• fundations

    What does a Fundations lesson look like?

    • Drill Sounds
    • Word of the Day
    • Word Talk
    • Trick Words
    • Echo/Find Letters and Words
    • Make It Fun
    • Dictation (Dry Erase)
    • Storytime

    Program Highlights

    • Emphasis on systematic phonics and study of word structure
    • Skills taught explicitly and systematically
    • Instruction is cumulative and scaffolds presented skills
    • Motor-memory learning-fundations connects gross motor memory to learning
      • More memorable than fine motor memory
      • Examples include: sky-writing, tracing, and tapping
    • Teacher model with "Echo" the owl puppet directing students to repeat sounds, words, and sentences
    • Assessments monitor student learning and skill mastery throughout the program
    • Extensive practice provides multiple opportunities for skills application

    Skill Development in Fundations

    • Letter Formation
    • Phonological and Phonemic Awareness
    • Sound Mastery
    • Phonics
    • Vocabulary
    • Irregular (trick) Word Instruction
    • Fluency
    • Comprehension Written Composition

    Scope and Sequence

    Unit 1 

    • Letter-keyword-sound for consonants and vowels 
    • Concept of consonant digraphs 
    • Letter-keyword-sound for digraphs 
    • Concept of consonant blends 
    • Concept of digraph blends 
    • 3 spellings for /k/ sound (c, k, ck) 
    • Closed syllable type 
    • Sample words: quilt, elf, shred, kick, crush 

    Unit 2 

    • Bonus letter spelling rule: ff, ll, ss, and sometimes zz 
    • Glued (welded) sounds: all, am, an, ang, ing, ong, ung, ank, ink, onk, unk 
    • Blending and reading words with glued sounds 
    • Segmenting and spelling words with bonus letters and glued sounds 
    • Prosody 
    • Story retelling 
    • Vowel teams: ai, ay, ee, ea, ey 
    • Sample words: spill, string, stand, toss 

    Unit 3 

    • Concept of closed syllable exceptions 
    • Glued sounds: ild, ind, old, olt, ost 
    • Story retelling 
    • Fluent passage reading 
    • Vowel teams: oi, oy 
    • Sample words: wild, find, cold, colt, post 

    Unit 4 

    • Review suffixes: s, es, ed, ing 
    • Comparison suffixes: er, est 
    • Additional sounds of –ed /d/ and /t/ 
    • Spelling procedure for words with suffixes 
    • Forming plurals 
    • Forming present and past tense 
    • Categorizing vowel and consonant suffixes 
    • Fluent passage reading 
    • Making judgements and predictions form given facts 
    • Vowel teams: oa, oe, ow, ou, oo, ue, ew 
    • Sample words: stronger, tallest, spilled, passed 

    Unit 5 

    • Reading and spelling two-syllable words
    • Review syllable concept in multisyllabic words
    • Compound words
    • Syllable division rules for dividing between closed syllables
    • Spelling of ic at the end of multisyllabic words
    • New suffixes: ful, ment, ness, less, able, en, ish, au and aw
    • Sample words: catnip, habit, tonic, mascot, hundred, freshen, boldness

    Unit 6 

    • Review vowel-consonant-e syllables 
    • s - /s/and /z/ 
    • Spelling option procedure 
    • Two syllable words with closed and vowel-consonant-e syllables 
    • Compound words 
    • Vowel-consonant-e exception (-ive) 
    • Suffix – ive 
    • Sample words: hope, confuse, reptile, olive, inventive 

    Unit 7 

    • Open syllable type
    • Y as a vowel
    • Combining open syllables with closed and vowel-consonant-e syllables
    • Additional syllable division rules
    • y, ly, ty suffixes
    • Sample words: no, music, relate, cry, baby, chilly

    Unit 8 

    • R-contolled syllable
    • Sounds of ar and or
    • Combining r-controlled syllables with other syllable types
    • Sample words: fort, part, orbit, party

    Unit 9 

    • Sound of er, ir, and ur
    • Spelling option procedure for /er/ sound
    • Combining r-contolled syllables with er, ir, and ur with other syllable types
    • Dictionary skills
    • Sample words: burst, termite, dirty 

    Unit 10 

    • Double vowel syllable type
    • Sounds of ai, and ay
    • Use of spelling option procedure for /a/ sound
    • Combining all types of syllables
    • Homophones
    • Sample words: paint, display

    Unit 11 

    • Sounds of ee, ea, ey
    • Use of spelling option procedure for /e/ sound
    • Sample words: cheap, keep, chimney

    Unit 12 

    • Sounds of oi and oy 
    • Spelling generalizations of /oi/ sound 
    • Sample words: moist, toys, paperboy 

    Unit 13 

    • The long o sound of oa, oe, and ow 
    • Use of spelling option procedure for /o/ sound 
    • Review of suffix endings 
    • Sample words: road, doe, grown 

    Unit 14 

    • The /ou/ sound of ou and ow 
    • Flexibility in sound choices for reading 
    • Spelling generalizations of /ou/ sound 
    • Sample words: sample, drown, plow 

    Unit 15 

    • The /ü/ sound of oo, ou, ue, and ew
    • The /u/ sound of ue
    • Use of spelling option procedure for /ü/ and /u/ sounds
    • Sample words: spoon, soup, overdue, blew, argue

    Unit 16 

    • Sounds of au and aw
    • Spelling generalizations for the /o/ sound 
    • Sample words: claw, aunt 

    Unit 17 

    • Consonant-le syllable type
    • Spelling consonant-le words
    • Review of all 6 syllable types
    • Favorite, sugar, trouble, couple, young
    • Sample words: gobble, tumble, noble