4 Fundations Plans

Unit 2 Week 3 Day 1 Date

Activity: Drill Sounds/Warm-Up Time:____________Student page._____________

51 SW practice sounds with Large Sound Cards (letter-keyword-sound)

-TW point to the Standard Sound Cards with Baby Echo. TW say letter-keyword-sound and SW repeat
when Baby Echo is held up

Vowel Extension Poster- Model extending the vowel sounds

i-/i/….tch/i/, and u-/u/…p- /u/ o-/o/….ctopus /o/ a-/a/….pple /a/, e-/e/…d/e/ Trace with your
finger as you extend
Activity: Word Play Time:____________Student page._____________
TW use Standard Sound Card display to make unit words.
-TW make each word then say/tap each sound.
-SW tap with the teacher and then blend the sounds as you drag your thumb across your fingers. Say the

2 word.
-Next, point under each card as you say each sound, then drag finger under all three cards and the SW
blend the word. This week, change initial, middle, or final consonant to make new words.
WORDS TO USE: matcatbat bagbugmug

Activity Sky Write/Letter Formation Time:___________ Student page._____________

TW teach I and J formation, linking formation with the l-k-s

Letter I Say

3 The letter I is a sky line letter. It starts on the sky line.

1. Point to the sky line.
2. Go down to the grass line.
3. Cross on the sky line.
4. And cross on the grass line.
5. Say i-itch-/i/
Letter J Say
The letter J is a sky line letter. It starts on the sky line.
1. Point to the sky line.
2. Go down to the grass line and curve back.
3. Cross it on the sky line.
4. j-jug-/j/ SW repeat
Activity Student Notebook Time:____________Student page._____________

SW find the newly introduced letters (I, J) in their notebook.

TW use verbalization for the letter formation, SW trace with their finger l-k-s
SW use their pencil to trace
Activity Echo/Letter Formation Time:___________ Student page._____________
-TW tell students they are to practice capital letters on the Dry Erase Tablet.
-TW dictate sounds and SW repeat sound/name letter. (/a/, /b/, /c/, /d/, /e/, /f/, /g/, /h/, /i/, /j/)
TW use verbalization to make uppercase and corresponding lowercase letter
*For the sound /c/ SW make uppercase and lowercase C and only lowercase k
 Fundations Plans
Unit 1 Week 3 Day 2 Date
Activity: Drill Sounds/Warm Up Time:____________Student page._____________

SW practice sounds with Large Sound Cards (letter-keyword-sound)

-TW point to the Standard Sound Cards with Baby Echo. TW say letter-keyword-sound and SW repeat

1 when Baby Echo is held up

Vowel Extension Poster- Model extending the vowel sounds

i-/i/….tch/i/, and u-/u/…p- /u/ o-/o/….ctopus /o/ a-/a/….pple /a/, e-/e/…d/e/ Trace with your
finger as you extend
Activity: Word Play Time:____________Student page._____________
-TW use Standard Sound Card display to make unit words.
-TW make each word then say/tap each sound.

2 -SW tap with the teacher and then blend the sounds as you drag your thumb across your fingers. Say the
word.
-Next, point under each card as you say each sound, then drag finger under all three cards and the SW
blend the word.
WORDS TO USE: (See Unit Resources)

Activity: Sky Write/Letter Formation Time:___________ Student page._____________

TW teach K and L formation, linking formation with the l-k-s

3 Letter K Say
The letter K is a sky line letter. It starts on the sky line.
1. Point to the sky line.
2. Go down to the grass line
3. Leave a space and point to the sky line.
4. Slide back to the plane line.
5. Slide over to the grass line.
6. Say k-kite-/k/ SW repeat
Letter L Say
The letter L is a sky line letter. It starts on the sky line.
1. Point to the sky line.
2. Go down to the grass line.
3. Make a line across the grass line.
4. Say l-lamp-/l/ SW repeat
Activity Student Notebook Time:____________Student page._____________

4 - SW find the newly introduced letters (K, L) in their notebook.

TW use verbalization for the letter formation, SW trace with their finger l-k-s
SW use their pencil to trace
Activity Echo/Letter Formation Time:___________ Student page._____________

5 -TW tell students they are to practice capital letters on the Dry Erase Tablet.
-TW dictate sounds and SW repeat sound/name letter. (/a/, /b/, /c/, /d/, /e/, /f/, /g/, /h/, /i/, /j/, /k/, /l/)
TW use verbalization to make uppercase and corresponding lowercase letter

Unit 1 Week 3 Day 3 Date

4 Fundations Plans
Activity: Drill Sounds/Warm-Up Time:____________Student page._____________

- SW practice sounds with Large Sound Cards (letter-keyword-sound)

1
-TW point to the Standard Sound Cards with Baby Echo. TW say letter-keyword-sound and SW repeat
when Baby Echo is held up

Vowel Extension Poster- Model extending the vowel sounds

i-/i/….tch/i/, and u-/u/…p- /u/ o-/o/….ctopus /o/ a-/a/….pple /a/, e-/e/…d/e/ Trace with your
finger as you extend
Activity: Word Play Time:____________Student page._____________
-TW use Standard Sound Card display to make unit words.
-TW make each word then say/tap each sound.

2 -SW tap with the teacher and then blend the sounds as you drag your thumb across your fingers. Say the
word.
-Next, point under each card as you say each sound, then drag finger under all three cards and the SW
blend the word.
WORDS TO USE: (See Unit Resources)

Activity
Activity:Sky
DrillWrite/Letter Formation
Sounds/Warm-Up Time:___________ Student
Time:____________Student page._____________
page._____________
TW SWteach M and
practice N formation,
sounds with Large linking
Soundformation with the l-k-s
Cards (letter-keyword-sound)
Letter M Say

13
-TW point to the Standard Sound Cards with Baby Echo. TW say letter-keyword-sound and SW repeat
The
whenletterBabyM is a issky
Echo line
held upletter. It starts on the sky line.
1. Point to the sky line.
2.
VowelGo down to thePoster-
Extension grass Model
line extending the vowel sounds
3. Point to the sky
i-/i/….tch/i/, andline.u-/u/…p- /u/ o-/o/….ctopus /o/ a-/a/….pple /a/, e-/e/…d/e/ Trace with your
4. Slide down
finger as you extend to the plane line, and slide back up to the sky line.
5. Go down to
Activity: Make It Fun the grass line.
Time:____________Student page._____________
6. Say m-man-/m/ SW repeat
-Letter
TW playN Say “Guess My Word.”
The letter
Say: I am going N is ato skysayline letter.
three It starts
sounds. on the
Listen andskyseeline.
if you can guess the word.

2 1. Point
-Do NOTtodisplay
2. Go down
students
3. Point toTO
WORDS
the skyletters
to itthe
to use
theUSE:
line. but tap words to assist blending. Do some all together and then call on individual
in grass
sky meat,
line. or demonstrate the word.
a sentence
line. soap, sick, tub, feet, ship, mix, team, thick, cap
4. Slide down to the grass line.
5. Go straight up to the sky line.
6. Say n-nut-/n/ SW repeat
Activity Sky Write/Letter Formation Time:___________ Student page._____________
Activity Student Notebook Time:____________Student page._____________
TW teach O and P formation, linking formation with the l-k-s
-Letter
SW findO Saythe newly introduced letters (M, N) in their notebook.
TW
The use verbalization for the letterItformation, SWskytrace with their finger l-k-s

3
letter O is a sky line letter. starts on the line.
SW use their pencil
1. Point to the sky line. to trace
Activity
2. TraceEcho/Letter
back, then Formation
down around Time:___________
to the grass line.Student page._____________
-TW tell students they are
3. And around back up to the sky lineto practice capital letters on the Dry Erase Tablet.
-TW
4. Saydictate sounds and
o-octopus-/o/ SWSW repeat sound/name letter.(/a/, /b/, /c/, /d/, /e/, /f/, /g/, /h/, /i/, /j/, /k/, /l/, /m/, /n/)
repeat
TW use verbalization
Letter P Say to make uppercase and corresponding lowercase letter
The letter P is a sky line letter. It starts on the sky line.
1. Point to the sky line.
2.Unit
Go 1down to the grass line. Week 3 Day 4 Date
3. Point to the sky line and go around to the plane line.
4. Say p-pan-/p/ SW repeat
Activity Student Notebook Time:____________Student page._____________

- SW find the newly introduced letters (O, P) in their notebook.

TW use verbalization for the letter formation, SW trace with their finger l-k-s
SW use their pencil to trace
 Fundations Plans
Activity Echo/Letter Formation Time:___________ Student page._____________
-TW tell students they are to practice capital letters on the Dry Erase Tablet.
-TW dictate sounds and SW repeat sound/name letter.(/a/, /b/, /c/, /d/, /e/, /f/, /g/, /h/, /i/, /j/, /k/, /l/, /m/, /n/,
/o/, /p/)
TW use verbalization to make uppercase and corresponding lowercase letter

3
Unit 1 Week 3 Day 5 Date
Activity: Drill Sounds/Warm-Up Time:____________Student page._____________

4 SW practice sounds with Large Sound Cards (letter-keyword-sound)

1
-TW point to the Standard Sound Cards with Baby Echo. TW say letter-keyword-sound and SW repeat
when Baby Echo is held up

Vowel Extension Poster- Model extending the vowel sounds

i-/i/….tch/i/, and u-/u/…p- /u/ o-/o/….ctopus /o/ a-/a/….pple /a/, e-/e/…d/e/ Trace with your
finger as you extend
Activity:Storytime Time:____________Student page._____________
-TW select an ABC book to read to students. *see book for ideas
-Before reading, look at the front/back cover of the book and discuss title, author, and illustrator

2 -TW read the book and periodically pause on a letter page.

-TW point out the letter and have a student tell the corresponding keyword and sound.
-SW find/name words that begin with that letter sound.

Activity Alphabetical Order Time:___________ Student page._____________

SW start with their Magnetic Letter Tiles randomly placed on the blank side of their Letter Boards.
-SW sequentially match Letter Tiles on the letter squares.
-After letters tiles are placed, chorally say the alphabet. SW point to each letter as they say its name.
Activity Echo/Find Letters Time:____________Student page._____________
This activity begins with the Letter Tiles already matched to the letter squares.
-TW say a sound, SW echo and point to the letters on their Magnetic Letter Boards.
ASK What says /__/?

4 SW name the letters. Then you can have one student find the Standard Sound Cards as you dictate the
sounds. TW do vowels and 3-5 other sounds.
Fundations Plans