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

2. comprehension program!!
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!!

3. 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

4. Level 3 Focus: Word Awareness
In-Depth Knowledge
Word Structure
Meaning
Decoding
Encoding
Vocabulary

5. Week at a Glance Day 1 Day 2 Day 3 Day 4 Day 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)

6. Fundations Letter Board and Tiles

7. 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

8. 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

9. 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

10. 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

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

12. 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

13. 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

14. 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

15. Syllable Review!! Syllable House Closed Open R-controlled Double Vowel
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

16. 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

18. Activity Cards

19. 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

20. 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.

21. 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.

22. Scope and Sequence Level 3
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
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

23. Compliments and Complaints 
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