Level K Tier 1 Learning Activity Self-Study Checklist PDF

Fundations® Level K | Tier 1 Learning Activity K
Self-Study Checklist
This document provides a checklist of the general practices as well as specific Learning Activity procedures. It is recommended that teachers use this as a self-
study guide as they are learning the Level K activities or to check to be sure there is not an unintentional drift over time. It may also be helpful to use for peer
feedback and support.
Teacher Unit | Week | Day Lesson Start Time End Time
GENERAL TIER 1 IMPLEMENTATION Yes No Yes No
Lesson is scheduled for the prescribed amount of time
Students follow directions throughout lesson
(25‐35 minutes)
Teacher and student materials are complete and
resources (i.e. posters/notebooks) are visible and Students actively participate by responding and doing
referenced by students
Lesson planning is evident, a written lesson plan is used Students tap correctly, as directed
Pacing through Unit is on track to complete instruction
Students manipulate letter tiles, as directed
by year end
Learning Activities are presented in prescribed sequence Students demonstrate mastery of previously taught

for Unit/Week/Day concepts for reading
Students demonstrate mastery of previously taught
Procedures for Learning Activities are evident
concepts for spelling
Students demonstrate success with new material and
Unit Tests are administered and scored for each unit
challenges
Unit Test Trackers are kept up‐to‐date and inform pacing Students’ letter formation demonstrates mastery and

and instruction neatness
Teacher circulates to monitor learning and to offer
Students manage materials, following efficient routines
feedback
Students smoothly transition from one activity to the Teacher uses questioning techniques to check

next with little or no loss of instructional time understanding, reinforce concepts, and correct errors
Comments regarding implementation in general:

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LEVEL K LEARNING ACTIVITIES
When using this checklist for peer feedback and support, indicate the Level K Learning Activities that are taught during the lesson, numbering the activities in the
order they occur in the lesson. Then, refer to the specific activity procedures in the following pages (organized in alphabetical order). Note, the activities with an *
do not have standard procedures. Items that are in green are the only activities included in Unit 1.

Check if Check if
Activity Page # Activity Page #
Included Included
Alphabetical Order

3 Introduce New Concepts* 11
Dictation/Dry Erase

4 Letter‐Keyword‐Sound 12
_____Dictation/Sounds

Make it Fun* 13
_____Dictation/Words

Sky Write/Letter Formation 14
_____Dictation/Sentences

Student Notebook 15
Drill Sounds/Warm Up 7

Storytime 16
Echo/Find Letters 8

Teach Trick Words 18
Echo/Find Words 9

Trick Words Practice 19
Echo/Letter Formation 10

Word Play 20

NOT EVIDENT/
Alphabetical Order EVIDENT NOT APPLICABLE COMMENTS
PROCEDURE
Teacher distributes the Letter Boards with tiles randomly placed on the blank
side.
 
Teacher tells students to get ready to match tiles to squares on their Letter
Boards in alphabetical order.
 
Teacher points to the first row on the Standard Sound Card display: a b c d e f  
Teacher asks students which row they should set up first. (top row)  
Teacher tells the students to start with the letter a, and match the letters in order:
a, then b, then c.  
Teacher reminds students to say the name of the letters when they match it to
the square.  
Teacher assists students as they match letters to squares.  

When boards are set up, teacher and students recite the alphabet together.
Teacher uses Baby Echo to point to the Standard Sound Card Display, while  
students point to each letter on their boards.
As the alphabet is recited, the teacher and students pause at the end of each
row. (a-b-c-d-e-f, breathe….)  
Options:
1) Teacher says a row, students echo the row.  
2) A student is the leader and says a row, others echo.
MATERIALS
 Baby Echo Owl Pointer 

 Standard Sound Cards
 Letter Board & Tiles
ESTIMATED ACTIVITY TIME
10 minutes  

Dictation (Dry Erase) EVIDENT
NOT EVIDENT/ NOT
COMMENTS
APPLICABLE
PROCEDURE
Teacher reminds students to check writing position and pencil grip.  
SOUNDS  
Teacher dictates a sound from the Echo Sounds list in the Unit Resources.  
Teacher holds up Echo and students repeat sound.  
Teacher directs the students to write the letter that makes the sound.  
Students write the letter that makes the sound on their Dry Erase Writing
Tablets. Teacher has a student writing on the Large Dictation Grid.  
Teacher asks the student at the board or the class what letter makes the
sound.  
Teacher tells students to check their work.  
Students check work and correct as needed.  
WORDS  
Teacher dictates a word that is selected from the Unit Resources Words.  
Teacher holds up Echo and students repeat the word.  
Teacher and students tap the sounds of the word.  
Students re-tap the word naming the letters that correspond to each tap.  
Teacher asks “Who can spell ______?”  
Teacher selects a student to write the word on the Large Dictation Grid and
spell it orally.  
All other students are directed to write the word on their Dry Erase Writing
Tablets. [Note: As students master spelling of Unit words, teachers directs
students to write the word before an individual is selected to model writing it on  
the Large Dictation Grid.]
Teacher directs all students to spell the word chorally.  
Teacher tells students to check their work and correct as needed.  
NOT EVIDENT/ NOT
COMMENTS
APPLICABLE
PROCEDURE
Once three words are given, teacher selects a student to read the words, or
has all students read the words chorally.  
Teacher directs students to underline digraph in words (Units 4 & 5).  
SENTENCES
Note: Dictation/Sentences procedure is not included until Unit 5.
Teacher dictates sentence selected from the Sentences list in the Unit
Resources. Teachers says the sentence in phrases with expression  
Teacher holds up Echo and students repeat the sentence in phrases.  
Teacher selects a student to place Sentence Frames on the board.  
Either the teacher or student circles any Sentence Frames that contains a trick
word.  
Teacher has students find the Trick Word page in their Student Notebooks.  
Teacher selects a student to tell how to spell the trick word(s). Student spells
the trick word orally as the teacher writes it on the Sentence Frame.  
Teacher dictates sentence again and directs students to write the sentence on
the Dry Erase Writing Tablet. One student writes on the Sentence Frames.  
Teacher circulates and guides students with questioning.  
Teacher repeats the sentence for proofreading and students point to each
word.  
Teacher asks students if they used a capital letter at the beginning of the
sentence and correct punctuation.  
Teacher reminds students to proofread their trick words: they do not tap them,
but check their Student Notebooks.  
Teacher reminds students to tap the other words as he/she taps along with
them. Students correct their work.  
Have students check their sentence with the one on the Sentence Frames to
be sure it is correct.  
NOT EVIDENT/ NOT
COMMENTS
APPLICABLE
PROCEDURE
MATERIALS
 Echo the Owl and Baby
 Dry Erase Markers & Erasers
Echo
 Sentence Frames
 Student Notebook  
 Unit Resources
 Large Dictation Grid
 Dry Erase Writing Tablets
5-10 minutes (sounds/words) 5-10 minutes (sentences)  

Drill Sounds/Warm-Up NOT EVIDENT/
PROCEDURE EVIDENT NOT APPLICABLE COMMENTS
LARGE SOUND CARD DRILL
Teacher holds up the Large Sound Card for new and challenging sounds and  
models the letter-keyword-sound. Students echo.
STANDARD SOUND CARD DRILL
Teacher or student drill leader points to Standard Sound Card with Baby Echo.
 
Teacher or student drill leader models letter-keyword-sound. Students echo.  

Vowels and new or challenging sounds are always practiced. Other sounds
are selectively reviewed.  
Note: Beginning in Unit 4, teacher can drop keywords for mastered

consonants, i.e. m-/m/ rather than m-man-/m/. Keywords for vowels should  
never be dropped.
VOWEL EXTENSION POSTER
The teacher or student drill leader points to the letter on the Vowel Extension
Poster. The leader says the name of the vowel and other students say it along  
with the leader. (i.e. a)
Teacher or student drill leader stretches out the vowel sound while tracing the
line. Other students say the vowel sound, following along with the leader.  
(i.e. /ăăăăăăăăăăăăă/)
Teacher or student drill leader finishes saying the keyword when he/she gets
to the picture. Other students say it along with the leader. (i.e. /pple/)  
Everyone says letter-keyword-sound. (i.e. a-apple-/ă/)  

MATERIALS
 Large Sound Cards  Unit Resources (Drill Sounds/
 
 Standard Sound Cards Warm-Up)
 Baby Echo Owl Pointer  Vowel Extension Poster
2-5 Minutes (depending on number of new sounds)  
Echo/Find Letters NOT EVIDENT/ NOT
PROCEDURE EVIDENT APPLICABLE COMMENTS
UNIT 1
Students begin with the Letter Tiles that have been taught thus far on the blank  
side of the Letter Board.
Teacher dictates a sound and holds up Echo. Students echo the sound.  
Teacher has students point to the Letter Tile that represents the sound.  
Teacher asks, “What says /_/?” Students name the letter.  
Teacher directs students to “Match it” to the corresponding letter square.  
After all sounds have been matched, teacher dictates selected sounds and has
students repeat the sound, point to the correct letter tile, and name the letter.  
Alternative: A selected student can repeat the sound, name the letter, and
point to it on the Standards Sound Card Display. Students can make letter(s)  
with index fingers on their Letter Board or desk, after pointing to the sound.
UNITS 2-5
 
Teacher dictates a sound and holds up Echo. Students repeat the sound.
Teacher has students point to the Letter Tile that represents the sound.  
Teacher asks, “What says /_/?”  
Students name the letter(s) that makes the sound. Students give all responses
taught so far. (Units 1-3: students find c& k; Units 4-5: students find c,k, & ck).  
Alternative: Students can make letter(s) with index fingers on their Letter Board
or desk, after pointing to the sound.  
A student can point to letter(s) at the Standard Sound Card Display.  
 Fundations Letter Boards
MATERIALS  Magnetic Letter Tiles (only
 Echo the Owl taught sounds)  
 Standard Sound Cards  Unit Resources (Echo
Sounds)
UNIT 1: 2-3 minutes
UNITS 2-5: 2-3 minutes  

Echo/Find Words NOT EVIDENT/ NOT
Teacher dictates a Unit word and holds up Echo. Students echo the word.  
Teacher says, “Elbows up, let’s tap the word ____.” Teacher and students tap
out the word.  
Teacher directs students to find the Letter Tiles to make the word on their
Letter Boards.  
Teacher selects a student to spell the word orally or the class spells it chorally.  
Teacher makes the word with Standard Sound Cards or has a student build
the word at the board.  
Teacher asks a student to use some of the words in a sentence and makes
sure the sentence is meaningful.  
Teacher tells students to “clear the deck” or “spell away” and students return
Letter Tiles to squares while orally spelling the word again, in the correct order  
of spelling. (Do 3-5 words)
MATERIALS  Fundations Letter Boards
 Magnetic Letter Tiles
 Echo the Owl or Baby Echo
 Unit Resources (Review and
 
 Standard Sound Cards Unit Word List)
5-7 minutes for words  

Echo/Letter Formation
NOT EVIDENT/ NOT
PROCEDURE EVIDENT COMMENTS
APPLICABLE
Students are directed to be in the proper writing position (chairs pulled in, feet
on floor, hands on table).  
Teacher reviews proper pencil grip. “Pinch it, and now rest it on the “table.”  
Teacher dictates a sound and holds up Echo. Students echo the sound.  
Teacher asks, “What says /_/?” Students answer.  
Teacher points to the letter on the Letter Formation Poster and discusses the
formation as needed.  
For new letters, the teacher demonstrates the new letter on the Large Letter
Formation Grid while he/she says the verbalization. The teacher follows the  
verbalization provided on the Letter Formation Guide.
For review letters, teacher selects a student to make the letter on the Large
Letter Formation Grid while he/she says the verbalization.  
Teacher directs students to write the letter(s) on their Dry Erase Writing
Tablets. Students write while saying the verbalization with the teacher.  
Teachers says the letter-keyword-sound. All students repeat the letter-
keyword-sound.  
MATERIALS
 Echo the Owl  Dry Erase Writing Tablets
 Pencil Grip Picture  Dry Erase Markers and
Erasers
 
 Large Letter Formation Grid
 Letter Formation Guides  Unit Resources (Echo
 Letter Formation Poster Sounds)
5 minutes  

Introduce New Concepts NOT EVIDENT/ NOT
This activity will vary each time. Follow the Unit guide for the week and day.
Use the spaces provided below to record procedures.
 
 
 
 
 
 
 
 
 
MATERIALS
 
___ minutes  

Letter-Keyword-Sound NOT EVIDENT/ NOT
LARGE SOUND CARD DRILL
Teacher holds up Large Sound Card and asks students the name of the letter.  
Teacher asks the students to describe the picture.  
Teacher says the keyword picture, emphasizing the beginning sound.  

Teacher explains that the picture will help the students remember the sound
the letter makes because the picture begins with the sound.  
Teacher says the letter-keyword-sound and holds up Echo. Students echo the
letter-keyword-sound.  
STANDARD SOUND CARDS
Teacher shows students the letter on the Standard Sound Card.  
Teacher explains that it is the same letter, without the picture. Teacher
explains that Echo wants students to know the sound of the letter without the  
picture.
Teacher holds up the Standard Sound Card and says the letter-keyword-
sound. Teacher holds up Echo and has students repeat.  
Teacher asks students: “What is the name of this letter? What is the keyword
to help us learn this sound? What is the sound?”  
Students name the letter, the keyword, and the sound.  

Teacher says the letter-keyword-sound and holds up Echo. Students echo the
letter-keyword-sound.  
MATERIALS  Large Sound Cards
 Echo the Owl  Standard Sound Cards
 
2-3 minutes per new sound  

Make It Fun NOT EVIDENT/ NOT
This activity will vary each time. Follow the Unit guide for the week and day.
Use the spaces provided below to record procedures.  
 
 
 
 
 
 
 
MATERIALS
 
___ minutes  


Sky Write/Letter Formation

NOT EVIDENT/ NOT
APPLICABLE
Teacher instructs students to stand and shake out arms and body.  
Teacher directs students to point with two fingers, arm “straight as a pencil.”  
Teacher has students warm up. Everyone faces the Large Letter Formation
Grid and, on the teacher’s command, points to the sky line, to the plane line,  
to the grass line, to the worm line (order can be mixed).
Students relax arms. Teacher writes the letter on the Large Letter Formation
Grid saying the verbalization using the wording in the Letter Formation Guide.  
Teacher tells student what kind of letter and asks students: “Where does the
letter start?” Student provide the answer.  
Teacher faces board, models sky writing, while saying the letter formation
verbalization. Teacher says letter-keyword-sound after skywriting the letter.  
Students point with two fingers, arm “straight as a pencil.”  
Teacher and students sky write letter while saying the verbalization.  
Teacher says letter-keyword-sound after sky writing the letter and students
repeat.  
Teacher and students do this together several times, saying the verbalization
and the letter-keyword-sound each time.  
Students shake out arms before the next letter.  
MATERIALS  Large Letter Formation
 
 Letter Formation Guide Grid

 
3-5 minutes per letter


Student Notebook
EVIDENT
NOT EVIDENT/ NOT COMMENTS
PROCEDURE
APPLICABLE
NEW LETTERS
Hold up the Student Notebook opened to the newly introduced letter. Walk  
around and assist students to find the correct page.
Students find the new letter in their Student Notebooks.  

Teacher asks the students the name of the letter, the keyword picture, and
the sound and students respond.  
Teacher says the letter-keyword-sound and students echo.  
Teacher holds up the Student Notebook and models how to trace the letter,
saying the letter formation verbalization.  
Students say verbalization while tracing the letter with their finger.  
Teacher says the letter-keyword-sound after the letter is traced and students
repeat.  
Students re-trace the letter saying verbalization and letter-keyword-sound
each time.  
Students color the keyword picture, as indicated.  
PRACTICE LETTERS
Students retrace previously learned letters using verbalizations, and naming  
the letter-keyword-sound after tracing the letter.
As more letters are introduced, teacher practices letters by category
(example: practice all sky line letters).  
MATERIALS
 Student Notebook
 
 Letter Formation Guide
1-2 minutes per review letter  
5 minutes per new letter

Activities for Storytime will be described in each unit and will require either a selected book as directed in the Unit or a provided story. If the the
teacher is to select a book, see the Unit for guidelines and instructions. For Storytime Activity with a story provided, one of the four parts outlined
below will be followed.
Storytime
NOT EVIDENT/ NOT
APPLICABLE
Echo Story:__________________  
PART I
 
Teacher performs story as directed using Echo the Owl and Baby Echo.
Teacher asks questions as directed  
PART II
 
Teacher tells and acts out the story.
Teacher performs the story again, without words, and students tell teacher
what happens.
 
A student tells what happens in his/her own words. Teacher provides positive
feedback for retelling in their own words.
 
Teacher restates words from the story to clarify, if needed  
PART III
 
Teacher performs the story.
Students retell the story while the teacher draws it on chart paper.  
To assist with retelling the story, teacher asks questions provided.  
Teacher models retelling the story in own words.  
A student is selected to tell the story while pointing to the pictures.  
PART IV
 
Using the illustrations on the chart paper, teacher has students retell the story
Teacher uses a phrased story, the story written on large paper, or the
projected story and reads it one sentence at a time, having students echo. The  
teacher scoops and reads the sentences in phrases.
Using both the pictures and the phrased story, look at the picture and read the
corresponding words on the phased story
 
Storytime
NOT EVIDENT/ NOT
APPLICABLE
Reread a sentence and ask a student to come find one of the key words in
that sentence and circle it.
 
Book Selected for Storytime _____________________  
 
 
 
 
 
 
 
 
 
 
 
 
 
MATERIALS  Phrased story on Chart Paper
 Echo the Owl/Baby Echo (Part IV)  
 Chart Paper (Part III)  Selected book (when directed)
10-20 minutes  

Teach Trick Words
NOT EVIDENT/ NOT
APPLICABLE
Teacher dictates sentence provided and holds up Baby Echo. Students
repeat.
 
Teacher asks who can find the Sentence Frames for the sentence.  
Teacher selects a student to find and place frames on board. Teacher makes
sure a tall frame starts the sentence and a punctuation frame ends the  
sentence.
Teacher says sentence again, writing each word on the Sentence Frames.  
Teacher circles the new trick word in the sentence.  
Teacher reads sentence slowly, pointing to each word. Teacher pauses and
emphasizes the new trick word in the sentence.
 
Teacher asks what the trick word is and shows students the corresponding
Trick Word Flashcard.
 
Teacher explains that the word is called a trick word because it is tricky. It
cannot be tapped out so students have to remember it.
 
Teacher asks students to name the word.  
After doing all the sentences for new trick words, teacher presents learned
Trick Word Flashcards packet for students to read.
 
Teacher says each word and has students repeat.  
MATERIALS
 Trick Word Flashcards
 Baby Echo Owl Pointer  
 Sentence Frames
5 minutes per new trick word  

Trick Word Practice NOT EVIDENT/ NOT
Teacher dictates sentence and holds up Baby Echo. Students repeat.  
Teacher says sentence again and writes on the Sentence Frames.  
Teacher scoops the sentence into phrases.  
Teacher reads the sentence with phrasing and has students echo.  
Teacher says a Trick Word and has all students repeat.  
Teacher selects a student to come to board to find and circle the Trick Word.
Teacher slowly repeats the sentence so the student can find it.  
Teacher holds up corresponding Trick Word Flashcard.  
Teacher asks if the student found the correct word.  
Teacher says the Trick Word and has students repeat.  
Teacher erases and dictates the other sentences, following the same routine
to find Trick Words.  
Finally, teacher presents learned Trick Word Flashcards for reading practice,
saying each word then having students repeat.  
MATERIALS
 Baby Echo Owl Pointer
 
 Sentence Frames
 Trick Word Flashcards
5 minutes per new Trick Word  

Word Play NOT EVIDENT/ NOT
This activity will vary. Follow the Unit guide for the week and day. Use the
space provided to record procedures.
 
UNIT 1: WORD AWARENESS  
 
 
UNIT 1: SYLLABLE PLAY (WEEKS 4,5,6)
 
 
 
UNITS 2-5: MAKE WORDS FOR DECODING  
 
 
UNITS 3-5: MAKE NONSENSE WORDS  
 
 
UNIT 3: LISTEN FOR SOUNDS  
 
 
UNITS 4-5: READ SENTENCES  
 
Word Play NOT EVIDENT/ NOT
 
UNIT 5: REVIEW SENTENCE DICATTION/WRITE SENTENCES  
 
 
MATERIALS
 Baby Echo
 
 Standard Sound Cards
 Sentence Frames
5-10 minutes  


Level K Tier 1 Learning Activity Self-Study Checklist PDF

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Fundations® Level K | Tier 1 Learning Activity K

Teacher Unit | Week | Day Lesson Start Time End Time

GENERAL TIER 1 IMPLEMENTATION Yes No Yes No

Teacher assists students as they match letters to squares.  

Teacher or student drill leader models letter-keyword-sound. Students echo.  

Note: Beginning in Unit 4, teacher can drop keywords for mastered

Everyone says letter-keyword-sound. (i.e. a-apple-/ă/)  

Teacher asks the students to describe the picture.  

Teacher says the keyword picture, emphasizing the beginning sound.  

Students name the letter, the keyword, and the sound.  

Sky Write/Letter Formation

ESTIMATED ACTIVITY TIME

Students find the new letter in their Student Notebooks.  

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