{"id":1332,"date":"2019-11-13T14:22:52","date_gmt":"2019-11-13T14:22:52","guid":{"rendered":"https:\/\/dev.wilsonlanguage.com\/knowledge-library\/success-story\/response-to-edreports-on-fundations\/"},"modified":"2024-08-28T18:14:18","modified_gmt":"2024-08-28T18:14:18","slug":"response-to-edreports-on-fundations","status":"publish","type":"success_stories","link":"https:\/\/dev.wilsonlanguage.com\/knowledge-library\/success-story\/response-to-edreports-on-fundations\/","title":{"rendered":"Response to EdReports on Fundations"},"content":{"rendered":"\n\n\n<p>Fundations<sup>\u00ae<\/sup> offers a program deeper and more comprehensive than what is captured by the<br>EdReports rubric.<\/p>\n\n\n\n<p>The bullets below identify aspects of the Fundations program not reflected in the review. As a result, the<br>true essence of Fundations is not captured, and comparison using this rubric does not represent<br>Fundations\u2019 significant differences with other programs.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>While a synthetic, systematic phonics program is essential, it is not sufficient. Fundations goes<br>beyond phonics to thoroughly integrate the instruction of total word structure, including syllable<br>patterns, affixes, and orthography (rules of English written language) so that students fully<br>internalize the \u201csystem\u201d of the English language. This is key for students to go beyond the<br>recognition of single\u2010syllable words and master multisyllabic word decoding. It is also essential<br>to move students from reading words primarily via alphabetic decoding to more automatically<br>recognizing written words (see Nation &amp; Castle, 2017).<br><br><\/li>\n\n\n\n<li>Fundations\u2019 phonological awareness instruction focuses most extensively on the key<br>components related to the acquisition of reading and writing (i.e., phonemic awareness skills of<br>blending, segmenting, and manipulation). Research strongly identifies that phonemic awareness<br>instruction is most effective when also linked with letters.<br><br><\/li>\n\n\n\n<li>Transcription skills (automaticity of letter formation and spelling) are foundational for writing.<br>Fundations instruction emphasizes the mastery of these skills with equal importance as the<br>foundational skills for reading. In Fundations, mastery of these are facilitated by tightly<br>integrating letter formation with letter recognition and letter\u2010sound instruction, as well as<br>simultaneously teaching decoding and spelling. This essential instruction not only sets<br>foundational skills for writing, it is key to developing students\u2019 fluent word recognition since<br>spelling instruction has a strong effect on both word reading skills and fluency (see Reed, 2012).<br><br><\/li>\n\n\n\n<li>Fundations uses encoding as an effective assessment of word recognition, because it requires a<br>student to have orthographic mapping skills. This is an efficient way to identify those students<br>who have mastered specific phonics skills versus those who need an additional assessment<br>followed by targeted instruction and further progress monitoring.<br><br><\/li>\n\n\n\n<li>All students benefit from Fundations\u2019 design to explicitly and thoroughly teach the structure of<br>the English language. However, not all children need the same amount of practice with each<br>skill. Fundations intentionally teaches all skills to all students, but then provides varying degrees<br>of targeted practice with the application of specific skills to meet students\u2019 needs. The report did<br>not count related materials used for targeted practice (Fluency Kits, Progress Monitoring Tools,<br>home support packets, and companion online resources for targeted instruction).<br><br><\/li>\n\n\n\n<li>Fundations is an integrated, structured language and literacy approach, not simply a phonics<br>approach. Thus, how skills and concepts are taught is equally as important as what is being<br>taught.<br><br><\/li>\n\n\n\n<li>The review did not recognize how Fundations uses several activities across the curriculum to<br>teach skills in varied ways with manipulatives. As just one example, the review states in 1B,<br>\u201cMaterials do not include sufficient and explicit instruction for all students about the<br>organization of print concepts (e.g., follow words left to right, spoken words correlate to<br>sequences of letters, letter spacing).\u201d Fundations thoroughly and explicitly teaches all of these<br>things. The manual does not specifically label print concepts whenever the instruction occurs,<br>because they are so interwoven into several activities and throughout the curriculum.<\/li>\n<\/ul>\n\n\n\n<p>In addition to the above, the review did not include the full Fundations materials available. While<br>Fundations provides accuracy, automaticity, and\/or fluency practice within each daily lesson, the<br>Fluency Kits are provided for students needing additional practice with more controlled text. The review<br>recognized the kits but did not count these materials throughout the review. Fundations was originally<br>designed with the expectation that students would have practice with books during the ELA block<br>outside of the Fundations standard lesson. <\/p>\n\n\n\n<p>Recognizing that the availability of meaningful, readable books was lacking, we collaborated with Great Minds<sup>\u00ae<\/sup> to publish authentic, knowledge\u2010building readables that provide practice with phonetically regular and high frequency word\u2010level skills specifically aligned with Fundations\u2019 scope and sequence. The Geodes<sup>\u00ae<\/sup> Classroom Libraries (Grade K\u201447 titles; Level 1\u201464 titles; and Level 2\u201464 titles) were not allowed as part of the review but would have strongly met the indicators requiring books.<\/p>\n\n\n\n<p>Educators should be made aware that 1) the rubric fails to evaluate the essence of Fundations and its<br>full program components, and 2) there is a significant disparity between the core ELA rubric on<br>foundational skills and this supplemental foundational skills review. The inconsistencies between the<br>criteria, as well as in the overall weighting and evidence expectations, result in an \u201capples\u2010to\u2010oranges\u201d<br>comparison.<\/p>\n\n\n\n<p>Recognizing that effective foundational skills instruction is more than simply checking off a list of grade-level phonics skills, we remain steadfast that Fundations provides teachers with not just the what, but<br>the how to thoroughly and systematically include the science of reading (and spelling) in their<br>classrooms. We invite educators to thoroughly review the program and professional learning as well as<br>detailed counterevidence to the review provided on <a title=\"Response to EdReports Review of Fundations\" href=\"https:\/\/dev.wilsonlanguage.com\/pages\/ed-reports\/\">our website<\/a>.<\/p>\n\n\n\n<p><strong>References<\/strong><br>Nation, K., &amp; Castles, A. (2017). Putting the learning in orthographic learning. In K. Cain, D. Compton, &amp;<br>R. Parrila (Eds.), <em>Theories of reading development<\/em> (pp. 147\u2013168). John Benjamins.<br>Reed, D. K. (2012). <em>Why teach spelling?<\/em> RMC Research Corporation, Center on Instruction.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Fundations\u00ae offers a program deeper and more comprehensive than what is captured by theEdReports rubric. The bullets below identify aspects of the Fundations program not reflected in the review. As a result, thetrue essence of Fundations is not captured, and comparison using this rubric does not representFundations\u2019 significant differences with other programs. In addition to [&hellip;]<\/p>\n","protected":false},"featured_media":1333,"template":"","success-story-cats":[],"success-story-tags":[],"class_list":["post-1332","success_stories","type-success_stories","status-publish","has-post-thumbnail","hentry"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Response to EdReports on Fundations - Wilson Language Training Knowledge Library<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/dev.wilsonlanguage.com\/knowledge-library\/success-story\/response-to-edreports-on-fundations\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Response to EdReports on Fundations - Wilson Language Training Knowledge Library\" \/>\n<meta property=\"og:description\" content=\"Fundations\u00ae offers a program deeper and more comprehensive than what is captured by theEdReports rubric. 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