1. October 8, 2011 Ms. Rhodes & Ms. Mohiser

2. Wilson Fundations for K-3 is a phonological/phonemic awareness, phonics and spelling program for the general education classroom.

3. "Say It" - have your child echo the word that you dictate "Tap It" - your child taps out the sounds in the word "Spell It" - your child says aloud the letter names to spell the word "Write It" - last have your child write the word using careful handwriting http://www.fundations.com/video.aspx?video=mag

4. Do not follow the “system” of the language. These words will need to be memorized, NOT tapped/sounded out. Practice trick words by doing these steps: Trace the letters in the air (SKYWRITE) as you say the letter names. Next use your finger to write on a table. Pretend your finger is a marker. WRITE IT REALLY BIG!

5. Class Web page http://disneyiimagnet.org/apps/classes/show_class.js p?classREC_ID=408494: http://disneyiimagnet.org/apps/classes/show_class.js p?classREC_ID=408494 Fundations Glossary Mark Your Words Sheet Online resources/videos: http://www.youtube.com/watch?v=eY4ucerN5GY http://teacherweb.com/CT/MilfordSchoolDistrict/Kind ergartenResources/links7.aspx

6. A blend is two consonants, side –by-side, that EACH make their own sound. A blend is different than a digraph because a digraph is two consonants, side-by- side that make only ONE sound. s t o p sh r u g b l e n d We mark a blend by underlining each consonant in the blend.

7. A closed syllable ends in a consonant and only has one vowel. When a vowel is closed in at the end of a word, the vowel is short. M ă th sh ă ck c c We scoop the word, put a c under the scoop to indicate “closed” and a breve over the vowel to indicate that it is short.

8. A closed syllable s that have five sounds typically have a blend at the beginning and at the end of the word. Slŭmppl ă nts c c With 5 sounds to tap it can be difficult to tap using fingers to thumb. If this is so with your child, switch from tapping a finger to the thumb to tapping each finger on the table.

9. In this unit we work on multisyllabic words. These are compound words or words that are made up of two parts (words that have two consonants between the two vowels). sŭnfĭshm ă gnĕtpl ă stĭc c c cc cc Tips: have your child clap each syllable, then tap the sounds in each syllable. They should NOT separate the syllables when writing. Scoop each syllable. http://www.fundations.com/video.aspx?video=Syllabl e_division

10. s es ing ed Luncheswishedsandblasted Circle the suffix, underline or scoop the baseword Have your child separate the baseword from the suffix and tap out the baseword.

11. Vowel-consonant-e syllable: the silent sneaky e at the end of a word changes the sound of the vowel in that word. The vowel becomes long. Ex: hop turns into hope. Cāpecōnebīte v-e v-e v-e Scoop the v-e syllable, put a v-e under the scoop to mark it “v-e”, and put a line above the vowel to indicate that it is long.

12. - Email to schedule an appointment: tmmohiser@cps.edu or lmwagnerrhod@cps.edutmmohiser@cps.edulmwagnerrhod@cps.edu - No drop-ins before or after school (dismissal)