Curriculum Guide for Spoken Language and Word Recognition essay

Foundations is eased upon the Wilson Reading System principals and serves as a program to reduce the risk of reading and spelling failure (Foundations ? Wilson Language Basics for K-3. (n. D. ). This program includes research-validated strategies that complement the core curriculum in order to meet federal standards and serve the needs of all children. Program Highlights The emphasis of this program is on systematic phonics and the study of word structure. Skills of this program are taught clearly and methodically. Instruction is collective and connects taught skills.

Teachers connect skills tit “Echo” the owl puppet Echo says the sounds words and sentences and the children are directed to repeat them. Assessments analyze students through the entire curriculum. The Foundations manual implements guidance for paraprofessionals to assist with the particular needs of each student. Extensive practice provides various connections for skill application. The Home Support Packet encourages support from parents. Foundations uses an approach to teaching skills so that a daily lesson not only teaches the skills, but also reinforces them.The program is a multistory, well-regulated, efficient intensifying program with a concise and well-research base (Foundations – Wilson Language Basics for K-3.

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(n. D. ).

The program focuses on development of students through differentiation of instruction and by actively engaging the student in their learning. Foundations provides students with a strong foundation in reading and spelling skills. It is delivered to the students as a 30 minutes supplemental program to their core curriculum.This program has been universally designed to serve all students in a general education classroom because it is taught and reinforced in ways that accommodate students of all abilities and disabilities. These lessons are flexible, allowing teachers to select specific words to teach based on the needs of their students, There are guidelines provided to address the needs of advanced students or the students requiring support. Parental support is encouraged to ensure students are practicing their skills at home as well.The purpose of this guide is to provide general knowledge for teachers and paraprofessionals on how to support students through this program, learning about the sounds, structure, and meaning of words.

Along with this guide, teachers are provided Foundations training including workshops and coaching through Wilson trainers. Level K Highlights This first level focuses on basic tasks such as letter formation associated with sounds, writing letters in both upper and lower-case, printing concepts, alphabetic order and reading and spelling of approximately 200 C.V. words.

High frequency words targeted are “the”, “a”, “and”, “is”, and “was”. Students are expected to identify 75% of the first 1 00 high frequency words, including 25-30 “trick words” (irregular words) such as “was” and “of’. Other exercises include how to segment words into syllables and how to Segment syllables into sounds (up to 3 sounds) (phonemes). Letter cards and tiles are used to assist with manipulation of phonemes. A tapping procedure is used to isolate of phonemes in order to sound out words.Students are expected to be able to identify correct punctuation, understand the use of upper-case letters for use at beginning of sentences or names of people, retell short narrative stories, and echo-read a passage with correct phrasing and expression (Foundations – Wilson Language Basics for K-3. N. D.

). These skills will be learned on the Kindergarten level. Each day is a 30-minute lesson corresponding With the core curriculum. For those students requiring extra help, these skills can be delivered through or reinforced through small group instruction.Level 1 Highlights At this stage, students are aware of letter formation, print knowledge, how to alphabetize and phonological and phonemic awareness as taught in Level K. New skills include segmenting words into syllables and syllables into sounds (up to 5 sounds), short and long vowels when given letters or sounds, identification of the structure of words such as blends, digraphs, base words, suffixes and syllable types including closed and vowel-consonant-e syllables.Students are expected to read and spell closed and vowel-consonant-e syllable type words, name sounds for r-controlled vowels and for vowel digraphs and vowel diphthongs, how to read and spell compound words and other words with two syllables, how to read and spell words with “s”, “sees”, “deed”, and “inning’ suffixes, and how to read and spell words with unexpected vowel sounds.

Students will learn to read and spell words with C.V., C.V., C.V.

, CIVIC, and C.v.. They will read and spell 100 high frequency words including a list of trick words and they will read and spell targeted high- frequency, non-phonetic words.Students will begin to produce sentences using vocabulary words, will read about 60 words per minute with fluency and comprehension, read controlled stories with fluency, comprehension and emphasis, apply beginning dictionary skills, appropriate punctuation, capitalization rules and be able to recall stories and details from illustrative text (Foundations – Wilson Language Basics for K-3. (n. D. ).

As you see, the skills regress from year to year. The Foundations teaching manual breaks down step by step each 30-minute lesson.Included are words for the week. The program allows teachers to differentiate the lesson as they see fit.

Level 2 Highlights In this level, students will learn to break down syllables in up to 6 sounds. They will distinguish word structures such as vowels, consonants, blends, digraphs, and digraph blends. They will breakdown words (syllables, base words, suffixes) and all six syllable types (closed, vowel-consonant-e, open, r- controlled (AR, ere, IR, or and our), vowel digraph/diphthong, and consonant-lee).Students will read and spell words with short vowels, long vowels in vowel- consonant-e and open syllables, r-controlled vowels, and vowel teams (AI, ay e, eye, EAI ii, ay, oh, owe, owe, oh, 00, u, ewe, AU and awe).

They will read and spell words with unexpected vowel sounds (old, lid, mind, sots Lot, eve), common suffixes (s, sees, deed, inning, est., sis, able, eve, y, full, meet, less, news, lye and TTY), common prefixes (UN, disk, MIS, non, trans, pre, Pro, re and De), phonetically regular one, two and three-syllable words and targeted high-frequency, non- phonetic words.Students will be able to divide words with multiple syllables, write a clear and concise composition at proper rate, apply correct punctuation, capitalization rules, read composed stories with fluency, comprehension and articulation and read approximately 90 words per minute with fluency and comprehension.

Lastly, students will be able to create sentences using vocabulary words, use synonyms, know multiple meaning words, apply dictionary skills, retell details from texts, locate facts and details in narratives, skim for information and make predictions (Foundations – Wilson Language Basics for K-3. . D. ) . Level 3 Highlights In this last level there is a considerable amount of review of the previous levels. The new skills include identifying the “exceptions” to the six syllable types, reading and spelling of words with the unexpected vowel sound of “schwa”, and identify and know the meaning of most common Latin suffixes.

Students will know how to construct simple, compound and complex sentences using vocabulary words, proper capitalization and use conjunctions, and correct punctuation and capitalization rules (Foundations Wilson Language Basics for K. (n. D. ).All other skills for the school year are review skills from the previous years. Foundations is systematic within and across lessons. It is proven to be successful through a wide variety of learners (Foundations – Wilson Language Basics for K-3. (n.

D. ). Students will learn a variety of techniques and will be provided with frequent practice in order to master skills.

Foundations can be taught in a whole group or small group setting. There are many activities and games that promote class participation. The materials provided are teacher-friendly and provide demonstrations for all activities.

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