Curriculum Guide for Spoken Language and Word Recognition

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Curriculum Guide for Spoken Language and Word Recognition Supported by Research-Based Practices SPE-359 Characteristics of Learning Disabilities and Strategies to Teach Individuals with LD May 31, 2015 For students, understanding the ways written language represents the way they speak is key to literacy (Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (2011). Wilson Fundations, better known as “Fundations”, is a K-3 phonological/phonemic awareness, phonics and spelling program for the classroom (Fundations – Wilson Language Basics for K-3. (n.d.). Fundations is based upon the Wilson Reading System principals and serves as a program to reduce the risk of reading and spelling failure (Fundations – Wilson Language Basics…show more content…
(n.d.). These skills will be learned on the Kindergarten level. Each day is a 30-minute lesson corresponding with the core curriculum. For those students requiring extra help, these skills can be delivered through or reinforced through small group instruction. Level 1 Highlights At this stage, students are aware of letter formation, print knowledge, how to alphabetize and phonological and phoenemic awareness as taught in Level K. New skills include segmenting words into syllables and syllables into sounds (up to 5 sounds), short and long vowels when given letters or sounds, identification of the structure of words such as blends, digraphs, base words, suffixes and syllable types including closed and vowel-consonant-e syllables. Students are expected to read and spell closed and vowel-consonant-e syllable type words, name sounds for r-controlled vowels and for vowel digraphs and vowel diphthongs, how to read and spell compound words and other words with two syllables, how to read and spell words with “s”, “es”, “ed”, and “ing” suffixes, and how to read and spell words with unexpected vowel sounds. Students will learn to read and spell words with CVC, CCVC, CVCC, CCVCC, and CVCe. They will read and spell 100 high frequency words including a list of trick words and they will read and spell targeted high-frequency, non-phonetic words. Students will begin to produce sentences using vocabulary words, will read about 60 words per minute with fluency and comprehension,
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