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Fundations Level 1

Fundations Level 1. October 8, 2011 Ms. Rhodes & Ms. Mohiser. Fundations Overview:. Wilson Fundations for K-3 is a phonological/phonemic awareness, phonics and spelling program for the general education classroom. Practicing Pattern Words:.

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Fundations Level 1

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

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

  3. Practicing Pattern Words: • "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. Trick Words: 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. Resources Online: • Class Web page http://disneyiimagnet.org/apps/classes/show_class.jsp?classREC_ID=408494: • Fundations Glossary • Mark Your Words Sheet • Online resources/videos: http://www.youtube.com/watch?v=eY4ucerN5GY http://teacherweb.com/CT/MilfordSchoolDistrict/KindergartenResources/links7.aspx

  6. Unit 8- Blends • 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. • st o p shr u g bl e nd • We mark a blend by underlining each consonant in the blend.

  7. Unit 9 - Closed Syllables • 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. • Măth shăck 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. Unit 10- Closed Syllables with 5 sounds • A closed syllable s that have five sounds typically have a blend at the beginning and at the end of the word. • Slŭmp plănts 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. Unit 11- Two Closed Syllables • 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). • sŭnfĭsh măgnĕt plăstĭc c c c c c c • 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=Syllable_division

  10. Unit 12 & 13-Suffixes • s • es • ing • ed • Lunches wished sandblasted • Circle the suffix, underline or scoop the baseword • Have your child separate the baseword from the suffix and tap out the baseword.

  11. Unit 14- v-c-e syllable • 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. • Cāpe cōne bīte 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. Appointments/Conferences Email to schedule an appointment: tmmohiser@cps.edu or lmwagnerrhod@cps.edu No drop-ins before or after school (dismissal)

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