Language Arts K-3 Fundations Reading Intervention
Status: Proposed Revision
Description: Wilson Fundations for K-3 is a phonological/phonemic awareness, phonics and spelling program for the general education classroom. Fundations is based upon the Wilson Reading System® principles and serves as a prevention program to help reduce reading and spelling failure.
Rather than completely replace core curriculum, Fundations provides the research-validated strategies that complement installed programs to meet federal standards and serve the needs of all children.
Teachers incorporate a 30-minute daily Fundations lesson into their language arts classroom instruction.
Fundations lessons focus on carefully sequenced skills that include print knowledge, alphabet awareness, phonological awareness, phonemic awareness, decoding, vocabulary, fluency, and spelling.
Critical thinking, speaking and listening skills are practiced during Storytime activities. Furthermore, targeted small group intervention is available for students in the lowest 30th percentile.
Fundations is recommended as part of a total literacy solution, including a literature-based language arts program and a Wilson Reading System® intervention and intensive program. (Source: www.fundations.com
)
As a result of taking this course, students will develop skills fundamental reading skills necessary for success in the Core Language Arts program and PA Common Core Standards for English Language Arts.
The goal of this supplemental intervention program is to have all students reading proficiently on grade level by the end of third grade. Students will engage in small group instruction that targets their specific reading needs, and student progress is closely monitored.
See attachment for a full list of Fundations content, skills, and alignment to the Common Core Standards for English Language Arts.
See attachment for a full list of Fundations content, skills, and alignment to the Common Core Standards for English Language Arts. A full curriculum document will be written by teachers in July of 2013 in preparation for implementation in the Fall of 2013.
The following long term transfer goals will be developed in a manner that is appropriate to grade level standards.
Students will be able to independently use their learning to:
1. Comprehend and evaluate complex texts across a range of types and disciplines.
2. Be a critical consumer of text and other media to recognize, understand, and appreciate multiple perspectives and cultures
3. Produce writing to address task, purpose, perspective, and intended audience; research and gather evidence to create a clear and coherent message

Language Arts K-3 Fundations Reading Intervention
Status: Proposed Revision
4. Communicate effectively for varied purposes and audiences.
5. Listen actively to engage in a range of conversations, to analyze and synthesize idea and positions, and to evaluate accuracy in order to learn, reflect, and respond.
~PA Common Core English Language Arts Long Term Transfer Goals

Reading

Writing

Research

Speaking & Listening
Suggested Methods of Instruction:

Direct instruction

Differentiated Instruction

Class and small group work
Evaluation Criteria/Procedures: Students will be evaluated in accordance with the MASD Grading Scale and assessment policies for all assignments and activities associated with course objectives, content, and skills.
Textbooks & Resource Materials to be Used by Students:
Wilson Fundations® Second Edition
Suggested Supplemental Texts & Resources for the Guidance of the Teacher:
Wilson Fundations® Second Edition
Appendix A: Course Implementation Needs
Fundations reading kits will need to be purchased to accommodate the needs of Title I Reading and primary special education teachers.
Appendix B: Suggested Budget for Course Implementation Needs
Curriculum: $2514 for 60 hours
Materials: $24,000
Professional Development: $10,400
Appendix C: Course Guide Preparation & Approval Details

Language Arts K-3 Fundations Reading Intervention
Status: Proposed Revision
Prepared by Kim Prevost, Assistant Director of Curriculum, in conjunction with Elementary
Grade Level Leaders and Principals
Recommended by
Elementary Principals and Grade Level Leaders
Kimberly Prevost, Asst. Director of Curriculum
Cynthia Zurchin, Ed. D., Asst. Superintendent
Donna K. Milanovich, Ed. D., Superintendent
Approved by the MASD Board of Education on <<Date>>