A Manual on How to Use the Manual

Making Fundations A bit more fun!!

Tips for Teachers A manual on how to use the manual!!

Sandra Doran, Ed.D. Florida Conference of SDA Understanding the manual

Think of the fundations manual in terms of meal-planning.

1. The lesson activity overview can be compared to the recipes.

Level K-1, pp. 15 – 48 Level 2, pp. 21 - 56

 You do not open a cookbook and start cooking every recipe in the book, starting on page one.  When the menu indicates that you will be cooking a recipe, you study the recipe to make sure you understand it.  Before teaching each week, review the activities to be sure you understand them.  The CD also contains the activities. Click on “activities” and watch the demonstration; then practice the activity by referring to the lesson activity overview.

Tip: copy the activity cue cards. Laminate them and place them on a ring. Refer to them when teaching.

2. There is one orientation unit. This is the only unit that has everything scripted for you.

3. Each unit starts with two pages which explain what is being taught and what materials you need to get ready.

Unit One: Level K, pp. 60-61; Level 1, pp. 164-165; Level Two, pp. 64-65

 Study the 2 pages to get the “big picture”  Click on “Units” on the CD; watch the clips for that unit  Prepare materials for lessons

2 4. Each unit contains a Lesson Activity Schedule. This can be compared to the menus for each week.

 The menus tell what you will be “cooking” each day.  For example, on Day 2 of Week 1, you will be cooking two recipes: “Quick Drill” and “Introduce New Concepts.”  Review how to “make the recipe” by going to the lesson activity overview in the front of the manual and by clicking on Activities on the CD. Practice the “recipes” for each day before teaching.

3 5. When we make recipes, we often tailor them according to our needs (how many people will be eating, dietary restrictions, etc.) Each time you do a Fundations activity, you will follow the basic “recipe,” but will tailor it to the particular sounds, letters and words you are working on that week.  On the pages following the “menu,” you will find “Owlets.”  Each “Owlet” explains how to “tailor” the activity for that week’s menu. When practicing the activity, be sure to refer to the “Owlet” to know the specifics of teaching the activity. For example, the “Word of the Day” owlet below gives two words to use when doing the activity for Week One: dash and shred.  The “Introduce New Concepts” owlet is much more detailed than the others. Generally, this owlet is the only one which gives day-by-day details.

tip: before the week begins, plan your lesson so that you do not have to keep flipping back and forth in the manual. There is a sample lesson plan in this packet.

6. Resources at end of chapter. Copy and have pages available so you can pick from the words.

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