FUNDATIONS LEVEL 2 - IMPLEMENTATION CHECKLIST This checklist can be used by reading coaches or other support personnel to identify needs, support instruction, and provide oversight so that Wilson Fundations Level 2 instruction is implemented according to prescribed best practices. Teacher: Observer: _ Date: Time: Implementation (check one) General education whole class (Tier 1) Intervention (Fundations Standard Lesson plus Double Dose) (Tier 2) Number of students in class/group Length of Lesson (minutes) comment if different then prescribed duration Fundations Level 2 Lesson: Unit Week Day Indicate the Level 2 activities in the lesson being observed. Number the activities in the order that they are implemented. _ Dictation/Composition Book Dictation/Dry Erase Drill Sounds Echo/Find Letters & Words Letter-Keyword-Sound Trick Words Word of the Day Word Talk Supplemental Activities: Echo/Letter Formation Sky Write/Letter Formation Does this correspond to the prescribed Lesson Activities for the lesson? Yes No If not, comment: _ General Lesson Procedures Teacher prepares a written lesson plan for every session. Lesson Activities are presented in the order prescribed for the unit/week/day. Lesson Activity pacing is appropriate. Teacher is able to manage materials to transition from one activity to the next. Questioning techniques are used throughout the lesson (check understanding, review, and correct errors). Teacher circulates the room to check students work. Lessons focus on trouble spots and review previously taught concepts. Lessons include discussion of vocabulary. 2005, Wilson Language Training Corporation (011712) Fundations Level 2 Fidelity Checklist 1
Specific Fundations Level 2 Lesson Activity Procedures Dictation Dry Erase/Composition Books Indicate if Dictation Activity is used with: Dry Erase Composition Book e: This activity involves the following: Sounds/Words/Trick Words/Sentences Dictation Sounds Teacher dictates sound; students echo the sound. Students write the letter that makes the sound. A student names the letter orally or points to it on the Standard Cards. Students check their work and correct as needed. Dry Erase Tablets or Composition Book Student ebook (for reference as needed) Estimated Activity Time: 5 minutes Teacher dictates 3 sounds. Check here to recommend that the teacher review the guidelines in the manual and/or review Dictation/Sounds Activity on the CD, found at Activities Dictation Dry Erase and Composition Book Sounds Dictation Words Procedures for Dictation/Words vary according to the type of word being studied. Indicate the type of procedure being observed: Single Syllable Words Multisyllabic Words Spelling Option Procedure Dictation Words (Single Syllable) Teacher dictates a word from current unit. Students echo word. (Teacher should use the word in a sentence.) Students tap the word and orally spell before writing. Students write the word. A student is selected to spell the word orally or to write it on the classroom board. Students check their work and correct as needed. Teacher directs students to mark up review and current words. Dry Erase Tablets or Composition Book Student ebook (for reference as needed) Estimated Activity Time: 5-10 minutes Dry Erase: 3 words Composition Book: 2 current and 2 review words Check here to recommend that the teacher review the guidelines in the manual and/or review Dictation /Words Activity on the CD, found at Activities Dictation Dry Erase and Composition Book Word Dictation 2005, Wilson Language Training Corporation (011712) Fundations Level 2 Fidelity Checklist 2
Dictation Words (Multisyllabic) Teacher dictates a word from current unit. Students echo word. (Teacher should use the word in a sentence.) Teacher asks what the first syllable is. Students respond. Teacher asks what the second syllable is. Students respond. Students write the word and scoop the word into syllables once they have finished writing the word. A student writes the word on the Syllable Frames or Wilson Grid Scroll on the board, saying and spelling each syllable aloud one at a time. Tapping is used only as needed if student gets stuck on one syllable. Student scoops the syllables as he/she reads the entire word. Teacher directs the other students to check their work and make any corrections. Syllable Frames or Grid Scroll Dry Erase Tablet or Composition Book Student ebook (for reference as needed) Estimated Activity Time: 5-10 minutes Dry Erase: 3 words Composition Book: 2 current and 2 review words Check here to recommend that the teacher review the guidelines in the manual and/or review Dictation /Words (Multisyllabic) Activity on the CD, found at Unit 5 Video (Spelling Multisyllabic Words) and Activities, Dry Erase (Multisyllabic) 2005, Wilson Language Training Corporation (011712) Fundations Level 2 Fidelity Checklist 3
Dictation Words (Spelling Option Procedure) Teacher lets students know that they will be spelling words with spelling options. Teacher dictates a word from current unit. Students echo word. (Teacher should use the word in a sentence.) Students tap out the sounds. Teacher asks which sound has an option and students respond. Teacher asks students to name letters that can spell (options) the sound. Students write the word, but leave a box for the sound option. The teacher does the same on the board. Students write the possible spellings for the word beneath the word with the box. Teacher asks where the correct spelling can be found and students look up the word in Student ebook. A student can also be selected to look up the word using the spell checker or a regular dictionary. Teacher directs the students to put the correct spelling in the box and spell the word aloud. Grid Scroll Dry Erase Tablet or Composition Book Student ebook (spelling option dictionary) Electronic Spell Checker (optional) Estimated Activity Time: 5-10 minutes Dry Erase: 3 words Composition Book: 2 current and 2 review words Check here to recommend that the teacher review the guidelines in the manual and/or review Dictation /Words Activity on the CD, found at Unit 9 (Dictation Composition Books) and Activities (Words with Sound Options) Dictation Trick Words Teacher announces that the next dictated words are trick words and asks: Can we tap trick words? (No.) What do you have to do? (Memorize them.) Teacher dictates the word, students echo. (Teacher should use the word in a sentence.) Teacher tells students to first write the trick word on the table with their finger. Students write the trick word, spelling it orally as they write it. One student will write it on the classroom board. Students check their spelling. Classroom Board Dry Erase Tablets or Composition Book Student ebook (for reference as needed) Estimated Activity Time: 5 minutes Dry Erase: 3 trick words Composition Book: 2 trick words Check here to recommend that the teacher review the guidelines in the manual. 2005, Wilson Language Training Corporation (011712) Fundations Level 2 Fidelity Checklist 4
Dictation Sentences Teacher says the sentence in phrases. Students repeat and write the sentence. Teacher repeats the sentence, as needed, and circulates and guides students with questioning. One student is selected to write the sentence on the blue Sentence Frames or on the board. Proofing: Teacher repeats the sentence while students point to each written word. Words are added/deleted as required. Teacher asks: Is there a capital letter at the beginning of the sentence? Is there a punctuation mark? Students check and correct work as needed. Teacher directs students to check and correct any trick word spelling. Students can reference Student ebook as needed. Teacher directs students to tap out and check onesyllable words. Students make corrections as needed. Teacher directs students to scoop and check multisyllabic words spelling. Students make corrections as needed. Teacher directs students to mark up the words as appropriate. Composition Books Student ebooks (for reference as needed) Estimated Activity Time: 5 minutes Composition Books only 1 sentence Check here to recommend that the teacher review the guidelines in the manual 2005, Wilson Language Training Corporation (011712) Fundations Level 2 Fidelity Checklist 5
Drill Sounds LARGE SOUND CARD DRILL NEW/TROUBLESOME SOUNDS Teacher uses Large Sound Cards to model letterkeyword-sound, students echo. STANDARD SOUND CARD DRILL NEW AND REVIEW SOUNDS Teacher points with Baby Echo to Standard Sound Cards saying letter-keyword-sound, students echo. Vowels must be reviewed daily. Consonants are selected to include new ones and difficult sounds. Variation: A students is the drill leader. VOWEL TEAMS POSTER In Units 2-9, the teacher should also use the Vowel Teams Poster to practice vowel teams each day as directed. Teacher says letter-keyword-sound and students repeat. Or, a student is the drill leader and the other students repeat. TRICK WORD FLASHCARDS Teacher presents Trick Word Flashcards and students quickly read words. (Discontinue any that are mastered.) Baby Echo Pointer Large Sound Cards Standard Sound Cards Vowel Teams Poster Trick Word Flashcards Estimated Activity Time: 3-5 minutes Check here to recommend that the teacher review the guidelines in the manual and/or review Drill Sounds Activity on the CD, found at Activities Drill Sounds. 2005, Wilson Language Training Corporation (011712) Fundations Level 2 Fidelity Checklist 6
Echo/Find Letters Students use their Letter Boards with Letter Tiles placed in order. Teacher dictates a sound. Teacher holds up Echo and students repeat the sound. Students point to the Letter Tile that has the letter representing the sound. Students should point to all letters that make that sound. For example, /k/ = c, k, ck Teacher asks what says that sound. A chosen student answers by naming the letter(s) that makes that sound. Standard Sound Cards Letter Board and Tiles Estimated Activity Time: 2-3 minutes (up to 10 sounds) Check here to recommend that the teacher review the guidelines in the manual and/or review Echo/Find Letters Activity on the CD, found at Activities Echo/Find Letters Echo/Find Words Procedures for Echo/Find Words vary according to the type of word being studied. Indicate the type of procedure being observed: Single Syllable Words Multisyllabic Words Spelling Option Procedure Echo/Find Words (Single Syllable) Teacher dictates the word and holds up Echo. Students repeat the word. Teacher says, Elbows up, let s tap the word. Teacher and students tap out the word. Teacher directs students to find the tiles to make the word on the Letter Boards. Teacher selects a student to spell the word orally. Teacher (or student) makes the word with Sound Cards. Teacher directs all students to check their spelling and correct it if necessary. After students have checked their work and made corrections, say, Clear the deck. Students return Letter Tiles to be ready for next word. Echo the Owl or Baby Echo Standard Sound Cards Display Letter Board and Tiles Estimated Activity Time: 5-7 minutes Check here to recommend that the teacher review the guidelines in the manual and/or review Echo/Find Words Activity on the CD, found at Activities, Echo Find Words 2005, Wilson Language Training Corporation (011712) Fundations Level 2 Fidelity Checklist 7
Echo/Find Words (Multisyllabic) Students will use the blank syllable frames at the top of the Dry Erase Tablet along with Letter Tiles. Teacher dictates the word and holds up Echo. Students repeat the word in syllables, touching the blank Syllable Frame as they say each syllable. Students say the first syllable again and write it in the first frame with a dry erase marker or build it with the Letter Tiles. Students say the second syllable again and write it in the second frame with a dry erase marker or build it with the Letter Tiles. (Continue with 3- or 4-syllable words.) Students read the word back to themselves or aloud, saying each syllable as they scoop beneath it with their fingertips or dry erase marker to check their work. A student is selected to say the first syllable and spell it orally, and then to say the second syllable and spell it orally. Students check their work. Echo the Owl or Baby Echo Standard Sound Cards Display Dry Erase Tables Letter Tiles Estimated Activity Time: 5-7 minutes 2-3 current words and 2-3 review words are practiced. Check here to recommend that the teacher review the guidelines in the manual. Echo/Find Words (Spelling Option Procedure) Teacher lets students know that they will be spelling words with spelling options. Teacher dictates word. (Teacher should use the word in a sentence.) The students repeat the word and tap out the sounds. Teacher asks which sound has an option. Teacher asks which letters could spell the sound. Students pull down the Letter Tiles to spell the word, and put a blank tile for the sound option. The teacher does the same on the board. Students put all the possible spellings for the sound option under the blank tile. Teacher asks where the correct spelling can be found (in the Spelling Option dictionaries of the ebook) and directs students to look up the word. A student can also be selected to look up the word using the spell checker or a regular dictionary. Teacher directs the students to replace the blank with the correct Letter Tile. Student is selected to spell it orally while other students check their work. Standard Sound Cards Display Letter Boards and Tiles Estimated Activity Time: 5-7 minutes 2-3 current words and 2-3 review words are practiced. Check here to recommend that the teacher review the guidelines in the manual and/or review Unit 9 Echo/Find Words (spelling option procedure) and Activities, Echo/Find Words (spelling options) 2005, Wilson Language Training Corporation (011712) Fundations Level 2 Fidelity Checklist 8
Letter-Keyword-Sound This activity teaches new letters/sounds. Teacher holds up the large sound card and asks students the name of the letter(s). Teacher asks the students to describe the picture. Teacher says the picture name, emphasizing the sound or key sounds. Teacher explains that the word in the picture helps us remember the sound. Teacher says the letter-keyword-sound and holds up Echo. The students repeat letter-keyword-sound. Teacher shows the letter(s) on the Standard Sound Card, says letter-keyword-sound. Students repeat. Teacher adds Sound Card to display and asks: What is the name of this letter? What is the word to help remember the sound? What is the sound? Students say letterkeyword-sound again. Echo the Owl or Baby Echo Large Sound Cards Standard Sound Cards Estimated Activity Time: 2-3 minutes 2005, Wilson Language Training Corporation (011712) Fundations Level 2 Fidelity Checklist 9
Trick Words Trick words are to be presented as words that CANNOT be tapped out. Trick words must be memorized. A trick word is written in very large letters on the board. Teacher reads the word. Students repeat. If using sky writing, teacher demonstrates the skywriting (straight arm with 2 fingers), tracing the trick word on the board. Teacher says the word, spells the word as she sky writes it, and then says the word again. Teacher instructs students to sky write and spell the word aloud. Teacher checks that students are using the sky writing technique. Teacher instructs students to sky write the word again, this time with eyes closed and visualizing and pretending to paint the word on the board. If using Gel Boards, students copy word onto their Gel Boards, saying the word, spelling it orally, and saying it again as they write. Students use their finger to erase the word, tracing over the letters and spelling the word again. If it is a new trick word, students add it to the Trick Word dictionary page in the Student ebook. Classroom Board Gel Board and Magic Pen Student ebook Estimated Activity Time: 5 minutes per new trick word Check here to recommend that the teacher review the guidelines in the manual and/or review Trick Word Activity on the CD, found at Activities, Trick Word 2005, Wilson Language Training Corporation (011712) Fundations Level 2 Fidelity Checklist 10
Word of the Day Teacher selects the Word of the Day from the list and makes it with the Standard Sound Cards. Teacher re-teaches the word structure using the Word of the Day (see unit). Teacher has students tap out the word. Teacher shows students how to mark up the word or will select a student to do it. Teacher puts the word on an index card or finds the Word of the Day Card. Teacher asks students what the word means and asks for sentences using the word. Teacher selects a short sentence and writes it on the board. Teacher asks the class to read the sentence aloud and asks a student to explain its meaning. Teacher directs students to write the word and sentence in the Student ebook (at that time or at a later time). Teacher uses Sound Cards to make another 4-5 current words that have the same structure as the Word of the Day. For each word, the teacher will say, Elbows up, let s tap, then ask questions as directed in the current unit. Standard Sound Cards Blank 5x8 index cards Baby Echo Pointer Student ebooks Estimated Activity Time: 5 minutes (10 minutes if adding word to Student ebook) Check here to recommend that the teacher review the guidelines in the manual and/or review Word of the Day Activity on the CD, found at Activities, Word of the Day 2005, Wilson Language Training Corporation (011712) Fundations Level 2 Fidelity Checklist 11
Word Talk MAKE AND DISCUSS WORDS: Teacher selects 4-5 words from the accumulated Word of the Day index card packet, including 1-2 from current unit and 2-3 from previous units. The teacher first makes each word with the Standard Sound Cards and students tap and read them. A selected student marks up the word. The student tells what the word means and uses it in a sentence. The student could be asked to give a word that means the same and one that means something different, or give multiple meanings for the word. REVIEW WORDS AS FLASHCARDS: The Word of the Day packet is used as flashcards for students to quickly read words (without tapping). WORD CARD PACKET: The Word of the Day stack should be displayed on board or pocket chart. The teacher weaves questions or instruction regarding word structure, for example: Find the word that means to throw. Do any of these words have the sound /k/? Accumulated Word of the Day cards Standard Sound Cards Pocket Chart Estimated Activity Time: 10 minutes Check here to recommend that the teacher review the guidelines in the manual and/or review Word Talk Activity on the CD, found at Activities, Word Talk 2005, Wilson Language Training Corporation (011712) Fundations Level 2 Fidelity Checklist 12
Supplemental Activities Echo/Letter Formation This activity is supplemental and should be taught to students only as needed. Students are directed to be in the proper writing position (chairs pulled in, feet on floor, hands on table). Teacher cues students to proper pencil grip. Pinch it, rest it, and put it on the table. Teacher says a sound and holds up Echo. Students repeat the sound. Teacher asks, What says /_/? A student is called upon to name the letter. Teacher (or student) writes the letter on the Writing Grid. All students write the answer on their Dry Erase Tablet and say the letter verbalization. Teacher again asks, What says /_/? All students respond with the letter name. Letter Formation Verbalization Guide Wilson Writing Grid on Classroom Board Pencil Grip Picture, Dry Erase Writing Tablet Estimated Activity Time: 5 minutes 2005, Wilson Language Training Corporation (011712) Fundations Level 2 Fidelity Checklist 13
Sky Write/Letter Formation This activity is supplemental and should be taught to students only as needed. The Large Wilson Writing Grid (with Grid pictures) should be on the classroom board and should be at least 2 feet tall. Students stand, shake out arms and body, and stretch. Teacher tells students to point their arms out straight as a pencil and to point with 2 fingers. Teacher does a warm up with the students to point to the various lines as she names them. The teacher writes the letter on the Grid using the verbalization. The teacher then demonstrates how to make a letter using sky writing, verbalizing the letter formation. The teacher should say the letter-keyword-sound at least once while forming the letter. Students then sky write the letter while saying the verbalization to form the letter. Students say letter-keyword-sound once letter is made. Students sky write each letter a few times. Students shake out their arms before tracing a new letter. Letter Formation Guide Wilson Writing Grid with Pictures Estimated Activity Time: 2-3 minutes 2005, Wilson Language Training Corporation (011712) Fundations Level 2 Fidelity Checklist 14