Tip 1 - Suffix
When students read words with a suffix, they must always say the baseword first, then the whole word.
Example: If the word is shops, the student says “shop” – “shops”.
This habit helps focus students’ attention on the structure of the word.
The Fundations program is set up so when the concept of baseword and suffix is introduced, students will be able to read most of the words from previous units without necessarily tapping them out. Therefore, if a student can automatically read the baseword, it is not necessary to have him/her tap it out. The word can simply be read shop – shops.
If the word is not produced automatically, the student should tap out only the baseword and then say the word including the suffix. “sh – o – p” – “shop” – “shops”
Only the baseword is tapped out.
This same process is used when students spell words on their whiteboards or magnetic letterboards. They will work from the baseword.
Example:
Teacher: “Say pets.”
Students: “pets – pet – p – e – t – pet – pets” Then students form the word.
Note: When forming words with a suffix (on the whiteboard using standard sound cards or on the magnetic tile boards), the yellow suffix frame should be used. This suffix frame is a darker yellow than the consonant sound cards and is also larger.
Tip 2 - Echo/Find Letters
During Echo/Find Letters, when a student is asked "What says /k/?", the answer will change, depending on what has been taught.
In Kindergarten, the response would only be c in the beginning of the year. Later when they are introduced to the letter "k" the correct response would be c & k.
In first grade the digraph "ck" is formally introduced. At that point the correct student response would be c, k & ck, as all of them do make the /k/ sound.
The same is true with many other sounds. For example: "What says /w/?" The answer will eventually include both w & wh.
After the suffix - s is introduced, the question "What says /z/?" will include both z &s because the suffix -s does make the /z/ sound at the end of some words likebugs & pens.
Various sounds will be added during the different Levels of Fundatations which will continue to change the student responses.
It is important to hold the students accountable for all sounds as they are taught. By reviewing these sounds frequently, the students will have the tools needed to successfully increase their ability to decode and encode words as they become more difficult.
Tip 3 - Fluency Kit
Some of you are probably asking yourself “What’s a Fluency Kit?” If you are, don’t feel bad……..there is so much to learn about this program and not enough hours in a day!
In your Fundations box (K - 2), there is a Fluency Kit which contains materials to go along with each unit.
The Fluency Kit provides some wonderful practice opportunities for your students to use independently or in small group situations. The kit could be incorporated into your guided reading time or as an option for some extra practice when students are done with an assignment. In addition, it might be used to fill that
“5 minute" time slot between transitioning to a different subject.
The great thing about this kit is it contains ready madecharts, which include the specific skills taught in each unit! All you have to do is make some copies and your students will have the opportunity to increase their fluency!!!
The kit is set up so that you can time each student on the different drills and record their progress. Don’t Panic!!!! You don’t have to use it in this manner. Most grade levels are already doing assessments to track student progress.
Give yourself a break! Use the materials that Fundations provides for you and give your students the opportunity to improve on the skills you have taught them!!