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Teacher’s Guide

Progress MonitoringTeacher Guide

Level K

FIRST EDITION

WILSON LANGUAGE TRAINING CORPORATION

WWW.WILSONLANGUAGE.COM

WWW.FUNDATIONS.COM

Fundations® Progress Monitoring Level K / Teacher’s Guide

Item # PMKGB

ISBN 978-1-56778-415-2

FIRST EDITION

PUBLISHED BY:

Wilson Language Training Corporation

47 Old Webster RoadOxford, MA 01540United States of America

(800) 899-8454

www.wilsonlanguage.com

Copyright © 2008 Wilson Language Training Corporation.All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by information storage and retrieval system or network, without permission in writing from Wilson Language Training Corporation.

Printed in the U.S.A.

June 2010

HESS100

©2008 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED.

Level K Progress Monitoring Teacher’s Guide

Contents of Teacher’s Guide

Section I: Getting Started

General Description ................................................................................................................................................................................. 2

Progress Monitoring Materials ............................................................................................................................................................. 3

Progress Monitoring Steps .................................................................................................................................................................... 4

Monitoring Level K Unit Tests ............................................................................................................................................................... 9

Section II: Administration Guidelines for Measures

Letter Naming – Administration Guidelines .................................................................................................................................10

Letter Sound Automaticity – Administration Guidelines .........................................................................................................12

Segment and Blend Words – Administration Guidelines .........................................................................................................14

Phoneme Segmentation – Administration Guidelines .............................................................................................................16

Section III: Additional Support / Activities

Double Dose (Tier 2) Lesson Guidelines .........................................................................................................................................17

Additional Activities to Target Specifi c Skill ..................................................................................................................................19

Appendix

Tier 2 Instruction and Progress Report ...........................................................................................................................................23

Double Dose Lesson Plans .................................................................................................................................................................25


SECTION I: GETTING STARTED

General Description

Progress monitoring is used to measure what students know compared to the skills taught in the curriculum. The Fundations Level K Progress Monitoring specifi cally measures skills introduced in the Fundations Level K curriculum.

Progress monitoring can be used with all students, but it is particularly helpful for students in a Fundations Tier 2 Double Dose group. Progress monitoring can begin as soon as Tier 2 instruction is underway.

In Level K the following measures are used to monitor a student’s progress throughout the year. The instructional year is divided into Beginning-Mid and Mid-End Year. The measures correspond with the content presented in the Fundations curriculum during that time frame.

BEGINNINGMID YEAR MEASURES

These measures are implemented during the fi rst half of the school year.

MEASURE PURPOSE ADMINISTRATIONMID-YEAR

BENCHMARK

Letter Naming This provides a measure of a student’s profi ciency in naming lower-and upper-case letters.

Individual administration – 1 minute probe

25 letters

Letter Sound Automaticity

This provides a measure of a student’s profi ciency in Letter Sound correspondence.


25 sounds

MIDEND YEAR MEASURES

These measures are implemented during the second half of the school year.

MEASURE PURPOSE ADMINISTRATIONEND-YEAR BENCHMARK

Segment and Blend Words

This provides a measure of a student’s knowledge of Letter Sound correspondence and ability to segment and blend sounds when given words as a reading task.


32 sounds / words read correctly

Phoneme Segmentation

This provides a measure of a student’s ability to hear and segment three separate sounds when dictated as a three-sound word.


30 sounds

FUNDATIONS UNIT TESTS

The Fundations Unit Tests measure a student’s knowledge of concepts that are taught in a specifi c Fundations unit. In Level K, the tests are administered individually.

Test scores for Tier 2 students can be transferred to the student’s individual Student Record to assist with progress monitoring. The benchmark is 80% for each test (a score of 16 +). Students who are signifi cantly below benchmark or who are consistently below benchmark should be considered for additional in-class support to master the unit’s concepts.

2 Fundations® Progress MonitoringTEACHER’S GUIDE / LEVEL K


Progress Monitoring Materials

The Fundations Progress Monitoring Tool includes the following components:

Teacher’s Guide

Provides overview of Progress Monitoring.

Provides instructions on how to administer each measure implemented in Level K.

Provides guidelines for additional instruction and support.

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Teacher’s Guide

Student Probes

Provides the material that is needed for the student.

Student Probe Packets are provided for:

• Beginning-Mid Year• Mid-End Year

This material can be reused by students.

Letter Sound Automaticity

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s f p n l

u d k w o

y v r e qu

z c x i j

Student Record and Recording Forms

RECORD: Provides graphs to chart progress.

RECORDING FORMS: Teacher uses to record student performance on individual probes.

Online Version - Print out Record and Recording Form for each student

Kit Version - Includes laminated Recording Forms for multiple use

· · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·

· · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·

Segment and Blend Words Recording Form

/b/ - /¤/ - /t/ bat /h/ - /ç/ - /p/ hop /p/ - /¬/ - /g/ pig

/m/ - /¤/ - /p/ map /f/ - /¬/ - /t/ fit /r/ - /¹/ - /g/ rug

/m/ - /ç/ - /p/ mop /t/ - /¬/ - /n/ tin /s/ - /§/ - /t/ set

/t/ - /ç/ - /p/ top /r/ - /§/ - /d/ red /k/ - /¹/ - /b/ cub

/l/ - /§/ - /t/ let /s/ - /¬/ - /p/ sip /p/ - /¹/ - /p/ pup

/k/ - /¤/ - /t/ cat /b/ - /¹/ - /s/ bus /p/ - /§/ - /t/ pet

/r/ - /ç/ - /b/ rob /f/ - /ç/ - /ks/ fox /h/ - /¬/ - /t/ hit

/m/ - /¤/ - /t/ mat /h/ - /¬/ - /p/ hip /t/ - /§/ - /n/ ten

Class Record

Provides a booklet for data collection for up to six students for the entire year.

Includes:• Tier 2 Progress Report• Attendance Sheet• Records / Graphs to track students

· · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·

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3TEACHER’S GUIDE/ LEVEL KFundations® Progress Monitoring


Progress Monitoring Steps

Overview of Steps:

1. Determine Measures and Baseline Probe

2. Obtain Baseline Score and Plot the Aim Line

3. Plot and Monitor Progress

4. Use Data to Inform instruction

STEP 1 DETERMINE MEASURES AND BASELINE PROBE

Determine what measures you will use to monitor progress. If you are currently in the fi rst half of the school year, use the measures outlined for the Beginning – Mid Year. If you are in the second half of the year, use measures that are identifi ed as Mid-End Year.

BEGINNING – MID YEAR MID-END YEAR

MEASURES:

• Letter Naming

• Letter Sound Automaticity

MEASURES:

• Segment and Blend Words

• Phonemes Segmentation

Determine the Probe that will be used to plot the baseline score for each measure.

1. First, determine the number of weeks of instruction until the mid-point or the end of year in the school calendar. (Holidays should be considered.)

2. Subtract the number of weeks of instruction from 16 (total number of probes).

EXAMPLE A

10 weeks of instruction left

16 probes – 10 more weeks of instruction = 6

Use Probe 6 to plot your baseline score.

EXAMPLE B

5 weeks of instruction left

16 probes – 5 more weeks of instruction = 11

Use Probe 11 to plot your baseline score.

Example B, if you have fi ve weeks of instruction left, you need 5 probes. Use Probe 11 to get baseline 5

Example A, if you have ten weeks of instruction left, you need 10 probes. Use Probe 6 to get baseline

Probe 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16



QUICK REFERENCE CHART:

Once you determine how many weeks of instruction are left until the mid- or end-year point, use the quick reference below to determine the baseline probes and subsequent probes to be used if monitoring on a weekly or bi-weekly basis.

Number of weeks

left for instruction

Probe to use as

Baseline Probe

Probes you should use if conducting

Progress Monitoring weekly

Probes you should use if conducting

Progress Monitoring bi-weekly

16 1 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16 3, 5, 7, 9, 11, 13, 15*

15 1 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16 3, 5, 7, 9, 11, 13, 15*

14 2 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16 4, 6, 8, 10, 12, 14, 16

13 3 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16 5, 7, 9, 11, 13, 15*

12 4 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16 6, 8, 10, 12, 14, 16

11 5 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16 7, 9, 11, 13, 15*

10 6 7, 8, 9, 10, 11, 12, 13, 14, 15, 16 8, 10, 12, 14, 16

9 7 8, 9, 10, 11, 12, 13, 14, 15, 16 9, 11, 13, 15*

8 8 9, 10, 11, 12, 13, 14, 15, 16 10, 12, 14, 16

7 9 10, 11, 12, 13, 14, 15, 16 11, 13, 15*

6 10 11, 12, 13, 14, 15, 16 12, 14, 16

5 11 12, 13, 14, 15, 16 13, 15*

*The fi nal Probe 16 should be conducted if needed. The schedule may require that the last Probe be conducted a week early.



STEP 2 OBTAIN BASELINE SCORE AND PLOT THE AIM LINE

The baseline score should be obtained at the beginning of the Tier 2 instruction. This could be conducted on your fi rst lesson.

1. Using the probe that was determined in Step 1, administer the measure to obtain the score. This is the baseline score.

2. Plot this score on the graph.

3. Draw a line from the baseline score to the benchmark score. This is the aim line. An aim line shows what kind of progress will be necessary to achieve benchmark by mid- or end-year.

EXAMPLES

LETTER NAMING MIDYEAR BENCHMARK = 25

Example A:

Probe 6 was given as the baseline assessment. The student correctly named 3 sounds – 3 is the baseline score. The aim line is drawn from 3 to 25 (benchmark).

In this example, if progress monitoring is done weekly, when probe 7 is administered, the aim is 5 correct.

If doing progress monitoring bi-weekly, Probe 8 is the fi rst probe administered and the aim is 8 correct.

Example B:

Probe 11 was given in this baseline assessment. The student correctly named 3 sounds – 3 is the baseline score. The aim line is drawn from 3 to 25 (benchmark).

In this example, if progress monitoring is done weekly, when probe 12 is administered, the aim is 8 correct.

If doing progress monitoring bi-weekly, Probe 13 is the fi rst probe administered and the aim is 12 correct.

With fewer weeks of instruction remaining, the trajectory is much steeper.

Lett

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25 · · · · · · · · · · · · · · ·

24 · · · · · · · · · · · · · · · ·

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11 · · · · · · · · · · · · · · · ·

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3 · · · · · · · · · · · · ·

2 · · · · · · · · · · · · · · · ·

1 · · · · · · · · · · · · · · · ·

Probe 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Date

Benchmark

Example A Baseline probe Example B Baseline probe

Example A: AIM LINE

Example B: AIM LINE

Example A: Baseline Score

Example B: Baseline Score



STEP 3 MONITOR PROGRESS

Determine the next probe to be used. After initial probe is determined, probes should be used in sequence as follows:

• If you are monitoring progress every week, use every probe in sequence (5, 6, 7, 8, 9, etc.)

• If you are monitoring progress every other week (bi-weekly), use every other probe in sequence (5, 7, 9, etc.)

Plot the score for each probe when given. It is recommended that you use a diff erent pen color than the aim line to plot and track progress.

There are 16 probes for each measure. Depending upon when you begin and how frequently (weekly or bi-weekly) you monitor progress, you may or may not use each of the probes.

EXAMPLE


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25 · · · · · · · · · · · · · · ·

24 · · · · · · · · · · · · · · · ·

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15 · · · · · · · · · · · · · · · ·

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12 · · · · · · · · · · · · · · · ·

11 · · · · · · · · · · · · · · ·

10 · · · · · · · · · · · · · · · ·

9 · · · · · · · · · · · · · · · ·

8 · · · · · · · · · · · · · · ·

7 · · · · · · · · · · · · · · · ·

6 · · · · · · · · · · · · · · ·

5 · · · · · · · · · · · · · · · ·

4 · · · · · · · · · · · · · · · ·

3 · · · · · · · · · · · · · ·

2 · · · · · · · · · · · · · · · ·

1 · · · · · · · · · · · · · · · ·

Probe 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Date 11/3 11/10 11/17 11/24 12/1

Benchmark

Baseline probe

Example A

AIM LINE

Baseline Score



STEP 4 USE THE DATA TO INFORM INSTRUCTION

After you have completed 3-4 probes with your student, you will be able to evaluate progress.

• If a student is improving, continue with Double Dose instruction.

• If a student is below the aim line but is parallel to the aim line, monitor closely and add instruction if needed.

• If progress does not begin to accelerate with additional activities, convene a meeting to determine new strategy/ plan.

Errors on the probes can help to inform instruction. However, it is important to only practice skills that have been directly introduced in accordance with the Fundations Scope and Sequence. See the Section III Additional Activities/Support for guidelines.

EXAMPLE


Example A:

This student is improving. Continue with Double Dose instruction. (See Double Dose Tier 2 Lesson Guidelines.)

Example B:

This student is below the aim line but is parallel to the aim line. Monitor closely and add instruction if needed. (See additional activities to target specifi c skill.)

Example C:

This student is well below the aim line. Determine additional or new strategy / plan. (See additional activities to target specifi c skill.)

If progress does not begin to accelerate with additional activities, convene a meeting to determine new strategy / plan.

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11 · · · · · · · · · · · · · · ·

10 · · · · · · · · · · · · · · · ·

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8 · · · · · · · · · · · · · ·

7 · · · · · · · · · · · · · · · ·

6 · · · · · · · · · · · · ·

5 · · · · · · · · · · · · ·

4 · · · · · · · · · · · · · · ·

3 · · · · · · · · · · · · · ·

2 · · · · · · · · · · · · · · · ·

1 · · · · · · · · · · · · · · · ·

Probe 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Date 11/3 11/10 11/17 11/24 12/1

Benchmark

Baseline probe

Example A

AIM LINE

Baseline Score

Example B

Example C



Monitoring Unit Tests (Beginning-Mid Year)

Fundations Unit Tests are administered to the whole class during the standard lesson in Tier 1. Level K Unit Tests do not begin until after Week 12 has been completed. When the Unit 1 test is given, you can transfer the student’s score onto their individual Student Record to assist with progress monitoring. For Unit 1 and Unit 2 tests, the benchmark is 8 for each subtest given. Any score below benchmark indicates the student needs additional help in that area.

EXAMPLE

Unit 1

Date:

_______

Identify Lower-Case Letters

1 2 3 4 5 6 7 8 9 10

Identify Letters Corresponding to Sounds

1 2 3 4 5 6 7 8 9 10

Form Lower-Case Letters 1 2 3 4 5 6 7 8 9 10

Unit 2

Date:

______

Identify Beginning Sounds

1 2 3 4 5 6 7 8 9 10

Identify Upper-Case Letters

1 2 3 4 5 6 7 8 9 10

Form Upper-Case Letters 1 2 3 4 5 6 7 8 9 10

Benchmark

Monitoring Unit Tests (Mid-End Year)

Unit Tests for Units 3-5 are conducted in the mid-end of year. The benchmark is provided (see shaded area) for each subtest given. Students who are signifi cantly below benchmark or who are consistently below benchmark should be considered for additional in-class support to master the unit’s concepts.

EXAMPLE

Unit 3

Date:

______

Identify Ending Sounds 1 2 3 4 5 6 7 8 9 10

Blend Sounds to Form Words

1 2 3 4 5

Read C-V-C Words 1 2 3 4 5

Name Letters in Alphabetical Order

Y N

Unit 4

Date:

______

Identify Vowel Sounds 1 2 3 4 5

Tap and Read Words 1 2 3 4 5

Segment Words into Sounds

1 2 3 4 5 6 7 8 9 10

Tap and Spell Words 1 2 3 4 5

Retelling of a Story Y N

Unit 5

Date:

______

Identify Trick Words 1 2 3 4 5

Read a Sentence 1 2 3 4 5

Complete a Sentence 1 2 3 4

Relate Events in a Narrative

1 2 3 4 5 6



SECTION II: ADMINISTRATION GUIDELINES

Letter Naming: Administration Guidelines

PURPOSE: Measures a student’s profi ciency in naming lower- and upper-case letters.

ADMINISTERED: Beginning-Mid Year

MID-YEAR BENCHMARK: 25 letter-names

TEACHER MATERIALS:

• Student Record

• Pencil or pen, clipboard

• Timer, or clock with a second-hand

STUDENT MATERIALS:

• Student Probes: Copy of Letter Naming Probe to be administered

PROCESS:

1. Determine the probe to be used. (See steps of Progress Monitoring to determine fi rst probe.) After initial probe is determined, probes should be used in order. (Use every other probe if monitoring progress bi-weekly.)

2. Explain to the student:

“I am going to show you some letters. I would like you tell me the NAME of the letter. Let me show you.”

Demonstrate with the sample on the following page. You do all the letters. Then have the student practice naming letters. Be sure the student knows how to perform the task correctly.

3. Place the student copy of the probe in front of the student. Put the corresponding Student Recording Form on a clipboard.

Then say, “When I say begin, you are going to tell me the names of as many letters as you can. Point to each letter and tell me the name. You will start here (point to fi rst letter) and go across (demonstrate) and keep going. Do your best, if you don’t know the name of the letter that is okay. Put your fi nger under the fi rst letter (help if needed). Are you ready? When I say begin you can start.”

4. Say “begin” and start the timer.

5. Time the student for 1 minute.

6. Check off correct responses as the student names letters.

7. If the student provides the letter sound rather than the letter-name, say “That is the letter sound, I want you to give the letter-name.” If the student says both, you can check as correct.

8. If a student struggles for more than 3 seconds, tell them the letter and do not check as a correct response, pointing to next letter to move student along.

9. If a student makes an error, but corrects it within 3 seconds, check it off as a correct response.

10. After the 1 minute mark, say “stop” and circle the last letter read.

11. To calculate the number of letters named correctly, subtract the total number of errors from the total number of letters read in the 1 minute time frame.

12. Plot this score on the student’s progress monitoring chart, which you will fi nd in the Student Record.



LETTER NAMING PRACTICE

TEACHER DEMONSTRATION:

n T b j r

STUDENT PRACTICE:

f m t C b



Letter Sound Automaticity: Administration Guidelines

PURPOSE: Measures a student’s profi ciency in letter sound correspondence.

ADMINISTERED: Beginning-Mid Year

MID-YEAR BENCHMARK: 25 sounds

TEACHER MATERIALS:

• Student Record



STUDENT MATERIALS:

• Student Probes: Copy of Letter Sound Probe to be administered

PROCESS:

1. Determine the probe to be used. (See steps of Progress Monitoring to determine fi rst probe.) After initial probe is determined, probes should be used in order. (Use every other probe if monitoring progress bi-weekly.)


“I am going to show you some letters. I would like you tell me the SOUND of the letter. Let me show you.”

Demonstrate with the sample on the following page. You do all the letters. Then have the student practice the sounds. Be sure the student knows how to perform the task correctly.


Then say, “When I say begin, you are going to tell me the sounds of as many letters as you can. Point to each letter and tell me the sound. You will start here (point to fi rst letter) and go across (demonstrate) and keep going. Do your best, if you don’t know the sound of the letter that is okay. Put your fi nger under the fi rst letter (help if needed). Are you ready? When I say begin you can start.”



6. Check off correct responses as the student names letter sounds.

7. If the student provides the letter-name rather than the letter sound, say “That is the letter-name, I want you to give the letter sound.” If the student says both, you can check as correct.

8. If a student struggles for more than 3 seconds, tell them the letter and do not check as a correct response, pointing to the next letter to move student along.


10. After the 1 minute mark, say “stop” and circle the last letter correctly read.

11. To calculate the number of correct responses, subtract the total number of errors from the total number of sounds given in the 1 minute time frame.




LETTER SOUND AUTOMATICITY PRACTICE


m t v f l

STUDENT PRACTICE:

n c t b f



Segment and Blend Words: Administration Guidelines

PURPOSE: Measures a student’s knowledge of letter sound correspondence and ability to segment and blend sounds when given words as a reading task.

ADMINISTERED: Mid-End Year

END-YEAR BENCHMARK: 32 sounds/words read correctly

TEACHER MATERIALS:

• Student Record



STUDENT MATERIALS:

• Student Probes: Copy of Segment and Blend Probe to be administered

PROCESS:

1. Determine the probe to be used. (See Steps of Progress Monitoring to determine fi rst probe.) After initial probe is determined, probes should be used in sequence. (Use every other probe if monitoring progress bi-weekly.)


“I am going to show you some words. I would like you to tap out the sounds and read the word. Let me show you.”

Demonstrate with the sample on the following page. Tap and say sounds and words. Example: /c/ /ă / /t/ - cat.

You do all the teacher demonstration words. Then have the student practice tapping and reading words. Be sure the student knows how to perform the task correctly.


Then say, “When I say begin, you are going to tap out the sounds and read as many words as you can. You will start here (point to fi rst word) and go across (demonstrate) and keep going. Do your best, if you don’t know the sound of the letters that is okay. Are you ready? When I say begin you can start.”



6. Check off correct responses as the student taps letter sounds and reads words.

7. If the student reads the word without tapping, but reads the word correctly, give credit for all three sounds and the word. If the student reads the word incorrectly without tapping, give credit for only those sounds that are correct. For example, if the word is tab, and the student reads the word as tib, it would be marked as follows:

/t/ /a/ /b/ tab

1 2 3 4

8. If a student struggles for more than 3 seconds, tell them the word and check only correct sounds already given, pointing to the next word to move student along.


10. After the 1 minute mark, say “stop” and circle the last sound tapped or word read correctly.

11. To calculate the number of correct sounds and words, subtract the total number of errors from the total number of sounds/words given in the 1 minute time frame.

Example: /c/ /a/ /t/ cat /t/ /a/ /b/ tab

1 2 3 4 5 6 7 8

8 sounds/words read minus 2 errors = 6 correct sounds/words




SEGMENT AND BLEND WORDS PRACTICE


cat sip tug fog

STUDENT PRACTICE:

sat log tip bug



Phoneme Segmentation: Administration Guidelines

PURPOSE: Measures a student’s ability to hear and segment three separate sounds when dictated a three-sound word.

ADMINISTERED: Mid-End Year

END-YEAR BENCHMARK: 30 sounds

TEACHER MATERIALS:

• Student Record



STUDENT MATERIALS:

• None

PROCESS:

1. Determine the probe to be used. (See steps of Progress Monitoring to determine fi rst probe.) After initial probe is determined, probes should be used in sequence. (Use every other probe if monitoring progress bi-weekly.)


“I am going to say a word. After I say it, I would like you to repeat the word and tap out the SOUNDS in the word. If I say mat, you would say mat - /m/ /ă/ /t/ - mat.” Demonstrate tapping each sound: tap your index fi nger to thumb while saying /m/, middle fi nger to thumb while saying /ă/ and ring fi nger to thumb while saying /t/.

3. Say: “Let’s try one. Tell me the sounds in bat.“ The student should respond, bat- /b/ /ă/ /t/ - bat. If the student gives you a correct response, you can begin the administration of the test. If the student gives an incorrect response, work with the student to tap out the sounds /b/ /ă/ /t/ and give another word, sip.

Note: Since Fundations students have been directly taught to repeat the word before and after segmenting the sounds, this is included as part of the administration. However, repeating the words are not scored, so if a student simply provides the segmented sounds without repeating the word, this is also correct.

4. Give the student the fi rst word and start the timer.


6. Present each word clearly. Check off correct responses as the student produces sounds.

7. If a student does not say the sound in 3 seconds, give the student the next word.


9. After the 1 minute mark, stop and circle the last sound produced correctly.

10. To calculate the number of correct sounds, subtract the total number of errors from the total number of sounds given in the 1 minute time frame.




SECTION III: ADDITIONAL SUPPORT / ACTIVITIES

Double Dose (Tier 2) Lesson Guidelines (Beginning-Mid Year)

In addition to the daily whole class standard lesson, the students who struggle in the general education classrooms should also have additional Fundations targeted instruction in a small group setting called Double Dose lessons.

Double Dose lessons reinforce the instruction received in Tier 1 Standard Lesson. Therefore, only elements and skills that have been introduced should be included in the Double Dose lesson following the Fundations Scope and Sequence.

The following guidelines present a schedule of Fundations Lesson Activities for students receiving an additional 30-minute lesson of instructional support. Ideally, it is recommended that at-risk Level K students receive a Double Dose of Fundations fi ve days a week.

BEGINNING MID YEAR UNITS 12

Day 1

Drill Sounds

Sky Writing and Student Notebook

Have each student trace 1-2 letters on an overhead screen or board while you verbalize directions. Other students trace in the student notebook.

Echo/Letter Formation (Dry-Erase)

Day 2

Drill Sounds

Echo / Letter Formation (Dry-Erase)

Echo Find Letters

Day 3

Drill Sounds

Word Play

Keyword Puzzle or Echo / Letter Formation (Dry-Erase)

Day 4

Drill Sounds

Sky Writing and Student Notebook

Have each student trace 1-2 letters on an overhead screen or board while you verbalize directions. Other students trace in the student notebook.


Day 5

Drill Sounds

Echo Find Letters

Make It Fun! (from current Unit/Week) or conduct Progress Monitoring Probes with individual students.



Double Dose (Tier 2) Lesson Guidelines (Mid-End Year)

MID END YEAR UNITS 3, 4, 5

Day 1

Drill Sounds

Vowel Extension (see Unit 1, Week 7)

Word Play

Make it Fun Activity (Week 7 or 8)

Day 2

Drill Sounds

Echo/Find Letters

Echo/Find Words

Day 3

Drill Sounds

Vowel Extension

Word Play (blending)

Dictation Words (segmenting) Use Standard Cards and select a student to build the dictated words.

Day 4

Drill Sounds


Dictation / Words (Dry-Erase)

Day 5

Drill Sounds

Vowel Extension

Word Play

Make it Fun Activity (Unit 3 or Unit 4 Bingo)



Additional Activities to Target Specifi c Skills

If a student is not showing adequate progress along the aim line to reach the benchmark, see below for suggested additional Fundations activities. These should be incorporated into the Double Dose lesson plan and may need to be done in a smaller group or 1:1 to target specifi c skills as needed. Also, see Fundations Home Support packet for additional reinforcement activities. Follow the Fundations Scope and Sequence for instruction.

Errors on the probes can help to inform instruction. However, it is important to only practice skills that have been directly introduced in accordance with the Fundations Scope and Sequence. For example, if a student makes an error naming the letter t on a probe, and letter t has been introduced during Fundations lessons, then t should be included in the letter naming activities during the Double Dose lesson. Similarly, if a student makes an error naming the letter z on the probe, but this letter has not yet been introduced, then z should not be included as part of the Double Dose activities at that time.

LETTER NAMING

This provides a measure of a student’s profi ciency in naming lower-and upper-case letters. Students performing below expectations should receive Double Dose instruction. The following Fundations activities assist with Letter Naming profi ciency:

Drill Sounds

Echo / Letter Formation

Letter – Keyword – Sound

Sky Write / Letter Formation

Student Notebook

Alphabetical Order

LETTER SOUND

This provides a measure of a student’s profi ciency in Letter Sound correspondence. Students performing below expectations should receive Double Dose instruction. The following Fundations activities assist with Letter Sound profi ciency:

Drill Sounds


Echo Find / Sounds

Vowel Extension

Keyword Puzzle

SEGMENT AND BLEND WORDS

The following Fundations Activities will help with Letter Sound correspondence and ability to segment and blend sounds.

Drill Sounds

Vowel Extension

Word Play (Unit 3)

Make it Fun – Guess My Word (Unit 3)

PHONEME SEGMENTATION

The following Fundations Activities will help students hear and segment sounds in a word.

Echo/Find Words – Emphasis is on tapping, teacher can pull down corresponding letters

Dictation / Words

Make it Fun - Let’s Rhyme, Guess My Word (Unit 3); Sound Bingo (Unit 4); Kid Spelling (Unit 4)



UNIT TEST

The Unit Test measures a student’s knowledge of concepts taught in the specifi c unit. Students performing below expectations should receive Double Dose activities. If students are scoring below 80% in a specifi c component of the Unit Test, the following Fundations activities can be included in the Double Dose activities to help address that skill.

UNIT COMPONENT OF TEST DOUBLE DOSE ACTIVITIES

Unit 1

Identify Lower-Case Letters See above for Letter Naming

Identify Letters Corresponding to Sounds See above for Letter Sound

Form Lower-Case Letters



Student Notebook

Unit 2

Identify Beginning Sounds

Word Play (see unit 2)

Make it Fun (see unit 2)

Drill Sounds


Echo Find / Sounds

Identify Upper-Case Letters See above for Letter Naming

Form Upper-Case Letters



Student Notebook

Unit 3

Identify Ending SoundsEcho Find Sounds

Make it Fun – Sound Bingo (Unit 4)

Blend Sounds to Form Words See Segment and Blend activities above

Read C-V-C Words See Segment and Blend activities above

Name Letters in Alphabetical Order Alphabetical Order

Unit 4

Identify Vowel SoundsEcho Find /Sounds and Words

Dictation /Sounds

Tap and Read Words See Segment and Blend activities above

Segment Words into Sounds See Phoneme Segmentation activities above

Tap and Spell WordsEcho Find / Words

Dictation / Words

Retelling of a Story Storytime

Unit 5

Identify Trick Words Trick Words

Read a SentenceWord Play – Read Sentences (Unit 5)

Make it Fun – Change the Sentence (Unit 5)

Complete a SentenceWord Play – Write Sentences (Unit 5)

Make it Fun (Unit 5)

Relate Events in a Narrative Storytime



Appe

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Tier 2 Instruction and Progress Report24 Fundations® Progress MonitoringTEACHER’S GUIDE / LEVEL K


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____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

• Dic

tate

so

un

d a

nd

hav

e st

ud

ents

ech

o.• A

sk, “

Wh

at s

ays

(so

un

d)?

”• S

tud

ents

an

swer

.• S

how

stu

den

ts th

e p

rop

er p

enci

l gri

p.

• Sel

ect a

stu

den

t or y

ou

mak

e th

e le

tter

on

the

Wri

tin

g G

rid

.• D

emo

nst

rate

on

the

Wri

tin

g G

rid

wh

ile y

ou

say

th

e ve

rbal

izat

ion

, dir

ecti

ng

all

stu

den

ts.

SOU

ND

S

____

____

____

____

____

____

____

____

____

____

____

____

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____

____

____

____

____

____

____

____

• Say

so

un

d a

nd

hav

e st

ud

ents

ech

o.• S

ay, “

Fin

d /

(so

un

d)/

.”• S

tud

ents

po

int t

o L

ette

r Tile

.• A

sk, “

Wh

at s

ays

/(so

un

d)/

?”

• Cal

l on

a s

tud

ent t

o a

nsw

er.

• Say

, “M

atch

it.”

• Stu

den

ts m

ove

Lett

er T

ile fr

om

Bu

ildin

g B

oar

d

to L

ette

r Bo

ard

wit

h A

lph

abet

Ove

rlay

.

A s

tud

ent c

an b

e at

the

fro

nt o

f th

e cl

ass

po

inti

ng

to y

ou

r Sta

nd

ard

So

un

d C

ard

dis

pla

y.

Dic

tate

on

ly th

e ta

ug

ht s

ou

nd

s. D

o u

p to

10

sou

nd

s. If

mo

re le

tter

s ar

e ta

ug

ht,

stu

den

ts c

an

sim

ply

mat

ch th

e re

mai

nin

g le

tter

s.

NO

TES

____

____

____

____

____

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____

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____

____

Refe

r to

Less

on A

ctiv

ity O

verv

iew

sec

tion

of T

each

er’s

Man

ual a

nd v

iew

dem

onst

ratio

ns o

n CD

Fun

dat

ion

s® D

ou

ble

Do

se •

Leve

l KSE

PTEM

BER

- D

ECEM

BER

LESS

ON

DAT

E _

____

____

____

___

U

NIT

# _

____

_

DA

Y 2



Dri

ll So

un

ds

Wo

rd P

lay

Key

wo

rd P

uzz

leEc

ho

/Let

ter F

orm

atio

n

LARG

E C

ARD

S

____

____

____

____

____

____

____

____

____

____

STA

ND

ARD

CA

RDS

____

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QU

ESTI

ON

S TO

WEA

VE

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____

____

DRI

LL L

EAD

ER:

Te

ach

er

Stu

den

t

• Po

int

to c

ard

.• S

ay le

tter

-key

wo

rd-s

ou

nd

.• S

tud

ents

ech

o.

Do

all

in U

nit

s 1

and

2. T

hen

be

sele

ctiv

e. A

lway

s d

o v

ow

els.

NO

TES

____

____

____

____

____

____

____

____

____

____

____

____

____

____

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____

____

____

____

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____

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____

____

____

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____

____

____

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____

____

____

____

____

____

____

____

____

____

____

____

UN

ITS

1, 2

, 3• W

ord

Pla

y ac

tivi

ties

var

y th

rou

gh

ou

t U

nit

s 1-

3.

Follo

w in

stru

ctio

ns

in t

he

Fun

dat

ion

s Te

ach

er’s

Man

ual

.

UN

ITS

4, 5

• Let

ter T

iles

a-z

sho

uld

be

on

th

e A

lph

abet

O

verl

ay.

• Mak

e a

wo

rd w

ith

yo

ur S

tan

dar

d S

ou

nd

Car

ds.

• Tap

ou

t so

un

ds

wit

h s

tud

ents

to re

ad t

he

wo

rd.

UN

IT 5

• Wri

te a

sen

ten

ce a

nd

sco

op

it in

to p

hra

ses.

Dec

od

e w

ith

stu

den

ts a

nd

ch

ora

lly re

ad (2

-3

sen

ten

ces)

.• D

icta

te a

sen

ten

ce. U

se B

lue

Fram

es a

nd

hav

e st

ud

ents

bu

ild a

nd

wri

te t

he

sen

ten

ce w

ith

yo

ur

gu

idan

ce.

LETT

ERS

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

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____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

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____

____

____

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____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

• Use

th

e p

uzz

le p

iece

s fo

r th

e le

tter

s ta

ug

ht

thu

s fa

r. • P

ass

ou

t le

tter

s (o

ne

per

ch

ild) a

nd

pic

ture

s (o

ne

per

ch

ild) u

nti

l th

ey a

re a

ll d

isse

min

ated

. • S

ay, “

Stan

d u

p if

yo

u h

ave

the

lett

er (l

ette

r).

Stan

d u

p if

yo

u h

ave

the

pic

ture

th

at g

oes

wit

h

(lett

er).

Mak

e a

mat

ch!”

• Hav

e th

e ch

ildre

n c

om

e u

p fr

on

t an

d p

ut

the

card

s to

get

her

, th

en h

ave

ever

yon

e sa

y th

e le

tter

-key

wo

rd-s

ou

nd

.

SOU

ND

S

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

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____

____

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____

____

____

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____

____

____

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____

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____

____

____

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____

____

____

____

____

____

____

____

____

____

____

____

____

• Dic

tate

so

un

d a

nd

hav

e st

ud

ents

ech

o.• A

sk, “

Wh

at s

ays

(so

un

d)?

”• S

tud

ents

an

swer

.• S

ho

w s

tud

ents

th

e p

rop

er p

enci

l gri

p.

• Sel

ect

a st

ud

ent

or y

ou

mak

e th

e le

tter

on

th

e W

riti

ng

Gri

d.

• Dem

on

stra

te o

n t

he

Wri

tin

g G

rid

wh

ile y

ou

say

th

e ve

rbal

izat

ion

, dir

ecti

ng

all

stu

den

ts.

Refe

r to

Less

on A

ctiv

ity O

verv

iew

sec

tion

of T

each

er’s

Man

ual a

nd v

iew

dem

onst

ratio

ns o

n C

DFu

nd

atio

ns®

Do

ub

le D

ose

• Le

vel K

SEPT

EMB

ER -

DEC

EMB

ER

LE

SSO

N D

ATE

___

____

____

____

_

UN

IT #

___

___

D

AY

3



Dri

ll So

un

ds

Sky

Wri

te/L

ette

r For

mat

ion

Stu

den

t Not

eboo

kEc

ho/

Lett

er F

orm

atio

n

LARG

E C

ARD

S

____

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STA

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RDS

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QU

ESTI

ON

S TO

WEA

VE

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____

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DRI

LL L

EAD

ER:

Te

ach

er

Stu

den

t

• Po

int t

o c

ard

.• S

ay le

tter

-key

wo

rd-s

ou

nd

.• S

tud

ents

ech

o.

Do

all

in U

nit

s 1

and

2. T

hen

be

sele

ctiv

e. A

lway

s d

o v

owel

s.

SKY

LIN

E LE

TTER

S

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

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____

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PLA

NE

LIN

E LE

TTER

S

____

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____

____

PLA

NE

LIN

E RO

UN

D L

ETTE

RS

____

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PLA

NE

LIN

E SL

IDE

LETT

ERS

____

____

____

____

____

____

____

____

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____

• Tea

ch a

nd

pra

ctic

e le

tter

form

atio

n o

n la

rge

Wils

on

Wri

tin

g G

rid

an

d m

ake

an a

sso

ciat

ion

w

ith

the

keyw

ord

an

d s

ou

nd

.• E

xten

d a

rm a

nd

mo

del

the

lett

er fo

rmat

ion

as

you

say

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lett

er fo

rmat

ion

ver

bal

izat

ion

.• E

ach

stu

den

t wri

tes

1-2

lett

ers

on

an

ove

rhea

d

scre

en o

r bo

ard

wh

ile y

ou

ver

bal

ize

dir

ecti

on

s. (B

e su

re to

use

co

nsi

sten

t ver

bal

izat

ion

.)• H

ave

oth

er s

tud

ents

trac

e in

thei

r Stu

den

t N

ote

bo

ok

(see

nex

t co

lum

n)

SUG

GES

TIO

NC

op

y th

e le

tter

form

atio

n v

erb

aliz

atio

ns

fro

m

the

app

end

ix. C

ut t

hem

into

sm

all s

qu

ares

an

d

pu

t on

to a

rin

g in

alp

hab

etic

al o

rder

.

REV

IEW

LET

TERS

____

____

____

____

____

____

____

____

____

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____

____

____

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____

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NEW

LET

TERS

____

____

____

____

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____

____

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TES

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UN

IT 1

• Say

lett

er-k

eyw

ord

-so

un

d.

• Hav

e st

ud

ents

fin

d p

age

in th

eir S

tud

ent

No

teb

oo

ks.

• Dir

ect s

tud

ents

to tr

ace

the

lett

er w

ith

thei

r fin

ger

as

you

say

the

verb

aliz

atio

n.

UN

IT 2

• Dir

ect s

tud

ents

to tr

ace

up

per

an

d lo

wer

-cas

e le

tter

s sa

yin

g le

tter

-key

wo

rd-s

ou

nd

.• H

ave

stu

den

ts w

rite

up

per

an

d lo

wer

-cas

e le

tter

s.

REIN

FORC

EMEN

T• T

race

an

d s

ay le

tter

-key

wo

rd-s

ou

nd

.• H

ave

stu

den

ts m

od

el tr

acin

g a

nd

ech

o le

tter

-ke

ywo

rd-s

ou

nd

.(B

e su

re to

trac

e le

tter

co

rrec

tly.

)

SOU

ND

S

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

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____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

• Dic

tate

so

un

d a

nd

hav

e st

ud

ents

ech

o.• A

sk, “

Wh

at s

ays

(so

un

d)?

”• S

tud

ents

an

swer

.• S

how

stu

den

ts th

e p

rop

er p

enci

l gri

p.

• Sel

ect a

stu

den

t or y

ou

mak

e th

e le

tter

on

the

Wri

tin

g G

rid

.• D

emo

nst

rate

on

the

Wri

tin

g G

rid

wh

ile y

ou

say

th

e ve

rbal

izat

ion

, dir

ecti

ng

all

stu

den

ts.

Refe

r to

Less

on A

ctiv

ity O

verv

iew

sec

tion

of T

each

er’s

Man

ual a

nd v

iew

dem

onst

ratio

ns o

n CD

Fun

dat

ion

s® D

ou

ble

Do

se •

Leve

l KSE

PTEM

BER

- D

ECEM

BER

LESS

ON

DAT

E _

____

____

____

___

U

NIT

# _

____

_

DA

Y 4



Dri

ll So

un

ds

Ech

o/F

ind

Let

ters

Mak

e it

Fu

n

LARG

E C

ARD

S

____

____

____

____

____

____

____

____

____

____

STA

ND

ARD

CA

RDS

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

QU

ESTI

ON

S TO

WEA

VE

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

DRI

LL L

EAD

ER:

Te

ach

er

Stu

den

t

• Po

int

to c

ard

.• S

ay le

tter

-key

wo

rd-s

ou

nd

.• S

tud

ents

ech

o.

Do

all

in U

nit

s 1

and

2. T

hen

be

sele

ctiv

e. A

lway

s d

o v

ow

els.

SOU

ND

S

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

• Say

so

un

d a

nd

hav

e st

ud

ents

ech

o.• S

ay, “

Fin

d /

(so

un

d)/

.”• S

tud

ents

po

int

to L

ette

r Tile

.• A

sk, “

Wh

at s

ays

/(so

un

d)/

?”

• Cal

l on

a s

tud

ent

to a

nsw

er.

• Say

, “M

atch

it.”

• Stu

den

ts m

ove

Lett

er T

ile fr

om

Bu

ildin

g B

oar

d

to L

ette

r Bo

ard

wit

h A

lph

abet

Ove

rlay

.

A s

tud

ent

can

be

at t

he

fro

nt

of t

he

clas

s p

oin

tin

g to

yo

ur S

tan

dar

d S

ou

nd

Car

d d

isp

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5


7815679

ISBN 978-1-56778-415-2

ITEM # PMKGB

7841527815679

Fundations®

www.wilsonlanguage.com

(800) 899-8454

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