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Chapter 4A: The Communication of English Phonology is sometimes taken for granted...It is much more complex than it seems. Listeners and Speakers encode and decode ideas through acoustic signals.

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Chapter 4A: The Communication of English Phonology is sometimes taken for granted...It is much more complex than it seems. Listeners and Speakers encode and decode ideas through acoustic signals.

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4B: Linguistic studies of communication explain how "Polysemy" aka "words with more than one meaning", make it challenging for Emergent Biliguals to learn vocabulary...this is only part of the story... Accurate information and successful understanding for ELLs is also contingient upon Grice's cooperative principles: Maxims of quality, quanity, relation and manner. 

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4B: Linguistic studies of communication explain how "Polysemy" aka "words with more than one meaning", make it challenging for Emergent Biliguals to learn vocabulary...this is only part of the story... Accurate information and successful understanding for ELLs is also contingient upon Grice's cooperative principles: Maxims of quality, quanity, relation and manner. 

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4C: Sounds and Speech productions are biologically connected to brain development. Liguistics scientifically study language and describe Four Main Steps by breaking the speech into discreet units, catergorizing the units, grouping the units and finding dependencies among the units. 

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4C: Sounds and Speech productions are biologically connected to brain development. Liguistics scientifically study language and describe Four Main Steps by breaking the speech into discreet units, catergorizing the units, grouping the units and finding dependencies among the units. 

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The benefits of a bilingual brain - Mia Nacamulli

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4D: Phonemes ~ Sounds parts that distinguish one word from another.                The Physiology of Speech ~ including all vowels and consonants and how they are produced.                Group the Units ~          Vowels or Consonants Voiced or Unvoiced                    Long, Short or Reduced           High, Back, Low Dependencies ~ unwritten rules, nasals and stops, plurals, and combinations.      

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4D: Phonemes ~ Sounds parts that distinguish one word from another.                The Physiology of Speech ~ including all vowels and consonants and how they are produced.                Group the Units ~          Vowels or Consonants Voiced or Unvoiced                    Long, Short or Reduced           High, Back, Low Dependencies ~ unwritten rules, nasals and stops, plurals, and combinations.      

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Chapter 5A: Second Languages, whether spoken, written or read... acquired or learned. A cause for debate and a plethora of theories and methods to choose for the basis of instruction. The options may outweigh each other, so find a balance.

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Chapter 5A: Second Languages, whether spoken, written or read... acquired or learned. A cause for debate and a plethora of theories and methods to choose for the basis of instruction. The options may outweigh each other, so find a balance.

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Conscious versus Subconscious

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Grammar translation method allows students to study parts of the language and translate.
Direct method includes communicative activities  used to develop correct pronunciation.
Empiricist methods of audio lingual, notional functional and Suggestopedia also focus on pronunciation through the use of  drills and role play.
Phonological Awareness through the use of rhymes, alliteration and and syllable tasks for phoneme segmentation and manipulation.
Additional Lessons on phonemic awareness, names and sounds of letters and phonics rules.
* The Southwest Regional Laboratory Study analysis showed that there are too many phonics rules and exceptions.

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Establish a foundation for reading, spelling, and handwriting in Tier 1 and Tier 2.

Fundations ® utilizes a structured literacy approach grounded in the science of reading to make learning to read fun while laying the groundwork for lifelong literacy. The program's research-based approach and extensive materials allow K-3 teachers to confidently present a carefully structured reading, spelling, and handwriting curriculum using engaging, multisensory techniques. Fundations is aligned with the science of reading and guides teachers to provide effective instructional practices.

WEBINAR RECORDiNG AVAILABLE

More Fun in 2023!
Explore What's New With Fundations®

Explore FUN HUB ® and our new Fundations Student Workbooks for Levels 1 and 2. Learn how these easy-to-use resources and materials enhance learning.

A Structured Literacy Approach Grounded in the Science of Reading

Teach the foundational skills that at-risk readers need and all students benefit from.

A structured literacy approach to foundational skills grounded in the Science of Reading contains the instructional topics and principles critical for foundational reading and writing success. Fundations' unique and multisensory approach to instruction makes learning efficient and effective while maximizing valuable classroom time. Instruction and practice occur in a systematic, cumulative, explicit, diagnostic, and integrated manner, allowing students to experience greater gains in the skills required for independent reading and spelling.

Student focus

Tier 1/Prevention: All K-3 students;
Tier 2/Early intervention: All struggling or at-risk K-3 readers in the lowest 30th percentile.

Professional learning & support

●Wilson Academy ®/Fundations Learning Community (online)

●Program Workshops

●Virtual Implementation Support

●Facilitator and Presenter Certifications

●Sustainability Plans

●Demonstration Sites with On-Site Coaching

Critical Fundational Skills Instruction

Fundationsstudents receive a systematic program in critical foundational skills emphasizing:

Print concepts

Letter formation

Phonological and phonemic awareness

Sound mastery

Phonics, word study, and advanced word study

Trick word (high frequency word) instruction

Vocabulary

Accuracy, Automaticity, and Fluency

Comprehension strategies

Handwriting

Spelling

The Pre-K Activity Set introduces Fundations activities for learning letter-keyword-sound, alphabetic order, and letter-formation skills.

Instruction and Intervention Within an MTSS/RTI Framework

Fundations serves as a foundational prevention program to help reduce reading and spelling failure. It is integral to an MTSS or RTI framework, providing research-based instruction in Tier 1 as well as Tier 2 for students at risk for reading difficulties. To support the implementation of an MTSS or RTI framework, progress monitoring is built into Fundations. This allows students requiring a more intensive program to be identified early.

Find the Right Instruction

In Grades 2 or 3, some students may not make sufficient progress in early intervention or require more intensive instruction due to a language-based learning disability. In these instances, instruction with the more comprehensive Wilson Reading System® (WRS) by a WRS Certified teacher would be appropriate.

As a teacher, I want my students to have a toolbox of strategies they can use to decode words. I don't want them to look at an unknown word and feel overwhelmed. Fundations has given my first graders the confidence to look at a multisyllabic word, break it into its parts, and then look for recognizable chunks like blends, glued sounds, and v-e patterns.
Lindsay Ciccone, First Grade Teacher, Madison, CT

Fundations Curriculum

Familiarize yourself with the skills and concepts taught in each of Fundations' four levels.

Fundations Implementation

Use in your general education classroom with all students and incorporate the intervention component as needed.

Fundations Materials

Comprehensive program materials allow K-3 teachers to confidently present a carefully structured foundational skills program using engaging, multisensory techniques.

Implemented Across the Country

Impact and efficacy studies of thousands of kindergarten and first grade students, including English learners, have demonstrated that Fundations students make greater gains in foundational literacy skills compared with students using other programs.

See what states have recognized Fundations

Fundations® Learning Community

With Fundations, you gain access to this membership-based companion site, which supports individuals teaching Wilson's programs. Gain access to reference and instructional materials, expert tips, and more.

FUN HUB® + Fundations Are Better Together

Strengthen Your Fundations Implementation with Exciting New FUN HUB Features

Unit Test Tracker

Say goodbye to managing spreadsheets!

Enhanced Digital Manual

Direct access to a dynamic PDF that allows for annotations.

Enhanced Search

Quickly find resources and materials when you need them!

Not an administrator? Your school or district may purchase a FUN HUB license for you. We encourage you to contact your school administrator, curriculum director, or the person responsible for digital purchases to find out how you can get access.

Ways to Subscribe

Qualifying Fundations materials purchased after January 5, 2023, include an individual license for an annual recurring subscription to FUN HUB.

Classroom Set (any Level)
Teacher Kit (any Level)
Multi-Level Kit (any Level)

Teacher's Manual (any Level)
Level 3 Implementation Kit
WinPrin Seat

Individual licenses to FUN HUB can be purchased for $95/year per user. Click on the button below to submit a purchase order. If you're paying with a credit card, please call Customer Support at 800.899.8454.

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Fundations - Wilson Language Training Corporation

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WEBINAR RECORDiNG AVAILABLE More Fun in 2023! Explore What's New With Fundations® Explore FUN HUB® and our new Fundations Student Workbooks for Levels 1 and 2. Learn how these easy-to-use resources and materials enhance learning.

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Several Rationalist Views are as follows:
Silent way is when the teacher says something and the students try to repeat.
Community Language Learning allows the teacher to translate and students also repeat.
Problem Posing - more communication - less correct pronunciation.
Total Physical Response - gives emphasis on listening and physical responding.
Natural Approach - gives time for students to go through stages and emerge at a natural rate.
The Calla SIOP's focus is on content, not pronunciation.
Graphophonic knowledge ~ students will interact with interesting texts, gradually acquire skills for syntactic and sematic clues and will construct meaning.
Balanced Reading: Read alouds, shared reading, guided reading, independent reading.
Thematic Studies or Units

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A Twister of Twists, a Tangler of Tongues (Schwartz 1972)
Rhymes and Reasons: LIterature and Language Play for Phonological Awareness (2002)
Annie, Bea, and Chi Chi Dolores (Maurer 1969)
ABC and You (Fernandes (1996)
It Begins with an A (Calmenson 1993)
The Disappearing Alphabet Book (Wilbur 1997)
The Icky Bug Alphabet Book (Pallotta 1986)
Books by... (J. Prelutsky)

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My Parents Think I'm Sleeping. Poems by Jack Prelutsky. Read aloud..

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Chapter 6A: English Orthography...            Spelling ~ systematic study or scientific. Bad speller doesn't prove to be a bad student. According to Krashen "no correlation between the amount of time devoted to spelling and spelling achievement as measure on tested involving words in sentences and compositions." 

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Chapter 6A: English Orthography...            Spelling ~ systematic study or scientific. Bad speller doesn't prove to be a bad student. According to Krashen "no correlation between the amount of time devoted to spelling and spelling achievement as measure on tested involving words in sentences and compositions." 

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It's common in the early stages for student to invent spellings. English writers will naturally begin with consonants and later add in vowels.
*English is Complex ~ words with silent letters, words look the same but sound different and vice versa.

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Predominant in American Schools...Teacher assigns list, students practice lists through repetition and sentences, test and possible spelling bees.
* Rote Memorization
* Explicitly Teach Homophones:
Resources ~
The King Who Rained (1988)
Chocolate Moose for Dinner (1988)
Eight Ate: A Feast of Homonym Riddles (1982)

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Teachers involve students on word focus activities, the class discusses different spellings of words, teacher involves students in investigating the patterns and blends lessons into reading and writing activities.
*Investigating patterns such as CVC, CVCe, the spellings of /k/, consonant doubling and silent e.
* Use activities that include unscrambling word puzzles or jumbles, word games.
* Try extensive reading and writing combined.
Resources ~ Palidromes ~ "Agee's Sit on a Potato Pan, Otis! (1999)
The Online Etymology Dictionary

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SUPERSTITIOUS UNDERSTANDING

Etymology's joke on us is that our very words that mean "grasp an idea of, mentally fit together parts of reality" — are themselves obscure or incomprehensible to us. Understand is so plainly odd that even people who don't think about word histories notice it. In form it is a compound of under + stand (v.), and it has been so since Old English. Likewise the sense has not shifted since King Alfred's day: "to comprehend, grasp the idea of, receive from a word or words or from a sign the idea it is intended to convey; to view in a certain way." But what does "standing beneath" have to do with any of that? If that is what we are thought to do. My guess is that the image was confusing already by Middle English. In general, the more different ways Middle English scribes spelled a word, the less sure they were of its derivation. For understand, in Middle English, we also get understont, understounde, unþurstonde, onderstonde, hunderstonde, oundyrston, wonderstande, urdenstonden, and others. One guess about the compound is that the notion is less "standing under" and more "standing in the midst of" (truth, facts, meaning, etc.). Some who have studied it think there might have been a second preposition under surviving in the language, from a Germanic form of the ancient reconstructed Proto-Indo-European word (*enter "between, among") that also became Greek enter and Latin inter. Such a survival also might explain the under in undertake. The same survival in English might also provide the sense in the old expression under the (or these) circumstances.   For sense, compare the parallel word in French, entreprendre "to undertake, take in hand" (the source of our enterprise), the first element of which is entre "between, among." Likewise intelligence "faculty of understanding, comprehension" is a Latin compound with inter "between" (and legere "choose, pick out, read"). But other sources allow that the Old English UNDER also had extended senses of "among, between, before, in the presence of." "Among" seems to be the sense of it in many Old English compounds that resemble understand, such as underniman "to receive," undersecan "examine, investigate, scrutinize" ("underseek"), underðencan "consider, change one's mind" ("underthink"),  underginnan "to begin." Perhaps the ultimate sense in UNDERSTAND is "be close to;" compare Greek epistamai "I know how, I know," literally "I stand upon." UNDERSTAND is recorded occasionally in Middle English in a literal sense: "to occupy space at a lower level" (late 14c.) and, figuratively, "to submit." For "to stand under" in a physical sense, Old English had undergestandan. Old English also had oferstandan (Middle English overstonden), literally "over-stand," but it seem to have been used only in literal senses. Similar formations to UNDERSTAND, and with similar senses, are found in Old Frisian (understonda) and Middle Danish (understande), while other Germanic languages use compounds meaning "stand before," such as German verstehen, represented in Old English by forstanden "understand," also "oppose, withstand." The Middle English ambivalence of for-, which also could mean "action that results in failure, or produces adverse or opposite results" might have discouraged its use. For the concept in our UNDERSTAND, most Indo-European languages are said to use figurative extensions of compounds that literally mean "put together," or "separate" (as in intelligence or discern, literally in Latin "to separate," thus "distinguish, perceive"), or "take, grasp," as in comprehend. Comprehend, another "understand" word, is a Latin compound seemingly meaning "seize or take in the mind," but the sense of the com- in it is unclear and perhaps only means "completely." The prehendere is "to catch hold of, seize." A Latin "over-standing" compound, however, gave us the enemy-word of understanding, superstition: Latin superstitio "dread of the supernatural, religious belief based on fear or ignorance and considered incompatible with truth or reason." It is literally "a standing over," from superstare "stand on or over." There are many theories to explain the Latin sense development, but none has yet been generally accepted; de Vaan ["Etymological Dictionary of Latin and the other Italic Languages"] suggests the sense is "cause to remain in existence."

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Etymonline - Online Etymology Dictionary

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The online etymology dictionary (etymonline) is the internet’s go-to source for quick and reliable accounts of the origin and history of English words, phrases, and idioms. It is professional enough to satisfy academic standards, but accessible enough to be used by anyone.

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5,000 years ago - traces of writing all over the world.

3300 BC - Cuniform (Sumerians living in Mesopotamia)
3200 BC - Egyptian Hieroglyphics
1700-1500 BC - Mediterranean pictograph, or ideographic
1500 BC - Ugarit, Syria (marks represent sound)
1200-1100 BC - Phoenician Alphabet
1200-1050 BC - Traces of Chinese Characters (writing had actually developed even earlier)
***
450-1100 - Old English
1100-1500 - Middle English
1283 - Thai Script
1443 - Korean Hangul Script
1476 - England's First Printing Press
1500 - The Great Vowel Shift
1500-Present - Modern English
1755 - Dictionary Published
1800 - Cherokee Syllabary

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Chapter 7A: English Morphology ~ to be a word or not to be a word...

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Chapter 7A: English Morphology ~ to be a word or not to be a word...

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Words are seperated by spaces in most modern languages. Easy to see in writing but difficult to hear in oral language.
*Psychological units, not physical units.
* Children hardly ever leave spaces when they are writing ~ Now it finally makes sense why!

Why is it so hard to understand? So many different languages. Some are analytic and some are synthetic.
What does this mean? Some languages connect words and make one or connect many words to make one word phrase.

* New words continuously enter a language. They are coined, compounds, or borrowed.
* Word formation rules differ by language. Finding and looking at the base word gives the best clue.

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Morphology ... Morphemes
1. Break the speech stream into discrete units. example
1 morph - dog
2 morphs - dogs = dog + s
3 morphs - prefixes = pre+fix+es

2. Catergorize the Units.
example - cats
Free Morphemes - cat
Bounds Morphemes - s
Affixes - prefixes and suffixes
Affixes can be inflectional or derivational. Inflectional are all suffixes in English. example of a derivational - work to worker. The meaning has been changed.

3. Grouping the Units: simple, complex, compound, and finally compound complex. example:
bug, bugs, birdbath, birdbaths

4. Find dependencies - There is no general rule but it depends on roots and base words.
example: replacement
re + place + ment

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Words are classified into groups: content and functional. Content words are nouns, verbs, adjective and adverbs. Functional words are necessary fillers such as determiners and quantifiers.
D = the, this, my
Q = one, every, several

Traditional approaches:
As adults we remember learning the main parts of speech: nouns, verbs, adjectives, adverbs, prepositions, conjunctions, and last but not least interjections.
* Scientific evidence claims that the study of grammar does not improve reading and writing skills (Weaver 2008)

English contains affixes, which means parts that attach to the beginnings and ends of words.
example: reread, prewrite

Some language have infixes, which are inserted in the middle of words. example: Indonesia...
gembung means bloated...
gELembung means bubble.

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A Cache of Jewels and Other Collective Nouns (1987)
Many Luscious Lollipops (1989)
- a book about adjectives
Kites Sail High (1988)
- a books about verbs
Up, Up, and Away (1991)
- a book about adverbs

I own many of Ruth Heller's books and they are wonderful!

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Chapter 8A: The Natural Order Hypothesis related to Morphology and Teaching Reading of a Second Language

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Chapter 8A: The Natural Order Hypothesis related to Morphology and Teaching Reading of a Second Language

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* Krashen's NOH is based on morpheme studies. In second language methods, the learning view gives more attention to direct teaching of morphology than to an acquisition.

Spotlight on Vocabulary: Provide rich and varied language experiences, teach individual words, teach word-learning strategies and foster word consciousness.

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Grammar translation will teach students verb conjugations directly. Other aspects of grammar will also be included.

Direct method will improve communication through contextualized activities.

Audio-lingual method, notional Functional and Suggestopedia are done through drills and role play.

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Silent Way uses cuisenaire rods to show morphemes in words. Students manipulate this hands on activity.

Community Language Learning and Problem Posing
Total Physical Response
Natural Approach have no explicit attention in these methods.

CALLA SIOP take morphology to a contextualized and rationalist way to teach academic language.

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The Vocabulary Book: Learning and Instruction, Graves (2006)

Wordsift
- an internet tool used  to build academic vocabulary for emergent biliguals.

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Toolsuite for visualizing and exploring passages of text.

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* words combined to create phrases and clauses in a sentence of a language.
* Languages have the same building blocks, but they arrange them differently.
*Syntax synonymous with grammar.

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1. Functional Command - internalized rules and universal grammar.

2. Syntactic Structure - humans acquire rules for grammar. Two levels of language: surface structure and deep structure.

3. Rhetorically Effective - language used for describing, explaining or persuading.

4. Prescriptions - correct spelling and writing. Teachers should have pedagogical knowledge.

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First, the speech stream is broken into discreet units. Then, the units are categorized. Next, the units are grouped and finally, dependencies are found among the units.

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Tree diagrams also known as phrase makers are built to visually represent the structure of sentences and the function of phrases.

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* Teachers can use their knowledge to teach syntax in reading by referring to the order of words and phrases in sentences.

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1. In the grammar translation method syntax is taught directly and students study the order.

2. In the direct method, there is a vocabulary focus taught through exercises.

3. ALM uses dialogues, drills and role play for basic sentences.

4. Notional Functional is focused  on role plays and exercises as well but the actual syntax is not taught directly.

5. Suggestopedia is indirectly taught through more exercises and role plays.

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The Audio Lingual Method: What It Is, Pros and Cons, How to Use It and More | FluentU Educator Blog

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The audio-lingual method focuses on teaching a foreign language structure naturally. Click here to learn what it is, how it's used, its origins, pros and cons and more. Explore three ways you can use the ALM in your classroom (such as drill exercises and dialogues), and download this guide as a free PDF.

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Silent way, CALLA and SIOP can be used in lessons that combine academic content with specific skills and manipulatives.

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Cognitive Academic Language Learning Approach - CALLA

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The Cognitive Academic Language Learning Approach (CALLA) is an instructional model for second and foreign language learners based on cognitive theory and research.

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Mom ( Randell, Giles and Smith 1996)
I Love You More (Duksta 2007)
The Reading Detective Club (Goodman 1999)