Fundations: Kindergarten Level made by Wendy Taylor K-6 Literacy Coach

Orientation: Week 1 -teach students how to echo (manual p.54) -teach the writing grid (manual p.54) -teach how to follow verbalization (manual p. 55) -teach pencil grip and tracing (manual p ) -see following slides for introducing letter- keyword-sound, sky write letter formation, student notebook, drill sounds, and echo- letter formation (also in manual p.56-58)

WRITING GRID SKY LINE PLANE LINE GRASS LINE WORM LINE

PENCIL GRIP

Good news… Once you are familiar with the following 9 activities, you know all the procedures for the next 12 weeks of unit 1 Lesson plans taken directly from the manual are typed up for you to use for the entire K level including the orientation and all 5 units

See video demonstration

 play Sound Bingo  hand out sound cards- students stand if they have letter called

 Use blue sentence frames to build sentences See a demononstration

 read ABC books and point out letters  use baby echo to read a story

Vowel Extension (see manual p. 94 and appendix to make this chart with Fundation’s pictures) aeiouaeiou

Let’s look at a typical week in Unit 1! (lesson plans are typed on template for all 5 five units- posted on the wiki)

Day 1 Letter-Keyword-Sound Sky Write/Letter Formation Student Notebook Day 2 Drill Sounds Sky Write/Letter Formation Echo/Find Letters Day 3 Drill Sounds Make It Fun Echo/Find Letters Day 4 Drill Sounds Word Play Sky Write/Letter Formation Echo/Letter Formation Day 5 Drill Sounds Storytime Echo/Find Letters Letter-Keyword-Sound Page 62: Introduce sky line letters b & f. As a new letter is taught, its Standard Sound Card is added to your card display to be drilled at each lesson. Use Large and Standard Sound Cards Drill Sounds Page 62: Do all introduced sounds each day. Practice sounds with the Large Sound Cards. Say the letter-keyword-sound and have the students echo. Next, point to the Standard Sounds Cards (in card display_ with the Baby Echo pointer. You say the letter- keyword-sound and hold up Baby Echo to have the students repeat. Drill Sounds Page 62: Do all introduced sounds each day. Practice sounds with the Large Sound Cards. Say the letter-keyword-sound and have the students echo. Next, point to the Standard Sounds Cards (in card display_ with the Baby Echo pointer. You say the letter- keyword-sound and hold up Baby Echo to have the students repeat. Drill Sounds Page 62: Do all introduced sounds each day. Practice sounds with the Large Sound Cards. Say the letter-keyword-sound and have the students echo. Next, point to the Standard Sounds Cards (in card display_ with the Baby Echo pointer. You say the letter- keyword-sound and hold up Baby Echo to have the students repeat. Drill Sounds Page 62: Do all introduced sounds each day. Practice sounds with the Large Sound Cards. Say the letter-keyword-sound and have the students echo. Next, point to the Standard Sounds Cards (in card display_ with the Baby Echo pointer. You say the letter- keyword-sound and hold up Baby Echo to have the students repeat. Sky Write/Letter Formation Page 62: Sky Write Letter-Keyword- Sounds introduced. (b,f) See Verbalizations sheets in appendix to direct students in proper letter formation. Sky Write/Letter Formation Page 62: Sky Write Letter-Keyword- Sounds introduced. (b,f) See Verbalizations sheets in appendix to direct students in proper letter formation. Make It Fun Page 63: Challenge students to think of words that start with the current sounds. Repeat any answer and respond appropriately. Say: I’m thinking of someone whose name starts with /t/, (/b/, /f/). Yes, Tom starts with /t/. Or if incorrect, reply: Mary starts with /m/. I want /t/. Let’s name other words that start with /t/ (/b/, /f/). Word Play Page 64: You will need: Blue Sentence Frames and Baby Echo. See script page 64. Storytime Page 64-65: Echo Finds Dinner You will need: Echo the Owl. Read through and practice the story prior to the lesson with your students. See script page Fundations Level K, Unit 1: Week 1 Focus: Each week introduce two letters, teach the letter name-keyword-sound and lowercase formation.

Student Notebook Page 63: Direct students to find the newly introduced letters. Use the verbalization for the letter formation to direct the students while they trace it with their finger. Do it with them to model. After you do this, the students can then color the Keyword Picture. Echo/Find Letters Page 64: Students match Magnetic Letter tiles to the Alphabet Overlay on their Letter Boards. Start with tiles off the board. Dictate sounds. Students echo sound and match the tiles. (I’m assuming you only work with t, b, & f for this lesson) Echo/Find Letters Page 64: Students match Magnetic Letter tiles to the Alphabet Overlay on their Letter Boards. Start with tiles off the board. Dictate sounds. Students echo sound and match the tiles. (I’m assuming you only work with t, b, & f for this lesson) Sky Write/Letter Formation Page 62: Sky Write Letter-Keyword- Sounds introduced. (b,f) See Verbalizations sheets in appendix to direct students in proper letter formation. Echo/Find Letters Page 64: Students match Magnetic Letter tiles to the Alphabet Overlay on their Letter Boards. Start with tiles off the board. Dictate sounds. Students echo sound and match the tiles. (I’m assuming you only work with t, b, & f for this lesson) Comments: Echo/Letter Formation Page 63: Remind students of proper pencil grip and sitting position, and give them their Dry Erase Writing Tablets. Sounds appear between //. Dictate new sounds and a selection of previously taught sounds. You select and say the sound. Students echo the sound and say the letter. Next have all students come up to the classroom board to make the letter on the Writing Grid. Then have all students write the answer on their Dry Erase Writing Tablets as you direct them with letter formation verbalization. /t/-t, /b/-b, /f/-f Comments: Gala D

Unit 2’s concepts… upper-case letter formation begins syllable awareness (3 weeks long) A new procedure is added at this point--- alphabetical order…

Unit 3’s new concept is… tapping to read words Unit 4’s new concepts are... tapping to read words with new consonants and tapping to spell words (or segmenting sounds) See a demonstrationSee a demonstration SEE THE NEXT SLIDES FOR NEW PROCEDURES IN UNIT 4!

Unit 5 teaches new concepts: sentence reading sentence dictation trick words New procedure for Unit 5 are trick words (remember you don’t tap these words) and sentence dictation is done on frames whole group See the next slide!