Fun Progress Monitoring Teacher Guide...
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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
©2008 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED.
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.
Individual administration – 1 minute probe
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.
Individual administration – 1 minute probe
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.
Individual administration – 1 minute probe
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
©2008 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED.
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
b g t a m
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
· · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · ·
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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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Fund
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3TEACHER’S GUIDE/ LEVEL KFundations® Progress Monitoring
©2008 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED.
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
4 Fundations® Progress MonitoringTEACHER’S GUIDE / LEVEL K
©2008 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED.
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.
5TEACHER’S GUIDE/ LEVEL KFundations® Progress Monitoring
©2008 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED.
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 · · · · · · · · · · · · · · · ·
23 · · · · · · · · · · · · · · · ·
22 · · · · · · · · · · · · · · · ·
21 · · · · · · · · · · · · · · · ·
20 · · · · · · · · · · · · · · · ·
19 · · · · · · · · · · · · · · · ·
18 · · · · · · · · · · · · · · · ·
17 · · · · · · · · · · · · · · · ·
16 · · · · · · · · · · · · · · · ·
15 · · · · · · · · · · · · · · · ·
14 · · · · · · · · · · · · · · · ·
13 · · · · · · · · · · · · · · · ·
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
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
6 Fundations® Progress MonitoringTEACHER’S GUIDE / LEVEL K
©2008 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED.
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
LETTER NAMING MIDYEAR BENCHMARK = 25
Lett
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25 · · · · · · · · · · · · · · ·
24 · · · · · · · · · · · · · · · ·
23 · · · · · · · · · · · · · · · ·
22 · · · · · · · · · · · · · · · ·
21 · · · · · · · · · · · · · · · ·
20 · · · · · · · · · · · · · · · ·
19 · · · · · · · · · · · · · · · ·
18 · · · · · · · · · · · · · · · ·
17 · · · · · · · · · · · · · · · ·
16 · · · · · · · · · · · · · · ·
15 · · · · · · · · · · · · · · · ·
14 · · · · · · · · · · · · · · · ·
13 · · · · · · · · · · · · · · ·
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
7TEACHER’S GUIDE/ LEVEL KFundations® Progress Monitoring
©2008 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED.
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
LETTER NAMING MIDYEAR BENCHMARK = 25
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.
Lett
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25 · · · · · · · · · · · · · · ·
24 · · · · · · · · · · · · · · · ·
23 · · · · · · · · · · · · · · · ·
22 · · · · · · · · · · · · · · · ·
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14 · · · · · · · · · · · · · · · ·
13 · · · · · · · · · · · · · · ·
12 · · · · · · · · · · · · · · · ·
11 · · · · · · · · · · · · · · ·
10 · · · · · · · · · · · · · · · ·
9 · · · · · · · · · · · · · · ·
8 · · · · · · · · · · · · · ·
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6 · · · · · · · · · · · · ·
5 · · · · · · · · · · · · ·
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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 11/3 11/10 11/17 11/24 12/1
Benchmark
Baseline probe
Example A
AIM LINE
Baseline Score
Example B
Example C
8 Fundations® Progress MonitoringTEACHER’S GUIDE / LEVEL K
©2008 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED.
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
9TEACHER’S GUIDE/ LEVEL KFundations® Progress Monitoring
©2008 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED.
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.
10 Fundations® Progress MonitoringTEACHER’S GUIDE / LEVEL K
©2008 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED.
LETTER NAMING PRACTICE
TEACHER DEMONSTRATION:
n T b j r
STUDENT PRACTICE:
f m t C b
11TEACHER’S GUIDE/ LEVEL KFundations® Progress Monitoring
©2008 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED.
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
• Pencil or pen, clipboard
• Timer, or clock with a second-hand
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.)
2. Explain to the student:
“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.
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 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.”
4. Say “begin” and start the timer.
5. Time the student for 1 minute.
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.
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 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.
12. Plot this score on the student’s progress monitoring chart, which you will fi nd in the Student Record.
12 Fundations® Progress MonitoringTEACHER’S GUIDE / LEVEL K
©2008 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED.
LETTER SOUND AUTOMATICITY PRACTICE
TEACHER DEMONSTRATION:
m t v f l
STUDENT PRACTICE:
n c t b f
13TEACHER’S GUIDE/ LEVEL KFundations® Progress Monitoring
©2008 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED.
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
• Pencil or pen, clipboard
• Timer, or clock with a second-hand
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.)
2. Explain to the student:
“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.
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 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.”
4. Say “begin” and start the timer.
5. Time the student for 1 minute.
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.
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 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
12. Plot this score on the student’s progress monitoring chart, which you will fi nd in the Student Record.
14 Fundations® Progress MonitoringTEACHER’S GUIDE / LEVEL K
©2008 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED.
SEGMENT AND BLEND WORDS PRACTICE
TEACHER DEMONSTRATION:
cat sip tug fog
STUDENT PRACTICE:
sat log tip bug
15TEACHER’S GUIDE/ LEVEL KFundations® Progress Monitoring
©2008 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED.
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
• Pencil or pen, clipboard
• Timer, or clock with a second-hand
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.)
2. Explain to the student:
“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.
5. Time the student for 1 minute.
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.
8. If a student makes an error, but corrects it within 3 seconds, check it off as a correct response.
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.
11. Plot this score on the student’s progress monitoring chart, which you will fi nd in the Student Record.
16 Fundations® Progress MonitoringTEACHER’S GUIDE / LEVEL K
©2008 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED.
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.
Echo/Letter Formation (Dry-Erase)
Day 5
Drill Sounds
Echo Find Letters
Make It Fun! (from current Unit/Week) or conduct Progress Monitoring Probes with individual students.
17TEACHER’S GUIDE/ LEVEL KFundations® Progress Monitoring
©2008 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED.
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
Echo/Letter Formation (Dry-Erase)
Dictation / Words (Dry-Erase)
Day 5
Drill Sounds
Vowel Extension
Word Play
Make it Fun Activity (Unit 3 or Unit 4 Bingo)
18 Fundations® Progress MonitoringTEACHER’S GUIDE / LEVEL K
©2008 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED.
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
Letter – Keyword – Sound
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)
19TEACHER’S GUIDE/ LEVEL KFundations® Progress Monitoring
©2008 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED.
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
Echo / Letter Formation
Sky Write / Letter Formation
Student Notebook
Unit 2
Identify Beginning Sounds
Word Play (see unit 2)
Make it Fun (see unit 2)
Drill Sounds
Letter – Keyword – Sound
Echo Find / Sounds
Identify Upper-Case Letters See above for Letter Naming
Form Upper-Case Letters
Echo / Letter Formation
Sky Write / Letter Formation
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
20 Fundations® Progress MonitoringTEACHER’S GUIDE / LEVEL K
©2008 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED.
Appe
ndix
2121TEACHER’S GUIDE/ LEVEL KFundations® Progress Monitoring
©2008 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED.22 Fundations® Progress MonitoringTEACHER’S GUIDE / LEVEL K
©2008 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED.
Fun
da
tio
ns®
Pro
gre
ss M
on
ito
rin
g
TEA
CH
ERSC
HO
OL
TIER
2 IN
TER
VEN
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ROG
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RT
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OF
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DEN
TS IN
GRO
UP
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DE
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VEL
# O
F SE
SSIO
NS
PER
WEE
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ME
/ LE
NG
TH O
F SE
SSIO
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BEN
CH
MA
RK M
EASU
RES:
___
____
____
____
____
____
____
____
____
BEN
CH
MA
RK S
CH
EDU
LE:
FALL
WIN
TER
SP
RIN
G
O
THER
___
____
____
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BRI
EFLY
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CRI
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SK S
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ARE
IDEN
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ED, G
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GRE
SS M
ON
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DAT
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OG
RESS
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SURE
S:
LEV
EL: _
____
_
BEG
INN
ING
M
ID
MID
E
ND
FUN
DAT
ION
S PR
OG
RESS
MO
NIT
ORI
NG
FRE
QU
ENC
Y:
WEE
KLY
EV
ERY
OTH
ER W
EEK
BI
WEE
KLY
Tier
2 In
stru
ctio
n a
nd
Pro
gre
ss R
epo
rt
PR
OG
RE
SS
MO
NIT
OR
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RE
VIE
W D
AT
E:
__
__
__
__
__
__
__
_
PR
OB
ES
DE
MO
NS
TR
AT
ED
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IT T
ES
T
SC
OR
ES
AT
TE
ND
AN
CE
AC
TIO
N T
AK
EN
CO
MM
EN
TS
PR
OB
ES
WIT
H I
NS
UF
FIC
IEN
T G
RO
WT
H
ADEQUATE GROWTH ALL PROBES
ADEQUATE GROWTH MOST PROBES
LETTER NAMING K
LETTER SOUND K/1
SEGMENT BLEND K
PHONEME SEG K/1
WORD ID 1
NONSENSE WORD 1
ORAL READING FLUENCY 1/2
ADEQUATE MORE THAN 80%
POOR TARDY/ABSENT MORE THAN 20%
NO CHANGE
INCREASED TIME
INCREASED FREQUENCY
GROUP CHANGE
ACTIVITY FOCUS
OTHER
ST
UD
EN
T N
AM
E
1 2 3 4 5 6
23TEACHER’S GUIDE/ LEVEL KFundations® Progress Monitoring
©2008 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED.
PR
OG
RE
SS
MO
NIT
OR
ING
RE
VIE
W D
AT
E:
__
__
__
__
__
__
__
_
PR
OB
ES
DE
MO
NS
TR
AT
ED
UN
IT T
ES
T
SC
OR
ES
AT
TE
ND
AN
CE
AC
TIO
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AK
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MM
EN
TS
PR
OB
ES
WIT
H I
NS
UF
FIC
IEN
T G
RO
WT
H
ADEQUATE GROWTH ALL PROBES
ADEQUATE GROWTH MOST PROBES
LETTER NAMING K
LETTER SOUND K/1
SEGMENT BLEND K
PHONEME SEG K/1
WORD ID 1
NONSENSE WORD 1
ORAL READING FLUENCY 1/2
ADEQUATE MORE THAN 80%
POOR TARDY/ABSENT MORE THAN 20%
NO CHANGE
INCREASED TIME
INCREASED FREQUENCY
GROUP CHANGE
ACTIVITY FOCUS
OTHER
ST
UD
EN
T N
AM
E
1 2 3 4 5 6
PR
OG
RE
SS
MO
NIT
OR
ING
RE
VIE
W D
AT
E:
__
__
__
__
__
__
_
1 2 3 4 5 6
PR
OG
RE
SS
MO
NIT
OR
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RE
VIE
W D
AT
E:
__
__
__
__
__
__
_
1 2 3 4 5 6
Tier 2 Instruction and Progress Report24 Fundations® Progress MonitoringTEACHER’S GUIDE / LEVEL K
©2008 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED.
Dri
ll So
un
ds
Sky
Wri
te/L
ette
r Fo
rmat
ion
Stu
den
t No
teb
oo
kEc
ho
/Let
ter F
orm
atio
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.
SKY
LIN
E LE
TTER
S
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
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NE
LIN
E LE
TTER
S
____
____
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____
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____
____
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____
____
____
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PLA
NE
LIN
E RO
UN
D L
ETTE
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____
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____
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____
____
____
____
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____
____
____
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PLA
NE
LIN
E SL
IDE
LETT
ERS
____
____
____
____
____
____
____
____
____
____
• 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
th
e ke
ywo
rd a
nd
so
un
d.
• Ext
end
arm
an
d m
od
el t
he
lett
er fo
rmat
ion
as
you
say
th
e le
tter
form
atio
n v
erb
aliz
atio
n.
• Eac
h s
tud
ent
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 ve
rbal
izat
ion
.)• H
ave
oth
er s
tud
ents
tra
ce in
th
eir S
tud
ent
No
teb
oo
k (s
ee n
ext
colu
mn
)
SUG
GES
TIO
NC
op
y th
e le
tter
form
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n v
erb
aliz
atio
ns
fro
m
the
app
end
ix. C
ut
them
into
sm
all s
qu
ares
an
d
pu
t o
nto
a ri
ng
in a
lph
abet
ical
ord
er.
REV
IEW
LET
TERS
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
NEW
LET
TERS
____
____
____
____
____
____
____
____
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____
____
____
____
____
____
____
____
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____
____
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TES
____
____
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____
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____
____
____
____
____
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____
____
____
____
____
____
____
____
____
____
____
____
____
UN
IT 1
• Say
lett
er-k
eyw
ord
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un
d.
• Hav
e st
ud
ents
fin
d p
age
in t
hei
r Stu
den
t N
ote
bo
oks
.• D
irec
t st
ud
ents
to t
race
th
e le
tter
wit
h t
hei
r fin
ger
as
you
say
th
e ve
rbal
izat
ion
.
UN
IT 2
• Dir
ect
stu
den
ts to
tra
ce u
pp
er a
nd
low
er-c
ase
lett
ers
sayi
ng
lett
er-k
eyw
ord
-so
un
d.
• Hav
e st
ud
ents
wri
te u
pp
er a
nd
low
er-c
ase
lett
ers.
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 t
raci
ng
an
d e
cho
lett
er-
keyw
ord
-so
un
d.
(Be
sure
to t
race
lett
er c
orr
ectl
y.)
SOU
ND
S
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
• 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
1
25TEACHER’S GUIDE/ LEVEL KFundations® Progress Monitoring
©2008 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED.
Dri
ll So
un
ds
Ech
o/Le
tter
For
mat
ion
Ech
o/Fi
nd
Let
ters
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 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.
SOU
ND
S
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
• 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
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
• 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
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
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
26 Fundations® Progress MonitoringTEACHER’S GUIDE / LEVEL K
©2008 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED.
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
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
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.
NO
TES
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
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
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
• 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
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
• 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
27TEACHER’S GUIDE/ LEVEL KFundations® Progress Monitoring
©2008 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED.
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
____
____
____
____
____
____
____
____
____
____
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 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
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
PLA
NE
LIN
E LE
TTER
S
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
PLA
NE
LIN
E RO
UN
D L
ETTE
RS
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
PLA
NE
LIN
E SL
IDE
LETT
ERS
____
____
____
____
____
____
____
____
____
____
• 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
the
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
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
NEW
LET
TERS
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
NO
TES
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
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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____
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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
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
28 Fundations® Progress MonitoringTEACHER’S GUIDE / LEVEL K
©2008 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED.
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
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____
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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
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
lay.
Dic
tate
on
ly t
he
tau
gh
t so
un
ds.
Do
up
to 1
0 so
un
ds.
If m
ore
lett
ers
are
tau
gh
t, st
ud
ents
can
si
mp
ly m
atch
th
e re
mai
nin
g le
tter
s.
NO
TES
____
____
____
____
____
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____
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____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
The
Mak
e It
Fu
n a
ctiv
itie
s va
ry t
hro
ug
ho
ut
the
Un
its.
Follo
w in
stru
ctio
ns
in t
he
Fun
dat
ion
s Te
ach
er’s
Man
ual
an
d m
ake
you
r ow
n s
pec
ific
Act
ivit
y Pl
an n
ote
s.
NO
TES
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
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
5
29TEACHER’S GUIDE/ LEVEL KFundations® Progress Monitoring
©2008 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED.30 Fundations® Progress MonitoringTEACHER’S GUIDE / LEVEL K
©2008 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED. 31TEACHER’S GUIDE/ LEVEL KFundations® Progress Monitoring
©2008 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED.32 Fundations® Progress MonitoringTEACHER’S GUIDE / LEVEL K
©2008 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED. 33TEACHER’S GUIDE/ LEVEL KFundations® Progress Monitoring
©2008 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED.34 Fundations® Progress MonitoringTEACHER’S GUIDE / LEVEL K
7815679
ISBN 978-1-56778-415-2
ITEM # PMKGB
7841527815679
Fundations®
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