Vowel teams fundations

Vowel teams fundations DEFAULT

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Sours: https://www.hauppauge.k12.ny.us/site/default.aspx?PageType=3&ModuleInstanceID=15744&ViewID=C9E0416E-F0E7-4626-AA7B-C14D59F72F85&RenderLoc=0&FlexDataID=16514&PageID=9309&Comments=true

2004 WILSON LANGUAGE TRAINING. ALL RIGHTS RESERVED. (033111) | www.wilsonlanguage.com PAGE 1 of 3

Achieving Literacy for Life

Introducing Fundations Vowel Teams to Level 1 Students Level 1 students may be ready to learn vowel teams for reading. The vowel teams, which are taught later in the Fundations program (Level 2), can be introduced to Level 1 students for reference.

Students will be able to reference these when reading non-controlled trade books prior to their more formal introduction and thorough study of vowel teams for both reading and spelling in Level 2.

Teachers can introduce vowel teams in the second semester of Level 1, if students are ready.

The Level 2 Vowel Teams Poster is used to introduce vowel teams: ai, ay, ee, ea, ey, oi, oy, oa, oe, ow, ou, oo, ue, ew, au, aw. These sounds should be gradually introduced over six weeks or more as required.

The Vowel Team Poster is from the Level 2 Kit or can be purchased separately online at www.wilsonlanguage.com/store.

PROCEDURE

The keywords-sounds are introduced in the Drill Sounds Activity only. Introduce the keywords-sounds of selected vowel teams using the Vowel Teams Poster. Introduce one row at a time, adding to the daily Drill Sounds Activity. Use the poster to review these vowel team sounds each day after you have drilled other sounds with the sound cards.(Tip: It may be helpful to cover the sounds with a sticky note until its ready to be revealed.)

INTRODUCE VOWEL TEAMS Tell students that you will introduce them to some new sounds. Explain that they will learn and practice these sounds with sound cards next year, but that now they will learn them on a poster. Tell them that if they are reading a book and come to a word with these sounds, the poster will help them read the word. Say

We are going to learn the sounds of many vowel teams. A vowel team is two vowels together that make just one sound. We will learn keywords to help us remember the sounds of the vowel teams. You wont need to use these vowel teams for our spelling work yet, but you will see them in books and stories, so it will be helpful for you to learn the sounds.

Using Baby Echo, point to the Vowel Teams Poster. Say

We will learn the vowel teams of this Vowel Teams Poster one row at a time. If you come across a vowel team when you are reading and need the keyword to help you remember the sound, just look at the poster.

See the following pages for specific instructions for each row.

2004 WILSON LANGUAGE TRAINING. ALL RIGHTS RESERVED. (033111) | www.wilsonlanguage.com PAGE 2 of 3

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TEACH LETTER-KEYWORD- SOUNDS ai, ay

Say

Today, we will learn the vowel teams on the first row. They both say // I will say the letter-keyword-sound and then you can echo. (Point to the vowel team on the poster.)

ai - bait - // ay - play - //

TEACH LETTER-KEYWORD- SOUNDS ee, ea, ey

Review the first row of the Vowel Teams Poster. Next, drill the new vowel teams: Say

This week, we will learn the three new vowel teams that say //. I will say the letter-keyword-sound and then you can echo. (Point to the vowel team on the poster.)

ee - jeep - // ea - eat - // ey - key - //

TEACH LETTER-KEYWORD- SOUNDS oi, oy

Review the first two rows of the Vowel Teams Poster. Next, drill the new vowel teams: Say

Today we are going to learn two new vowel teams that say /oi/. I will say the letter-keyword-sound and then you can echo. (Point to the vowel team on the poster.)

oi - coin - /oi/ oy - boy - /oi/

TEACH LETTER-KEYWORD- SOUNDS oa, oe, ow

Review the first three rows of the Vowel Teams Poster. Next, drill the new vowel teams: Say

Today we are going to learn three new vowel teams that say //. One of these new vowel teams, ow, will also say /ou/. Because it makes two sounds we will learn two keywords for ow. I will say the letter-keyword-sound and then you can echo. (Point to the vowel team on the poster.)

oa - boat - // oe - toe - // For ow, we have two keywords because ow can say // or /ou/ I will say the letter-keyword-sound and then you can echo. (Point to the vowel team on the poster.)

ow - snow - / / ow - plow - /ou/

2004 WILSON LANGUAGE TRAINING. ALL RIGHTS RESERVED. (033111) | www.wilsonlanguage.com PAGE 3 of 3

Intr

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Fu

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Vo

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Tea

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TEACH LETTER-KEYWORD- SOUNDS ou, oo, ue, -ew

Review the first four rows of the Vowel Teams Poster. Next, drill the new vowel teams: Say

Today we are going to learn four new vowel teams. The first vowel team we will learn is ou. ou can say /ou/ like in trout or // like in soup I will say the letter-keyword-sound and then you can echo. (Point to the vowel team on the poster.)

ou - trout - /ou/ ou - soup - // The next vowel team can also say //. oo can say // like in school. I will say the letter-keyword-sound and then you can echo. (Point to the vowel team on the poster.)

oo - school - // The next vowel team can say // or // ue can say // like in blue or //as in rescue. I will say the letter-keyword-sound and then you can echo. (Point to the vowel team on the poster.)

ue - blue - // ue - rescue - // The last vowel team we will learn today also can say //. ew can say // as in chew. I will say the letter-keyword-sound and then you can echo. (Point to the vowel team on the poster.)

ew - chew - // (Note: The sound // for oo (as in book) will be taught in Fundations Level 3.)

TEACH LETTER-KEYWORD- SOUNDS au, aw

Review the first five rows of the Vowel Teams Poster. Next, drill the new vowel teams: Say

Today we are going to learn two new vowel teams that say . au and aw say . I will say the letter-keyword-sound and then you can echo. (Point to the vowel team on the poster.)

au-August- aw saw-

Sours: https://fdocuments.in/document/introducing-vowel-teams-fundations-wikispaces-sounds-with-sound-cards-next-year.html
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Wilson Parent Resources

Wilson Fundations: Level K

Level K of Fundations® will set a very strong foundation for reading and writing. 

 By the end of Level K, students will be able to: 

  • Recognize and produce rhyming words
  • Segment words in an oral sentence
  • Segment words into syllables
  • Segment and pronounce initial, medial and final phonemes in spoken CVC words
  • Manipulate phonemes with additions or substitutions in one-syllable words
  • Name all letters of the alphabet
  • Write all manuscript letters in lowercase and uppercase
  • Sequence letters of the alphabet
  • Fluently produce sounds of consonants (primary) and short vowels when given the letter
  • Fluently produce sounds for basic digraphs (wh, sh, ch, th, ck)
  • Name and write corresponding letter(s) when given sounds for consonants, consonant digraphs, and short vowels
  • Distinguish long and short vowel sounds within words
  • Read and spell approximately 200 CVC words
  • Spell other words phonetically, drawing on knowledge of sound-letter relationships
  • Identify 75% of first 100 high frequency words, including 25-30 irregular (trick words) such as thewasof
  • Identify and name correct punctuation at end of sentence
  • Capitalize words at beginning of sentences and names of people
  • Name the author and illustrator of a story and define their roles
  • Explain narrative story structure including character, setting and main events
  • Use a combination of drawing and dictating to narrate linked events to tell about a story in sequence
  • Re-tell key details of narrative and informational text, using pictures or prompts as a guide
  • Identify characters, settings and main events in a story, with pictures or other prompts
  • Describe what happened in a story when given a specific illustration
  • With prompts, compare and contrast the experiences of characters in two stories
  • Explain difference between narrative and informational text
  • Echo-read a passage with correct phrasing and expression
  • Identify and explain new meanings for familiar words and newly taught words
  • Produce and expand complete sentences in shared language activities
  • Level K Home School Connections

 

Wilson Fundations: Level 1

Level 1 of Fundations® reinforces the basic skills that were learned in Kindergarten and progresses further into the study of word structure. 

By the end of Level 1, students will be able to: 

  • Segment syllables into sounds (phonemes)–up to 5 sounds
  • Name sounds of primary consonants, consonant digraphs, and short and long vowels when given letters
  • Name and write corresponding letter(s) when given sounds for consonants, consonant digraphs, and short and long vowels
  • Print all uppercase and lowercase letters
  • Distinguish long and short vowel sounds
  • Name sounds for r-controlled vowels
  • Name sounds for vowel digraphs and vowel diphthongs
  • Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words
  • Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions
  • Read and spell the first 100 high frequency words, including irregular words (trick words)
  • Identify word structures such as blends, digraphs, basewords, suffixes, syllable types (closed and vowel-consonant-e syllables)
  • Read and spell CVC, CCVC, CVCC, CCVCC, CVCe words
  • Read and spell compound words and other words with two syllables by breaking them into syllables
  • Read and spell words with -s, -es, -ed, -ing suffixes when added to non-changing basewords
  • Apply correct punctuation (period, question mark, exclamation point)
  • Apply capitalization rules for beginning of sentences and names of people, places and dates
  • Explain major differences between fictional stories and informational text
  • Explain narrative story structure including characters, settings and main events
  • Retell key details of a fictional story and demonstrate understanding
  • Use illustrations and/or details in a story to describe its characters, settings, and events
  • Ask and answer questions about key details in a text
  • Ask and answer questions to help determine or clarify the meaning of words and phrases in a text
  • Identify specific words in a story that tell or suggest details
  • Identify who is telling the story at various points in a text
  • Identify the main topic and retell key details of informational text
  • Identify and explain new meanings for familiar words and newly taught words
  • Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts
  • Construct complete sentences using vocabulary words
  • Use sentence-level context as a clue to the meaning of a word or phrase
  • Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking)
  • Sort words into categories to gain a sense of the concept the category represents
  • Define words by category and by one or more key attributes
  • Apply beginning dictionary skills
  • Identify real-life connections between words and their use
  • Use verbs to convey a sense of past, present, and future
  • Read controlled stories with fluency, expression and understanding
  • Level 1 Home School Connections

 

Wilson Fundations: Level 2

Level 2 of Fundations® builds on the basic skills that were learned in Kindergarten and Level 1 and progresses further into the study of word structure. 

By the end of Level 2, students will be able to:

  • Know and apply grade-level phonics and word-analysis skills in decoding words
  • Segment syllables into sounds (phonemes)–up to six sounds
  • Identify word structures such as vowels, consonants, blends, digraphs, and digraph blends
  • Identify parts of words (syllables, basewords, suffixes)
  • Identify all six syllable types: closed, vowel-consonant-e, open, r-controlled, vowel digraph/diphthong, and consonant-le
  • Distinguish long and short vowels when reading regularly spelled one-syllable words
  • Read and spell words with short vowels
  • Read and spell words with long vowels in vowel-consonant-e and open syllables
  • Read and spell words with r-controlled vowels (ar, er, ir, or, ur)
  • Read and spell words with vowel teams (ai, ay, ee, ey, ea, oi, oy, oa, ow, oe, ou, oo, ue, ew, au, aw)
  • Read and spell words with unexpected vowel sounds (old, ild, ind, ost, olt, ive)
  • Read and spell words with suffixes (-s, -es, -ed,-ing, -est, -ish, -able, -ive, -y, -ful, -ment, -less, -ness, -ly, -ty)
  • Read and spell words with common prefixes (un-, dis-, mis-, non-, trans-, pre-, pro-, re-, de-)
  • Read and spell phonetically regular one-, two- and three-syllable words
  • Identify words with inconsistent but common spelling-sound correspondences
  • Read and spell the first 200 high frequency words including irregular words
  • Divide multisyllabic words
  • Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification
  • Use synonyms
  • Know some multiple meaning words
  • Apply dictionary skills
  • Use correct writing position and pencil grip
  • Write clear, legible manuscript at an appropriate rate
  • Spell words with options for the grapheme representation for sounds with use of a spell checker or dictionary
  • Apply correct punctuation (period, question mark, exclamation point)
  • Apply capitalization rules for beginning of sentences and names of people
  • Read controlled stories with fluency, expression and understanding
  • Read approximately 90 words per minute with fluency and understanding
  • Retell short narrative stories, recounting key ideas and details
  • Retell facts from informational text
  • Locate facts and details in narrative and informational writing
  • Skim for information
  • Make judgments, predictions from given facts
  • Use sentence-level context as a clue to the meaning of a word or phrase
  • Determine the meaning of a new word when a prefix is added to a known word
  • Use knowledge of the meaning of individual words to predict the meaning of a compound word
  • Identify real life connections between words and their use — answer who, what, where, when, why and how questions with narrative and informational texts
  • Answer who, what, where, when, why and how questions with narrative and informational text
  • Describe how characters in a story respond to major events and challenges  
  • Determine the central message of a story
  • Identify the main topic/purpose of an informational text as well as the focus of specific paragraphs
  • Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe
  • Level 2 Home School Connections
Sours: https://www.northbergen.k12.nj.us/apps/pages/index.jsp?uREC_ID=1212246&type=d&pREC_ID=1691307

Our Hero Headquarters

Welcome to our Fundations FUN page! 

 

This will be a page that you can find a lot of different information about Fundation, including homework, set up, new rules, videos, and fun links.

When we work on Fundations – this is the set up that we usually use for the alphabet (because F, L , S, and Z can be bonus letters**)

 

We use these lines to write, to remind us to take our time and use great handwriting.

 

Below are the homework inserts that are to go into your Fundations Homework books – some of them have EXTRA activities that you can do at home! Please just click on the link to take a look! You can print if you need to!

 

Orientation to Getting Used to the Homework Booklets

Orientation to Homework Books

Unit 1 – Closed Syllables

9-25-2018: Week 1: closed syllables, blends, digraphs

10-1-2018: Week 2: closed syllables, blends, digraphs, c, k, ck

Unit 2 – Bonus Letters and Glued Sounds

10-8-2018: Week 1: bonus letters and glued sounds: am & an

10-15-2018: Week 2: glued sounds: ang, ank; ing, ink; ong, onk; ung, unk

Unit 3 – Glued Sounds – exceptions – sounding like an OPEN SYLLABLES

10-22-2018: Week 1: glued sound exceptions: old, olt, ild, 

Unit 4 – Suffixes – ed, ing, s, es

10-29-2018: Week 1: suffixes – s, es, ing, ed, er, est

11-5-2018: Week 2: suffixes – past tense verb (-ed); present tense verb (-ing)

Unit 5 – Compound Words – multisyllabic words

11-12: Week 1: compound words using closed syllables (i.e. upset)

11-26: Week 2: compound words, closed syllables, multi syllabic words, suffixes

Unit 6 – Vowel-Consonant-E syllables

12-3: Week 1: vowel-consonant-e syllables

12-10: Week 2: Multisyllabic Words with Vowel-Consonant-E syllables

Unit 8 – R-Controlled Syllables

1-7: Week 1: R-controlled – AR and OR

1-14: Week 2: R-controlled – AR and OR – adding a magic E, or other AR OR combinations

Unit 9 – R-Controlled Syllables

1-22: Week 1: R-Controlled – ER IR UR

1-28: Week 2: R-Controlled – ER IR UR

2/4: Week 3: R-Controlled with Multisyllabic words  ER IR UR

Unit 10 – Vowel Teams – Long A sound

2-11: Week 1: Long A Vowel Teams – AY, AI; A-consonant-E; Open Syllable A

2-25: Week 2: Long A Vowel Teams – AY, AI; A-consonant-E; Open Syllable A – Homophones like pail and pale

Unit 11 – Vowel Teams – Long E sound

3-4: Week 1: Long E Vowel Teams – EE, EA; E-consonant-E; Open Syllable E

3-11: Week 2: Long E Vowel Teams – EE, EA, EY; E-consonant-E; Open Syllable E – Homophones like meat and meet

Unit 12 – Vowel Teams – OY OI

3-18: OY / OI Vowel Team

Unit 13 – Vowel Teams – OA, OE, OW

3-25: OA OE OW Vowel Team

 

Please refer to this website for more details about the Fundations units:

https://sites.google.com/site/thefundations411atsocsd/second-grade

 

Here are some fun videos and links to what we will be doing throughout the year:

 

http://www.brainpopjr.com/readingandwriting/phonics/thshandwh/

 

http://www.brainpopjr.com/readingandwriting/phonics/ch/

 

Suffixes – y, ty, ly, ment, less

 

Here are some fun videos about suffixes you might enjoy:

More Than One

Prefixes, Suffixes, and Roots Rap

Verbs – That’s What’s Happening

Past Tense

 

Sours: https://blogs.socsd.org/czatarga/fundations-fun/

Teams fundations vowel

The skirt was up to the. Knee, but thanks to the large slit on the side, one could see a long slender leg, packed in black stockings. Yes, exactly stockings, because, casting a closer look, I noticed a lace elastic band on the open gaze of the thigh. The upper part of the clothes was a white, airy blouse, under which the outlines of decent-sized breasts were guessed.

It was not very hot outside, but also not cool to put on stockings.

Vowel teams quick drill

I got up at night to go to the toilet, left my room and went to the bathroom, located nearby on the same floor with. Passing the stairs down to the first floor, in the darkness of the corridor, I noticed that on the first floor, where the living room was, a dim light was.

Burning it was our table lamp. I saw my mother sitting on a high chair with her back facing forward (sitting facing the back). Her skirt and panties are lying side by side on the floor, and there is nothing on her bottom at all, except.

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Or maybe he is not talking to himself, but with the nosed one, I remember the existence of the second subject. A fireball that rolled through my body interferes with thinking, I shuddered briefly, arched and. finished.



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