UFLI Foundations

UFLI Foundations Refresher

Getting Ready

Build instructional routines & teach students how to manage materials

Essential Materials

Steps 1-4 are a great time for them to informally assess by monitoring and making notes or using a checklist

Planning options: -students seated on carpet -students standing at desks -students seated at desks

Core Lessons

Suggested Schedule

1 lesson over 2 days Monday & Tuesday: 1 lesson Wednesday & Thursday: 1 lesson Friday: review & progress monitoring

Suggested Breakdown of the 90-minute Reading Block

30 minutes of UFLI Foundations to build phonemic awareness, decoding, encoding, and reading fluency. 30 minutes of differentiation, including small group supplemental support, center activities, and enrichment. 30 minutes of language comprehension instruction to build vocabulary, oral language, background knowledge, etc.

Symbols

Day 1

Day 1: Step 1: Phonemic Awareness 2 min Step 2: Visual Drill 3 min Step 3: Auditory Drill 5 min Step 4: Blending Drill 5 min Step 5: New Concept 15 min

Keep in Mind: The purpose of steps 1-4 is for built-in interleaved practice of previously taught skills.

• See pages 23-29 of the UFLI Foundations Teacher Manual

Step 1: Phonemic Awareness

In the first part of step 1, the teacher orally segments a word into individual phonemes and the class chorally blends the phonemes to form a word, which prepares them for decoding. The sounds you provide are represented phonetically in slashes. Next the teacher provides a word that the class chorally segments into individual phonemes., which prepares them to encode or spell words.

• I do- model the correct response. The bold lettering indicates what the teacher will say, and the parentheses indicate the correct student response.
• We do- Guide all the students in saying the correct response.
• You do- Ask the students for a choral response without teacher support. .

Step 2: Visual Drill

The visual Drill is intended to reinforce students' letter recognition and knowledge of grapheme-phoneme correspondences. The student should respond by saying the name of the letter or letter combination followed by its sound

Slideshow view

Student response should be quick. If not, see corrective feedback.

Step 3: Auditory Drill

Material Options:-plastic sleeve w/paper-magnetic letters -printed letter cards -paper/pencil

The auditory drill is intended to reinforce students' grapheme-phoneme correspondences by connecting a sound with the letter or letter combination associated with that sound. Be sure to reinforce correct and immediate responses by providing ehavior-specific praise "great job rembmering all three ways we've learned to spell /k/".

Step 4: Blending Drill

Co-Teacher or Para?

Steps 1-4 are a great time for them to informally assess by monitoring and making notes or using a checklist.

For Teachers (step 4):-Take time to explore and play around with it -Set up the board in the AM & minimize the tab until you are ready to use it -Always preselect the blank tiles: they allow you to delete the letter in that position -Do not clear out each word -Notice the word chain formed on the right

Step 5: New Concept

Be sure to preread the Instructional Notes & and the New Concept Notes prior to beginning the lesson.

Day 2

• Don’t forget to continue to embed multi-sensory components into your routine.
• Briefly review new concept learned during day 1.

Day 2: Step 5: Review Step 5 - 3 min Step 6: Word Work 6 min Step 7: Irregular Words 6 min Step 8: Connected Text 15 min

Material Options: -plastic sleeve w/paper -dry erase board & marker

Step 6: Word Work

-Students are manipulating the board or letters -Before first use, allow them time to explore and play around (magnetic letters & digital board) -Remind students NOT to clear out each word -Manipulating 1 phoneme at a time -Suggest that they put letter tiles back where they belong so that they are easy to find later on

Beginner Word Work Mat

Intermediate Word Work Mat

Step 7: Irregular Words

Teach the irregular parts of the word. Each irregular word contains grapheme-phoneme correspondences that are unique to that word. I identify new irregular word parts that don't follow regular phonetic rules. These words must be learned by "heart." Example: Remember that in "said" the (ai) spells the short /e/ sound.

Practice any irregular words your students may need practice spelling.

Step 8: Connected text

Part 2

Part 1

Part 3

Get creative with using decodables! The connected text in the slideshows is the same as printable decodable. passages-use in small groups & centers -laminate for repeated use -make books -send home -ask students to draw a picture to demonstrate comprehension

Ufli resources

Important Links

Bookmark It!

Intro to UFLI Foundations: Pages 4-5 Essential Background Knowledge: Pages 6-15 Implementation Guidance: Pages 16-36 Scope & Sequences: Pages 40-43, 339-346 (detailed) Getting Ready Lessons: Pages 44-60 Core Lessons: Pages 62-128 Grapheme-Phoneme Correspondences: Pages 347-351 Sound Walls: Pages 352-353 Progress Monitoring: Pages 354-366 Letter Formation Guidance: Pages 367-368

• MCSD UFLI Google Folder

• Foundation Kit

Lesson plan, lesson slides, UFLI Apps (virtual word work mat for building encoding and decoding accuracy, and virtual blending board for building decoding automatically, decodable text (once students learn to read a few words), dry erase board, marker, and eraser.

How will the students access their materials? Where will the materials be located? How will the students clean up their materials?

Where will your students be sitting during the whole-group lesson? Think of how the materials will be used.