings for familiar words and newly taught words  Produce and expand sentences in shared language activities

Scope and Sequence Level 1  Segment syllables into sounds (up to 5)  Name sounds of primary consonants, consonant digraphs, and short and long vowels when given letters & vice versa  Distinguish long and short vowel sounds  Name sounds for r-controlled vowels  Name sounds for vowel digraphs and vowel diphthongs  Use conventional spelling for words with common spelling patterns and frequently occurring irregular words  Spell untaught words phonetically  Read and spell the first 100 high frequency words  Read and spell CVC, CCVC, CCVCC, and CVCe words  Read and spell compound words  Read and spell words with suffixes  Apply correct punctuation (!,., ?)  Apply capitalization rules for sentences, names, and dates  Ask and answer questions about text  Identify specific words in a story that tell or suggest details  Identify who is telling the story  Identify and explain new meanings for familiar words and newly taught words  Write simple & compound sentences  Use sentence-level context as a clue to the meaning of a word or phrase.  Identify frequently occurring root words  Sort words into categories  Apply beginning dictionary skills  Identify real life connections between words and their use.  Use verbs to convey a sense of past, present, and future.

Scope and Sequence Level 2  Know and apply grade-level phonics and word analysis skills in decoding words  Identify word structures such as vowels, consonants, blends, digraphs  Identify all 6 syllable types  Distinguish long and short vowels  Read and spell words with short vowels  Read and spell words with unexpected vowel sounds  Read & spell words with common prefixes  Divide multisyllabic words  Read and spell the first 200 high frequency words  Use synonyms  Spell words with options for the grapheme representation for sounds with use of spell checker  Apply dictionary skills  Read controlled stories with fluency, expression, and understanding  Read approximately 90 words per min  Skim for information  Determine the meaning of a new word when a prefix is added  Use knowledge of meaning of individual words to predict the meaning of a compound word  Use words and phrases acquired through conversations, reading and being read to when responding to texts including adjectives and adverbs.

Scope and Sequence Level 3  Identify word structures, including trigraphs (tch, dge)  Identify exceptions to 6 syllable types  Read and spell words with vowel teams  Identify schwa  Read and spell words with the unexpected vowel sound of schwa in unaccented syllables  Read and spell words with sound options for the grapheme representation  Read and spell words with ph, nge, nce, tion, sion, ture, tu, ti, ci  Read and spell words with silent letters (wr, rh, gn, kn, mn, mb, gh)  Identify and know meaning of most Latin suffixes  Form and use irregular plural nouns  Apply spelling rules for adding suffixes to base words  Read and spell contractions  Read and spell trick words or targeted high frequency words  Read and know meaning of homophones  Determine and clarify meaning of unknown or multiple meaning words  Form and use comparative and superlative adjectives and adverbs  Acquire and use grade level conversation  Write clear, legible cursive at an appropriate rate  Know meaning of targeted vocabulary words

Time to Reflect!!! Compliments and Complaints Jot down one thing you learned today that you found useful Jot down one concern you still have about the program