Wilson Fundations

- Fundations Information
  
  Scope & Sequence:
  
  Kindergarten Scope & Sequence
  
  Grade 1 Scope & Sequence
  
  Grade 2 Scope & Sequence
  
  Grade 3 Scope & Sequence

KINDERGARTEN

Google folder of 24 texts aligned with Fundations

The BPS posted this folder of books: “In this folder, you will find 24 texts; eight of them review the skills taught in Fundations Level K and connect to the topics of family and classroom communities. The other 16 texts align with the first 16 weeks of Fundations Level 1 and the topics of Focus on First Units 1 and 2.”

GRADE 1

GRADE 2

Fundations Resources for Grade 2
More Resources for Grade 2
English/Spanish Resources AND Posters
Grade 2 Trick Words
Grade 2 Choice Boards
Grade 2 – Check out these videos and resources, which teach the entire grade 2 Fundations curriculum!

GRADE 3

Fundations Sound Cards ~ Chant:

Letter name
Picture name
Letter sound

for example, “a apple /a/”

Fundations Posters for Grade 1

Letters

MORE Letter Cards/Sounds for Grades K through 2

*alphabet squares.pdf

* Fundations flashcards for practicing sound drills:
student sound cards.pdf

* Printable letter formation practice sheets:
letter formation practice.pdf

* Six syllable types review:
SE_6SyllableTypes (1).pdf

* Explanation of Rules for Marking Up Words
Marking up words .pdf

Letter-Keyword-Sound Drill and Letter Formation Practice

Digraphs – Video

fun

Vowel Teams

Vowel Teams Covered in Grade 3

Important notes from the Massachusetts Dyslexia Guidelines, p. 45.

Students who struggle to learn the alphabetic principle (the connection between letters and sounds) and subsequent phonics skills require systematic instruction in sound-symbol correspondences for reading and writing.
Students taught through explicit phonics methods score six to seven standard score points higher on measures of single-word reading than those taught incidentally.
Phonics not only improves word reading but also has excellent benefits for comprehension.
Introducing the letters whose names contain the initial sound (b, d, j, k,
etc.), is more effective than letters whose sounds are in the last position in the name (f, l, m, r, etc.).
Using letters with embedded picture mnemonics or drawings of letters
embedded in a picture of something containing that sound has facilitated more efficient sound-symbol knowledge than the letter alone. In Fundations, the students associate each sound with a picture. This is very effective.
Regardless of the program, the most effective phonics interventions concurrently address phonemic awareness to the level of advanced skills and offer many opportunities to apply knowledge in controlled and uncontrolled connected text.