2019 WLT Product Catalog

Fundations® Level 3 Wilson Cursive® Writing Kit The Wilson Cursive Writing Kit includes an instructor guide, laminated worksheets, a Large Letter Formation Grid, Cursive Letter Formation Poster, a Forward Slant Workbook, and a Backward Slant Workbook. Laminated reproducible worksheets (8.5”x 11”) are geared for both right- and left-handed students to practice lowercase and uppercase letters and connectives to ensure mastery. When ordering Cursive Writing Workbooks for the class, consider the following: • Forward Slant Workbooks are typically used by right-handers. • Backward Slant Workbooks are typically used by left-handers. Wilson Cursive Writing Kit WCWKT ISBN # 978-1-56778-291-2 $79.00 A. Wilson Cursive Forward Slant Workbook WCFSWB ISBN # 978-1-56778-312-4 $6.00 B. Wilson Cursive Backward Slant Workbook WCBSWB ISBN # 978-1-56778-313-1 $6.00 Cursive Upper Case Letter Practice Cursive Upper Case Letter Practice C. Wilson Cursive Letter Formation Poster H H PSTWCLF ISBN # 978-1-56778-547-0 $5.50 H UPPER CASE PRACTICE $6.40 H UPPER CASE PRACTICE D. Large Letter Formation Grid H H F2FUNLLFG ISBN # 978-1-56778-616-3 ® H ® H Forward Slant Workbook Backward Slant Workbook wwwW(.8w0iill0ss)oo8nn9la9Cn-g8uu4ra5sg4ivee.c®om wwwW(.8w0iill0ss)oo8nn9la9Cn-g8uu4ra5sg4ivee.c®om B.ISBN 978-1-56778-313-1 C. WILSON CURSIVE® WRITING | FORWARD SLANT 39 9 7IT8E1M5#67WC7B8SW31B31 WILSON CURSIVE® WRITING | BACKWARD SLANT 39 ® Letter Formation Side 1 A.ISBN 978-1-56778-312-4 RCIOGMHTM-OHNALNYDUESDEDSTBUYDENTS LCEOFMT-MHOANNLDYEUDSSETDUBDYENTS 9 7IT8E1M56# 7WC7F8SW31B24 Cursive Letter Formation Groups | Lower Case LOOP LETTERS ® Letter Formation lehbfk UP/DOWN LETTERS D. Cursive Letter Formation Groups | Upper Case ijprstuw TWO O’CLOCK LETTERS PLANE LINE UP LETTERS R L ca BP o d g q HUMP LETTERS SKY LINE ROUND LETTERS C E G n AO m v y z x SKY LINE DIP ACROSS LETTERS FT SKY LINE DOWN LETTERS W N MU HK V Y ZQ D X GRASS LINE LOOP LETTERS ITEM # PSTWCLF | ISBN 978-1-56778-547-0 S I J WILSON FUNDATIONS® | ITEM # F2FUNLLFG | ISBN 978-1-56778-616-3 | ©2012 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED. (100118) WILSON CURSIVE® | © 2012 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED. (070318) Side 2 ITEM # PSTWCLF | ISBN 978-1-56778-547-0 WILSON CURSIVE® | © 2012 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED. (070318) phone 800.899.8454 store.wilsonlanguage.com fax 508.368.2300 49

A complete Fundations® Student Kit 3 (Durables and Consumables) is included in the Level 3 Teacher’s Kit. They are listed here for supplemental purchase. Student Durables Magnetic Letter Tiles 3 Student Durables 3 Durablematerialsareusedbyeachstudent t b f nm Usedtosolidifysound-symbol and will last from year to year. This pack c r g d alls an am correspondence and to practice the provides a convenient way of purchasing the durable materials that a Level 3 student l h k pangj ing ong ung manipulation of word parts for spelling requires: Letter Board 2-3, Magnetic Tiles 3, activities. Includes phonemes introduced in and Dry Erase Writing Tablet. v w z quanky inxk onk unk Levels K, 1, 2, and 3 (111 tiles, 1.25” x 1.25”). f al si oinde ildu ivye wh cahi sahy teheoldceka oplehty ost stle MAFTL3 ISBN # 978-1-56778-268-4 dge tochi rohy gohtaiomnobesmioonnw otuu ture $20.30 Student Durables 3 (1-Pack) kn gono wure qeuwe taiu caiwe F2SDUP3 ISBN # 978-1-56778-504-3 ar er ir or ur $46.00 eu ui ie ei igh eigh Student Durables 3 (10-Pack) Dry Erase Writing Tablet The Dry EraseWritingTablet is two- F2FSDTP3 ISBN # 978-1-56778-464-0 sided with a large writing grid for $414.10 WILSON FUNDATIONS® I ©2012 WILSON LANGUAGE TRAINING CORPORATION I ITEM # MSDEWT E2 I ISBN 978-1-56778-480-0 letter formation on one side and grids for writing words, sentences, and Fundations Letter Board 2-3 multisyllabic word work on the other Used for arranging Magnetic LetterTiles (12” x 9”). or for building words during dictation activities (opens to 12” x 18”, folds to WILSON FUNDATIONS® I ©2012 WILSON LANGUAGE TRAINING CORPORATION I ITEM # MSDEWT E2 I ISBN 978-1-56778-480-0 MSDEWT E2 ISBN # 978-1-56778-480-0 12” x 9”). Magnetic Letter Tiles sold $16.10 separately. FUNLB ISBN # 978-1-56778-364-3 $15.00 50 phone 800.899.8454 store.wilsonlanguage.com fax 508.368.2300

Fundations® Level 3 Student Consumables Student Consumables 3 Composition Book 3 WILSON® Fundations® Consumable materials are used by each Composition Book LEVEL3 Each student has a Composition Book student and will need to be replaced every Check-up for dictation of sounds, words, and My FunSdtuadtieonntsN® oJoteubrnooalk LEVEL3 year.This pack provides a convenient way Today’s Date: 2 3 Sounds sentences. It provides the writing guides of purchasing the consumable materials 1 2 4 and structure to assist students with letter that a Fundations® Level 3 student will 1 formation (104 pgs., 8.5” x 11”). require: Student Notebook 3, Cursive Fundations® Review Words Composition Book 3 F2STCBK3 ISBN # 978-1-56778-508-1 LEVEL 3 www.wilsonlanguage.com Composition Book 34 $7.50 Writing Desk Strip, Composition Book 3,(800)899-8454 Current Words Composition Book 3 (10-Pack) and My Fundations Journal. 12 F2DSTCB3 ISBN # 978-1-56778-450-3 $67.40 Composition Book Student Consumables 3 (1-Pack) 3 4 Sound Alike Words Student Notebook F2STCOP3 ISBN # 978-1-56778-511-1 ISBN 978-1-56778-508-1 1 $16.10 Student Name 2 Fundations® 9 781567 785081 LEVEL 3 Review Trick Words wwISwB.wNils9on7l8a-ng1u-a5g6e7.c7o8m-538-8 ITEM # F2STCBK3 1 2 (800) 899-8454 1 Sentences 9 781567 785388 ® ITEM # F2FUNMFJ LEVEL 3 Student Name Composition Book ISBN 978-1-56778-519-7 2 ns® 9 781567 785197 age.com ITEM # F2STNBK3 454 ® 2 Wilson Fundations® | ©2005, 2012 Wilson Language Training Corporation Student Name ISBN 978-1-56778-508-1 9 781567 785081 LEVEL 3 Student Consumables 3 (10-Pack) ITEM # F2STCBK3 ® F2STCTP3 ISBN # 978-1-56778-515-9 My Fundations Journal $144.50 Each two-page spread includes a box Student Notebook 3 WILSON® Fundations® for drawing and theWilson Grid (64 pgs., 8.5” x 11”). Student Notebook LEVEL 3 Used by students as a reference for letter My Fundations® Journal My Fundations Journal formation, keyword pictures, and sounds, F2FUNMFJ ISBN # 978-1-56778-538-8 SYLLABLES plus vocabulary and trick words.There Wilson Fundations® | ©2011 Wilson Language Training Corporation $5.40 Syllable Types Wilson Fundations® | ©2011 Wilson Language Training Corporation Fundations® What is a Syllable? is also a dictionary section for spellingwww.wilsonlanguage.com A syllable is a word or part of a word made by (800) 899-8454 one push of breath. A syllable must have a least one vowel. options. Matches the sequence of Teacher’s Manual 3 (96 pgs., 8.5” x 11”). Student Notebook closed cat Exception Student Notebook 3 My Fundations Journal (10-Pack) syllable c F2STNBK3 ISBN # 978-1-56778-519-7 wild $7.50 c ISBN 978-1-56778-538-8 Student Notebook 3 (10-Pack) v-e cake Exception F2DSTNB3 ISBN # 978-1-56778-453-4 9 781567 785388 F2MFJTP ISBN # 978-1-56778-458-9 syllable v-e ITEM # F2FUNMFJ $48.20 give v-e Exception Exception Exception Alaska animal champ/ēio/n oo o o open me ee e syllable o Student Name ISBN 978-1-56778-519-7 puzzle Exception -le -le 9 781567 785197 syllable castle ITEM # F2STNBK3 -le LEVEL 3 r-controlled burn Exception ® syllable r berry r “D” boat Exception syllable d cre ate o d v-e Wilson Fundations® | ©2005, 2012 Wilson Language Training Corporation 21 $67.40 Writing & Drawing Pads (5-Pack) Cursive Writing Desk Strip Each sheet has two sides. Side A has a box This colorful Aa-Zz strip adheres to for drawing and fiveWilson Grids; side B the desk for reference of cursive letter has eightWilson Grids. Each pack contains formation (22” x 2”). 100 sheets (8.5” x 11”). Not included in Teacher’s Kit. Cursive Writing Desk Strip F2CWDEST3 ISBN # 978-1-56778-445-9 FUNWDP5 ISBN # 978-1-56778-434-3 $2.70 $16.10 Cursive Writing Desk Strip (10-Pack) Wilson Fundations® | ©2011 Wilson Language Training Corporation F2CWDESTP3 ISBN # 978-1-56778-446-6 Wilson Fundations® | ©2011 Wilson Language Training Corporation $12.80 phone 800.899.8454 store.wilsonlanguage.com fax 508.368.2300 51

Intervention (Tier 2) Model Fundations® Multi-Level Kits take the guesswork out of choosing the right materials to implement Fundations Students who are having difficulty in an intervention setting. keeping up with the pace of Tier 1 instruction require strategic intervention. Teachers who provide Tier 2 small-group intervention are often teaching students Instruction to these at-risk students is at various Fundations Levels throughout the day. conducted in a small-group setting by the classroom teacher and/or interventionist. The Fundations Multi-Level Kits offer a convenient way to purchase materials for several • In addition to the Tier 1 Fundations Levels without duplicating items. Because of the cumulative nature of the Fundations program, much of the Teacher’s Kit in the highest Level can be used in the lower Levels. instruction, this strategic intervention However, any material that is specific to the lower Levels is provided in a supplemental box. consists of small-group lessons for an additional 30-minutes, 3-5 times per Fundations Multi-Level Kit K-2 week. • If Fundations is not provided in a Includes all the necessary program materials to provide Tier 1, whole-class setting, this instruction for students in Level K, Level 1, or Level 2. strategic intervention must include the 30-minute daily standard Fundations Multi-Level Kit K-2 lesson, plus an additional 30-minute F2FMK2 ISBN # 978-1-56778-457-2 $1,015.40 intervention lesson 3-5 times per week. Fundations Teacher’s Kit 2 (pg. 34) Activity Cue Cards K (pg. 16) Student Materials for Tier 2 Fluency Kit 1 (pg. 26) Activity Cue Cards 1 (pg. 24) Students will need materials Home Support Pack K (pg. 16) Keyword Puzzles (pg. 16) for their instructional Level. Home Support Pack 1 (pg. 24) Manuscript Letter Formation Guides (pgs. 10, 17, 26, 83) Additional student materials Teacher’s Manual K (pg. 15) Stories Set 1 (pg. 28) may be ordered separately. Teacher’s Manual 1 (pg. 23) Welded Sounds Poster 1 (pg. 27) See pages 20-21, 29-31, 41-43, Student Notebook K (pg. 21) Letter Formation Poster Pre-K-K-1 (pgs. 11, 19, 27) 50-51. Also, to order additional Student Notebook 1 (pg. 30) Vowel Sounds Poster 1 (pg. 27) Student Kits see pages 14, 22, Composition Book 1 (pg. 30) Vowel Extension Poster Pre-K-K-1 (pgs. 11, 19, 27) 34, 44. Letter Board K-1 (pgs. 20, 29) Sentence & Syllable Frames (pgs. 17, 24) Word of the Day Cards 1 (pg. 25) 52 WILSON LANGUAGE TRAINING® Additional materials are available for your intervention students. Fundations Reference Charts Wilson Fluency®/Basic Kit The Fundations Reference Charts are the 18 The perfect supplemental program for any reading Fundations posters from Levels K-3 reduced in size curriculum that directly teaches closed-syllable word and assembled into a portable desktop flip chart. structure. Each Fluency Reader contains five stories This is a perfect reference tool for small-group and with corresponding words and phrases for timed 1:1 instruction (18 charts, 8.5” x 11”). Not included practice. LaminatedTally Sheets and Student Record in Teacher’s Kit (see pgs. 19, 27, 38, 48). booklets make it easy to monitor student progress. Books to Remember Set 1 Students graph their progress in their own Student Supplemental decodable stories that review concepts Fluency Readers (see pg. 82). taught in Level 1. Students enjoy these beautiful, highly decodable stories by Laura Appleton-Smith (9” x 7.5”) (see pg. 28). store.wilsonlanguage.com

Tier 2 Multi-Level Kits Fundations® Multi-Level Kit K-1 Includes all the necessary program materials to provide instruction in either Fundations Level K or Level 1. Fundations Multi-Level Kit K-1 F2FMK1 ISBN # 978-1-56778-456-5 $662.30 Fundations Teacher’s Kit 1 (pg. 22) Student Notebook K (pg. 21) Home Support Pack K (pg. 16) Activity Cue Cards K (pg. 16) Teacher’s Manual K (pg. 15) Keyword Puzzles (pg. 16) Fundations Multi-Level Kit 1-2 Includes all the necessary program materials to provide instruction in either Fundations Level 1 or Level 2. Fundations Multi-Level Kit 1-2 F2FM12 ISBN # 978-1-56778-455-8 $854.90 Fundations Teacher’s Kit 2 (pg. 34) Activity Cue Cards 1 (pg. 24) Fluency Kit 1 (pg. 26) Manuscript Letter Formation Guides (pgs. 10, 17, 26, 83) Home Support Pack 1 (pg. 24) Stories Set 1 (pg. 28) Teacher’s Manual 1 (pg. 23) Welded Sounds Poster 1 (pg. 27) Student Notebook 1 (pg. 30) Letter Formation Poster Pre-K-K-1 (pgs. 11, 19, 27) Composition Book 1 (pg. 30) Vowel Sounds Poster 1 (pg. 27) Letter Board K-1 (pgs. 20, 29) Vowel Extension Poster Pre-K-K-1 (pgs. 11, 19, 27) Word of the Day Cards 1 (pg. 25) Sentence & Syllable Frames (pgs. 17, 24) Fundations Multi-Level Kit 2-3 Includes all the necessary program materials to provide instruction in either Fundations Level 2 or Level 3. Fundations Multi-Level Kit 2-3 F2FM23 ISBN # 978-1-56778-614-9 $747.90 Fundations Teacher’s Kit 3 (pg. 44) Large Sound Cards 2 (pg. 37) Basic Keywords Poster K-1-2 (pgs. 19, 27, 40) Fluency Kit 2 (pg. 39) Trick Word Flashcards 1 (pg. 25) Spelling Options Poster 2 (pg. 40) Home Support Pack 2 (pg. 36) Trick Word Flashcards 2 (pg. 37) Syllable Types Poster 2 (pg. 40) Teacher’s Manual 2 (pg. 35) Books to Remember Set 2 (pg. 39) Vowel Teams Poster 1-2 (pgs. 27, 40) Student Notebook 2 (pg. 42) Gel Word Board with Magic Pen (pg. 41) Vowel Sounds Poster 2 (pg. 40) Composition Book 2 (pg. 42) Desk Strip (pg. 21, 31, 43) Word of the Day Cards 2 (pg. 37) Echo the Snowy Owl Puppet (pg. 24, 36) Activity Cue Cards 2 (pg. 36) Mark My Words Poster 1-2 (pgs. 27, 40) phone 800.899.8454 store.wilsonlanguage.com fax 508.368.2300 53

Are Your Students Responding? Comprehensive materials for formative assessment using curriculum-based measurement Fundations Progress Monitoring Kits are specifically designed to measure what Fundations® Progress Monitoring Kits are provided for Level K and Level 1 and have been students know compared to the skills updated to align to Fundations Second Edition. taught in the Fundations Level K and 1 curricula. Fundations Progress Monitoring Kit Level K ü Document students’ response In Level K the following measures are used to monitor a student’s progress to Fundations throughout the year: ü Identify students whose growth Beginning – Mid Year Mid – End Year is inadequate Letter Naming Fluency Word Identification Letter Sound Automaticity Nonsense Word Fluency ü Target areas in need of improvement Sound Identification Phoneme Segmentation ü Determine when instructional Sight Word Fluency modifications may be necessary K Fundations Progress Monitoring Kit Level K Fundations® Progress Monitoring Fundations® Progress Monitoring Why Monitor Progress? F2FPMK ISBN # 978-1-56778-572-2 $52.40 LEVEL Research has demonstrated that when Level K Guide Book teachers use formative assessment to monitor students’ progress and make Level K Class Record Level K Materials instructional decisions, benefits include: Level K Recording Forms (Beginning – Mid Year) K • Accelerated learning Fundations® • More efficient communication with www.wilsonlanguage.com families and professionals regarding student progress Level K Student Probes (Beginning – Mid Year)(800)899-8454 • Fewer special education referrals Level K Recording Forms (Mid – End Year) ISBN 978-1-56778-572-2 Source: National Center on Student Progress Monitoring Level K Student Probes (Mid – End Year) 9 781567 785722 LEVEL Available for Download ITEM # F2FPMK K Progress monitoring materials are currently free to download from the Fundations Progress Monitoring Kit Level 1 Prevention/Early Intervention In Level 1 the following measures are used to monitor a student’s progress Learning Community throughout the year: as well as available for purchase. Beginning – Mid Year Mid – End Year Word Identification Word Identification Now Available Nonsense Word Fluency Nonsense Word Fluency Phoneme Segmentation Oral Reading Fluency Progress Monitoring Level 2 1 Fundations Progress Monitoring Kit Level 1 Fundations® Progress Monitoring Fundations® Progress Monitoring F2FPM1 ISBN # 978-1-56778-571-5 $52.40 Check the Prevention/Early Intervention LEVEL Learning Community (PLC) to access our Level 1 Guide Book Progress Monitoring Level 2 Pilot Materials. Level 1 Class Record Level 1 Materials Level 1 Recording Forms (Beginning – Mid Year) 1 Fundations® Level 1 Student Probes (Beginning – Mid Year)www.wilsonlanguage.com (800) 899-8454 Level 1 Recording Forms (Mid – End Year) Level 1 Student Probes (Mid – End Year) ISBN 978-1-56778-571-5 9 781567 785715 LEVEL ITEM # F2FMP1 1 54 WILSON LANGUAGE TRAINING® store.wilsonlanguage.com

Tier 2 Progress Monitoring Fundations® Progress Monitoring Materials Formative assessment using the Fundations progress monitoring materials is important for students in a Fundations Tier 2 intervention group. The results help to determine the instructional focus in subsequent Tier 2 lessons. SECTION III: ADDITIONAL SUPPORT ACTIVITIES/PROGRESS REPORT Level 1 Samples 1 Additional Activities to Target Specific Skills STUDENT:_____________________________________ BEGINNING - WORD IDENTIFICATION MID YEAR If a student is not showing adequate progress along the aim line to reach the benchmark, see below for suggested MID-YEAR BENCHMARK = 25 STUDENT NAME: additional Fundations activities. These activities may be incorporated into the IntervenPtiroonglersessosnMplaonnaintodrminagy nMeeadterials to be done in a smaller group or 1:1 to target specific skills as needed. Also, see Fundations Home Support packet for 30 · · · · · · · · · · · · · · · · · additional reinforcement activities. Follow the Fundations Scope and Sequence for instrTuhcetiFounn. dations Progress Monitoring Tool includes the following components: 29 · · · · · · · · · · · · · · · · · 28 · · · · · · · · · · · · · · · · · Errors on the probes can help to inform instruction. However, it Siseiqmupeonrctea.nFtotroexoanmlyTpeplear,acicfhtaeicrse’tsusGdkieullnsidttmehaatkehsavaen been 27 · · · · · · · · · · · · · · · · · directly introduced in accordance with the Fundations Scope and error 26 · · · · · · · · · · · · · · · · · Fundations® Progress Monitoring 1 25 · · · · · · · · · · · · · · · ·   Benchmark naming the letter t on a probe, and letter t has been introduced during Fundations lesPsoronsv,idtheesnotvsehrovuieldwboefinPcrlougdreedss Monitoring. SECOND EDITION Level 1 Samples 24 · · · · · · · · · · · · · · · · · in the letter naming activities during the Intervention lesson. However, if a student makes an error naming the letter Teacher’s Guide LEVEL 23 · · · · · · · · · · · · · · · · · z on the probe, but this letter has not yet been introduced, then z should not be incluPdreodviadsepsairntsotfruthcetiIonntesrovennhtiown to administer each 22 · · · · · · · · · · · · · · · · · 21 · · · · · · · · · · · · · · · · · activities at that time. measure implemented in Level 1. Words Read Correct 20 · · · · · · · · · · · · · · · · · LETTER NAMING AUTOMATICITY 19 · · · · · · · · · · · · · · · · · 18 · · · · · · · · · · · · · · · · · Provides guidelines for additional instruction and 17 · · · · · · · · · · · · · · · · · The following Fundations activities assist with Letter Naming proficiency: support. 16 · · · · · · · · · · · · · · · · · 15 · · · · · · · · · · · · · · · · · Drill Sounds/Warm-Up and Echo/Find Letters Student Notebook* 14 · · · · · · · · · · · · · · · · · Echo/Letter Formation* Alphabetical Order 13 · · · · · · · · · · · · · · · · · Sky Write/Letter Formation* Make it Fun (Unit 1) LEVEL ® 1 ©200C8L, 2A01S3SWRILESCOON LRADNG/ULAEGVEETLRA1INING CORP. ALL©R2IG0H08T,S2R0E1S3EWRVILESDO.N LANGUAGE TRAINING CORP. ALL RIGHTS RESERVED. 12 · · · · · · · · · · · · · · · · · Fu11n01 dati··ons®··Prog··ress··Mon··itorin·· g LETTER SOUND AUTOMATICITY AND SOUND IDENTIFICATION Student Probes Tier 2 Instruction and Progress Report · · · · · · · · · · · · · · · · · · · · · · 9 ················· Word Identification 1 8 ················· The following Fundations activities assist with letter-sound and sound-letter proficiency: Provides the material that is needed for the student. PROBE 1 BEGINNING - 7 ················· gum cop MID YEAR TEACHER SCHOOL TIER 2 INTERVENTION PRO6GRAM · · · · · · · · · · · · · · · · · big nag START DATE # OF STUDENTS IN GROUP the # OF SESSIONS PER WEEK TIME / LENGTH OF SESSION Drill Sounds/Warm-Up and Echo/Find Letters Vowel Extension Student Probe Packets are provided for: pack much shop wish a 5 ················· Echo/Letter Formation* Keyword Puzzle • Beginning-Mid Year 4 ················· Sky Write/Letter Formation* Make it Fun (Unit 1) 3 ················· WORD IDENTIFICATION well toss cuff you they GRADE / LEVEL 2 ················· Student Notebook* • Mid-End Year ham can van from has 1 ················· *foTrhmroautigohno. TuhteUsneitac1t,ivthiteiesseatrherekeeystaasrrtehdeyaectmivpithieassitzaergaelltolfetthteersenaimmpinogrtaaunttosmkilalsticinitya,nleinttteeTrghsriaostuemnddamtaeaurntioanmlecra.atnicibtyearnedulseetdterby students. PROBE 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 dogs fills nuts were here DATE rings thank dunk out so WORD IDENTIFICATION AND NONSENSE WORD FLUENCY 18 FUNDATIONS® PROGRESS MONITORING © 2007 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED. (091808V1_PM1BMSP) The following Fundations Activities will help with letter-sound correspondence and ability to blend sounds in CVC real BENCHMARK MEASURES: ___________________________________ BRIEFLY DESCRIBE HOW AT-RISK STUDENTS ARE IDENTIFIED, GROUPED, PROGRESS MONITORED, AND HOW INSTRUCTION IS REVISED, AS NEEDED. or nonsense words: BENCHMARK SCHEDULE: Student Record and Recording Forms (Tally Sheets) STUDENT:_____________________________________ 1 1  FALL  WINTER  SPRING WORD IDENTIFICATION BEGINNING - MID YEAR NONSENSE WORD FLUENCY BEGINNING -  OTHER ______________ MID-YEAR BENCHMARK =30 MID YEAR MID-YEAR BENCHMARK =40 Make Word Cards – phonetic, real and nonsense worWMdsao*krde(sPietleaFyuwn(oinr(dcUlcunaditred2r)teeaml apnladtenooRmnnEesPCeaLnOCssuR)erDwe:o. PrCdroso)pviiedsecsagnrabpehms taodcehfaorrteparcohgsretussdefonrt.each 35 · · · · · · · · · · · · · · · · · 45 · · ··· ··· · ······· · Introduce New Concepts (Unit 2, 3) 34 · · · · · · · · · · · · · · · · · 44 · · ··· ··· · ······· · Fluency Frames 33 · · · · · · · · · · · · · · · · · Word Identification Record4432ing ··Form·· ··· ··· · 1· · · · · · · · 32 · · · · · · · · · · · · · · · · · ··· ··· · ······· · 31 · · · · · · · · · · · · · · · · · 41 · · ··· ··· · ······· · 30 · · · · · · · · · · · · · · · ·   Benchmark 40 · · ··· ··· · ·······   Benchmark 29 · · · · · · · · · · · · · · · · · 39 · · · 28 · · · · · · · · · · · · · · · · · PROBE 1 38 · · ··· ··· · ······· · 27 · · · · · · · · · · · · · · · · · ··· ··· · · · · · MID·- END Y·EAR · · 26 · · · · · · · · · · · · · · · · · 37 · · ··· ··· · ······· · 25 · · · · · · · · · · · · · · · · · 36 · · ··· ··· · ······· · 24 · · · · · · · · · · · · · · · · · 35 · · ··· ··· · ······· · 23 · · · · · · · · · · · · · · · · · 34 · · ··· ··· · · C6S····T0HUESDCEKCENOCTNO···· RDRERTAEIMDCSTE····TRLHEIMSEPIWTOON····RSDESS AFOS R··· · · 22 · · · · · · · · · · · · · · · · · 33g32 lass·· · · ma··sk · · co·· uld·· · · 1 · · · 21 · · · · · · · · · · · · · · · · · golf chest · · · · · · · 20 · · · · · · · · · · · · · · · · · · · A · · 19 · · · · · · · · · · · · · · · · · · 18 · · · · · · · · · · · · · · · · · 1 2 33013 · · ·· 4 · · · 5 · · · · 17 · · · · · · · · · · · · · · · · · · · · · · · · · ······· · 16 · · · · · · · · · · · · · · · · · · · 2 C·ALCULA·TE SCOR·E FOR T·HIS PRO·BE · · FUNDATIONS PROGRESS MONITORING MEASURES: 15 · · · · · · · · · · · · · · · · · · LEVEL: ______  BEGINNING – MID  MID – END 14 · · · · · · · · · · · · · · · · · · 13 · · · · · · · · · · · · · · · · · · FUNDATIONS PROGRESS MONITORING FREQUENCY: 12 · · · · · · · · · · · · · · · · · ·  WEEKLY  EVERY OTHER WEEK (BI-WEEKLY) 11 · · · · · · · · · · · · · · · · · · 10 · · · · · · · · · · · · · · · · · · 9 ················· · 8 ················· · 7 ················· · 6 ················· · 5 ················· · 4 ················· · 3 ················· · 2 ················· · 1 ················· · PROBE 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 · · DATE · Words Identified 29 · · ··· ··· · Sounds / Words Correct28 · · ··· ··· · ······· · WORD IDENTIFICATION27 · ···· ··· · ······· · held plan 22d56 ust·· · · test·· · · we·· · · ······· · · · · · · · ·  ·TOTAL WO·RDS READ· · · · · 22438 · · ·· 9 · · · · · · ······· · 6 7 · · · · ·  10 · · · ······· · 9 22 · · ··· ··· · – ··ERRORS · · · · · · 21 · · ··· ··· · · · · · · · 121s098 ting··· · · blin··· ks · · be··· for···e ······· · pranks blend · · · · ······· · · · · · · = ·WORDS R·EAD CORRE·CTLY · · · ·  11  12 116713 · · · 14 · · ·  15 · · ······· · · · ·· · ·· · ······· · 15 · · ··· ··· · 3 ···TSRTUADNSECN···RTIRBEECSOC···RODRECSHOAN···RTTO · · · 14 · · ··· ··· · · · · 111d231 rin···ks · · pla···nts · · ho··· w · · · · · RECORDING FORMS: Teacher uses to record student trust slant · · · · · ······· · *See the Unit Resources in Units 4-5 for nonsense word list. performance on individual probes. · · · · · ······· · PHONEME SEGMENTATION FLUENCY  16  17 1018 · · · 19 · · ·  20 · · · FO· R INSTRU·CTIONAL G·UIDELINE·S: · · · 9 ·· ··· ··· ······ · · 8 ·· ··· ··· · T·ALLY TO·TAL NUM· BER OF·TRICK · · · 7 ·· ··· ··· · W· ORDS (·BOLDED· WORD·S) · · · 6 ·· ··· ··· · C·HECKED· CORRE·CT · · · · misfit bedbugs 54pani··c · · peo·· ple·· · M··r. · · · · /20·· · · · · 32 23 · · · · · · · · · · · · · ·· 24 · · · · · ······· ·  21  22 · · · · ·  25 · · · T·ALLY TO·TAL NUM· BER OF·WORDS· · · 1 ·· ··· ··· · (U· NBOLD·ED WOR·DS) CHE·CKED · · · 10 C11ORREC1T2 13 14 15 16 PROBE 1 2 345 678 /40 17 humbug insist DATE hatbox Mrs. years  26  27  28  29  30 wishes rashes brushes see under  31  32  33  34  35 The following Fundations Activities will help students hear and segment sounds in a word: Online Version - Print out Record and Recording boxes taxes kisses work day  36  37  38  39  40 expanding hunted squinted never your  41  42  43  44  45 Echo/Find Words (Emphasis on tapping, Make it Fun Activities including: Form for each student crossing dusted insisting another want PROBES DEMONSTRATED UNIT TEST  46  47  48  49  50 PROBES WITH INSUFFICIENT GROWTH SCORES 12 Fundations® Progress Monitoring CLASS RECORD / LEVEL 1 ATTENDANCE ACTION TAKEN teacher can pull down corresponding letters) grape chose Duke friend around PROGRESS MONITORING REVIEW DATE: Dictation/Words (Dry Erase)  51  52  53  54  55 _______________ Unit 1 – Weeks 1, 4, 5, 9, 10 Kit Version - Includes laminated Recording hole maze quake between does STUDENT NAME  56  57  58  59  60 1 2 © 2008 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED. (100308V1_PM1MESR) Fundations® Progress Monitoring 27 3 4 Unit 2 – LSeotu’snRdhByimngeo, ,GKuidesSspMeylliWnFgoo,rrSdmousnfdoar Wmourdltiple use 5 ADEQUATE GROWTH Unit 3 – 6 ALL PROBES ADEQUATE GROWTH Unit 4 – Sound a Word SColuansdss)Record STUDENT:_____________________________________ 1 MOST PROBES Word Play (Unit 3 - Listen LETTER NAMING (K) for 1 BEGINNING - STSTUUDEDENTNTNNAAMEM:E: LETTER SOUND (K) MID YEAR SOUND Fundations® LEVEL LETTER SOUND AUTOMATICITY MID-YEAR BENCHMARK = 60 Fundations® Progress Monitoring IDENTIFICATION (K) COMMENTS SIGHT WORD SECOND EDITION 65 · · · · · · · · · · · · · · · · · FLUENCY (K) 64 · · · · · · · · · · · · · · · · · PHONEME SEG (K/1) Provides a booklet for data collection for 63 · · · · · · · · · · · · · · · · · WORD ID (K/1) up to six students for the entire year. 62 · · · · · · · · · · · · · · · · · NONSENSE WORD 61 FLUENCY (K/1/2) 60 · · · · · · · · · · · · · · · · ·  Benchmark ORAL READING · · · · · · · · · · · · · · · ·  FLUENCY (K/1/2) 59 · · · · · · · · · · · · · · · · · ADEQUATE (MORE SIGHT WORD FLUENCY 58 · · · · · · · · · · · · · · · · · THAN 80%) The following Fundations Activities will help students with memorizing sight words: 57 · · · · · · · · · · · · · · · · · POOR (TARDY/ABSENT MORE THAN 20%) NO CHANGE INCREASED TIME INCREASED FREQUENCY GROUP CHANGE ACTIVITY FOCUS OTHER 56 · · · · · · · · · · · · · · · · · 55 · · · · · · · · · · · · · · · · · 54 · · · · · · · · · · · · · · · · · STUDENT NAME: 53 · · · · · · · · · · · · · · · · · 52 · · · · · · · · · · · · · · · · · 51 · · · · · · · · · · · · · · · · · 50 · · · · · · · · · · · · · · · · · 49 · · · · · · · · · · · · · · · · · 48 · · · · · · · · · · · · · · · · ·       47 · · · · · · · · · · · · · · · · ·    46 · · · · · · · · · · · · · · · · ·       45 · · · · · · · · · · · · · · · · ·    44 · · · · · · · · · · · · · · · · ·       43 · · · · · · · · · · · · · · · · ·    42 · · · · · · · · · · · · · · · · ·    Includes: 41 · · · · · · · · · · · · · · · · · CLASS RECORD / LEVEL 1 40 · · · · · · · · · · · · · · · · · STUDENT NAME: 39    CLASS RECORD / LEVEL 1 Tier II Instruction and Progress Report Letter Sounds Identified 38 · · · · · · · · F··unda··tions··® Pro·· gres··s Mo··nitor··ing · · · · · · · · · · · ·    37 · · · · · · · · · · · · · · · · · Teach Trick Words Practice Trick Words Progress MonitoringTEACHER SCHOOL 36 · · · · · · · · · · · · · · · · · 35 · · · · · · · · · · · · · · · · · • Tier 2 Progress Report 34 · · · · · ·TIER 2 IN·TERVEN·TION PRO· GRAM · · · · · · · · 33 · · · · · · · · · · · · · · · · · 32 · · · · · · · · · · · · · · · · · 31 START DATE # OF STUDENTS IN GROUP 30 · · · · · ·GRADE /· LEVEL · · · · · · · · · · · · · · · ··· · · · · · · · · · 29 · · · · · · · · · · · · · · · · · 28 · · · · · · · · · · · · · · · · · Class Record # OF SESSIONS PER WEEK TIME / LENGTH OF SESSION 27 · · · · · · · · · · · · · · · · · STUDENT NAME: 26 · · · · · · · · · · · · · · · · · 25 · · · · · · · · · · · · · · · · · 24 · · · · · · · · · · · · · · · · · 23 · · · · · · · · · · · · · · · · · • AFtutnednatdioanns®cPeroSghreesseMt onitoring ABRNIDEFHLYODWEISNCSRTIRBUE CHTOIOWNA222ITS012-RREISVKISSET···DU,DAESNNT···ESEADREEDI.···DENTIF···IED, 26 TEACHER’S GUIDE / LEVEL K ©2008, 2013 WILSON LANGUAGE TRAINING CORP. ALL RIGHTS RESERVED. BENCHMARK MEASURES: ___________________________________ GRO· UPED,·PROGR·ESS MO·NITORE·D, · · · · · · · · BENCHMARK SCHEDULE: ··· ·· · · · · · · · · ··· ·· · · · · · · · · 19 · · · · · · · · · · · · · · · · ·  FALL  WINTER  SPRING  OTHER ______________ 18 · · · · · · · · · · · · · · · · · 17 · · · · · · · · · · · · · · · · · 16 · · · · · · · · · · · · · · · · · FUNDATIONS PROGRESS MONITORING MEASURES: 15 · · · · · · · · · · · · · · · · · LEVEL: ______  BEGINNING – MID  MID – END 14 · · · · · · · · · · · · · · · · · • Records / Graphs to track students (graphs to FUNDATIONS PROGRESS MONITORING FREQUENCY: 13 · · · · · · · · · · · · · · · · · STUDENT NAME:  WEEKLY  EVERY OTHER WEEK (BI-WEEKLY) 12 · · · · · · · · · · · · · · · · · 11 · · · · · · · · · · · · · · · · · 10 · · · · · · · · · · · · · · · · · 9 ················· 8 ················· 7 PROBES DEMONSTRATED 6 · UNI·T TEST · ·· ···· · · · · · · · · · SC·ORES · ATTEN·DANCE · · AC·TION TA·KEN · · · · · · · · · PROGRESS MONITORING REVIEW DATE: PROBES WITH INSUFFICIENT5GROW TH· · · · · · · · · · · · · · · · · 4 ················· chart progress on each measure) for beginning ADEQUATE GROWTH ALL PROBES ADEQUATE GROWTH MOST PROBES LETTER NAMING (K) LETTER SOUND (K/1) SEGMENT BLEND (K) PHONEME SEG (K/1) WORD ID (1) NONSENSE WORD (1) ORAL READING FLUENCY (1/2) ADEQUATE (MORE THAN 80%) POOR (TARDY/ABSENT MORE THAN 20%) NO CHANGE INCREASED TIME INCREASED FREQUENCY GROUP CHANGE ACTIVITY FOCUS OTHER _______________ 3 ················· 2 ················· 1 ················· Fundations® Progress Monitoring STUDENT NAME PROBE 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 DATE COMMENTS 1       STUDENT NAME: ©2008, 2013 WILSON LANGUAGE TRAINING CORP. ALL RIGHTS RESERVED. Fundations® Progress Monitoring 11 to mid and mid to end CLASS RECORD / LEVEL 1 Fundations® Progress Monitoring 11 2       3       4       5       1 6       1 Fundations® Progress Monitoring ©2008, 2013 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED. TEACHER’S GUIDE/ LEVEL 1 3 Teacher’s Guide Class Record Explicit directions to administer the measures; Booklet for data collection for up to six students guidelines on implementing additional instruction. for the entire year. Word Identification 1 Level 1 Samples Word Identification Recording Form Level 1 Samples PROBE 1 PROBE 1 BEGINNING - 1 big nag MID YEAR BEGINNING - MID YEAR Nonsense Word Fluency 1 big nag gum cop the Nons1eCnSTHUsEDCeKENCTWORRERoAEDCrSTdTRHESEFPWOlONuRSDEeSSAFnOS cR Ay Recording FormWORD IDENTIFICATION 1 60 SECOND TIME LIMIT gum cop the BEGINNING - 1 2 3 4 5 BEGINNING - PROBE 1 MID YEAR PROBE2 1CALCULATE SCORE FOR THIS PROBE MID YEAR pack much shop wish to lod WORD IDENTIFICATION lup chid  TOTAL WORDS READ /l/ - /¹/ - /p/ lup /ch/ - /¬/ - /d/ chid 1 CHECK CORRECT RESPONSES AS jun 6 7 8 9  10 4 5 6 |  7 8 9 |  STUDENT SAYS THE SOUNDS/WORDS nax vup /l/ - /ç/ - /d/ lod FOR A 60 SECOND TIME LIMIT well toss cuff me said  1 – 2ERRORS 3 |  /v/ - /¹/ - /p/ vup teb  16  17  18 |  2 CALCULATE CORRECT LETTER pack much shop wish to  11  12  13  14  15 = WORDS READ CORRECTLY SOUNDS FOR THIS PROBE /t/ - /§/ - /b/ teb rop ham can van from have /r/ - /ç/ - /p/ rop /j/ - /¹/ - /n/ jun  25  26  27 |   TOTAL SOUNDS READ  10 3TS1RT1UADNSECNRTI1RB2EECT|OORTADLCSHCAORRTE ONTO  13  14  15 |   16  17  18  19  20 /b/ - /¹/ - /k/ buk – ERRORS FOR INSTRUCTIONAL GUIDELINES:  34  35  36 |  dogs fills nuts were here = SOUNDS READ CORRECTLY /r/ - /§/ - /th/ rethTALLY TOTAL NUMBER OF TRICK /n/ - /¤/ - /ks/ nax /k/ - /¬/ - /z/ kiz  21  22  23  24  25 WORDS (BOLDED WORDS)  43  44  45 |  3 INDICATE WHOLE WORDS READ FOR CHECKED 2C1OR|/1R0ECT THIS PROBE rings thank dunk why try  19  20   22  23  24 |  /ch/ - /¹/ - /z/ chuz  52  53  54 |  4 TRANSCRIBE SCORES ONTO well toss cuff me rseatidh  26  27  28  29  30 TALLY TOTAL NUMBER OF WORD STUDENT RECORD CHART /z/ - /§/ - /th/ zeth PROBE 2 a (UNBOLDED WORDS) CHECKED  61  62  63 |  5 /g/ - /¹CO/RR-EC/Tp/ gup /w/ - /§/ - /k/ wheck /m/ - /¹/ - /p/ mup /20  70  71  72 |  NONSENSE WORD FLUENCY or  28  29  30 |   31  32  33 |  NONSENSE WORD FLUENCY van from ghuavpe wheck buk  10 /y/ - /¤/ - /b/ yab1 CHECK CORRECT RESPONSES AS /h/ - /¹/ - /z/ huz STUDENT READS THE WORDS FOR A ham can den jab pig lot was  37 6308 SECON3D9T|IMELIMIT  40  41  42 |  1 2 3 4  15 2 CALCULATE SCORE FOR THIS PROBE thin duck Beth chick do /m/ - /¹/ - /th/ muth /z/ - /§/ - /g/ zeg  TOTAL WORDS READ 6 7 8 9  20  46  47  48 |   49  50  51 |  yab huz kiz zeg chuz fuss pill off we there – ERRORS here zat zeth dogs fills nuts were  11  12  13  14  25 /v/ - /=¬/WO-RD/SdREA/D vidCORRECTLY /z/ - /¤/ - /t/ zat rings thank dunk  55  56  57 |   58  59  60 |  am tan Sam one two muth 3 TRANSCRIBE TOTAL SCORE ONTO  16  17  18  19  30 STUDENT RECORD CHART why vtirdy sits pats chills are /w/ - /§/ - /z/ wezFOR INSTRUCTIONAL GUIDELINES: /th/ - /¹/ - /b/ thub  64 T6A5LLY TOT6A6L N| UMBER OF TRICK  67  68  69 |   21  22  23  24 WORDS (BOLDED WORDS) fang hung pink put CHECKED CORRECT  26  27  28  29 /10 TALLY TOTAL NUMBER OF WORD (UNBOLDED WORDS) CHECKED CORRECT /20 STUDENT PROBES / LEVEL 1 (BEG-MID YEAR) ©2008, 2013 WILSON LANGUAGE TRAINING CORP. ALL RIGHTS RESERVED. Fundations® Progress Monitoring 1 wez thub mup © 2008, 2013 WILSON LANGUAGE TRAINING CORP. ALL RIGHTS RESERVED. PERMISSION TO PHOTOCOPY GRANTED. (031317) Fundations® 2nd Edition Progress Monitoring 1 18 Fundations® Progress Monitoring ©2008, 2013 WILSON LANGUAGE TRAINING CORP. ALL RIGHTS RESERVED. STUDENT PROBES / LEVEL 1 (BEG-MID YEAR) 10 Fundations® 2nd Edition Progress Monitoring © 2008, 2013 WILSON LANGUAGE TRAINING CORP. ALL RIGHTS RESERVED. PERMISSION TO PHOTOCOPY GRANTED. (031317) Student Probes Recording Forms Student testing material for Beginning – Mid Year Laminated tally sheets to record student performance and Mid – End Year measures. Materials can be for each measure. reused by students. phone 800.899.8454 store.wilsonlanguage.com fax 508.368.2300 55

Wilson JustWords® Program Highlights Daily Support for Teachers Essential Principles • Hardcover instructor manual with easy-to-follow day-by-day lesson plans. • Word-level instruction for students in grades 4–12 and adults who require intervention. • Instantly accessible instructional support for teachers with membership in the online companion Intervention Learning • Directed, accelerated pacing of word structure based on Community. the research-validated Wilson Reading System® (WRS). Just Words and State Standards • Emphasis on phonemic awareness, phonics, word study, and spelling. • Supports states’rigorous college- and career-readiness standards with strategies for struggling readers—those • Explicit, systematic teaching of skills through the six syllable who have not mastered the foundational skills of language types and common Latin roots. structure typically learned in grades K-3—to independently read and spell words. • Extensive student practice with multiple opportunities for skills development. • Provides struggling readers with the foundational and language standards that are absolutely necessary to be • Assessments for monitoring student progress throughout able to access grade-level text. the program. 56 phone 800.899.8454 store.wilsonlanguage.com fax 508.368.2300

A word-level intervention for struggling Just Words is effective for students with gaps in adolescent and adult readers decoding and spelling, featuring: Just Words® is a highly explicit, multisensory decoding and Phonemic Awareness spelling program for students in grades 4 –12 and adults who have mild to moderate gaps in their decoding and spelling Phonemic awareness instruction provides students with the proficiency but do not require intensive intervention. It is ability to notice, think about, and work with individual sounds in designed for students with below average decoding and a given word. Just Words students master the critical skill of orally spelling scores. segmenting phonemes in a syllable. They learn to segment with The Just Words curriculum provides a sophisticated study of word a“tapping”system that provides a kinesthetic-tactile guide and structure appropriate for students beyond the elementary grades. reinforcement. It provides direct and explicit teaching of “how English works”for both decoding and spelling automaticity. In-Depth Word Study for Decoding and Spelling It’s Ntooot late! Just Words study emphasizes both the structure and the meaning of words. Students learn that the English language generally follows a logical system. They study sound-symbol correspondence as related to syllable patterns, spelling rules, and the morphological patterns of prefixes, roots, and suffixes. The curriculum presents word study of phonetically regular words and high frequency words, which include many phonetically irregular words. Each Unit also includes vocabulary study of Demonstration Words, which are selected because of their high utility—they are likely to be found in a wide variety of texts. Phonetically Regular Words Students study word structure based on the six syllable types of the English language. Sounds and spelling rules are taught only as they relate to the syllable type being studied. This study introduces students to a morphological understanding of English word structure. High Frequency Words Using kinesthetic-tactile memory techniques, students learn to automatically read and spell the most frequently used English words. Fluency Students apply decoding skills to read with prosody, learning how to read sentences in meaningful phrases. This practice emphasizes fluent reading for meaning rather than speed. phone 800.899.8454 store.wilsonlanguage.com fax 508.368.2300 57

Wilson JustWords® Just Words® Implementation • Materials for Implementation Each teacher will need a Just Words Teacher’s Kit, and each Just Words is implemented in a yearlong curriculum. student will need their own durable and consumable materials. • Five classes per week • 45 minutes per class • For the initial implementation year, the Teacher’s Kit and • 14 Units (each will take an average of two weeks) plus student durable and consumable materials are required. two Bonus Units = total of 30 weeks • In subsequent years of implementation, only student The curriculum can also be presented as a three-day per week consumables are required to be replaced. class but will then be completed over 1½ years. Teacher Materials: Just Words can be delivered in classes of up to 15 students. The Teacher’s Kit provides an explicit manual with day-by- day learning plans. Sound Cards and Word Cards are used for • Just Words and the Wilson Reading System® instruction, manipulation, and drills. Suffix and Syllable Frames Just Words is“just the word study”part of the Wilson Reading are used to demonstrate and practice more complex word System (WRS) curriculum at an accelerated pace. structures. Just Words and the Wilson Reading System provide a multi- Student Materials: tiered system of support for students in grades 4 –12. Just Words The student materials provide multiple opportunities for provides targeted Tier 2 intervention for students who do not hands-on manipulation and practice. have an internalized and efficient system of word knowledge and whose reading scores are below average due to word-level • Student Identification and Placement difficulties. WRS provides a more intensive and comprehensive Student identification and proper group placement are critical Tier 3 intervention. to the success of a Just Words class. Students must be pretested and grouped according to similar scores on word identification and spelling measures. The Test of Silent Word Reading Fluency-2 (TOSWRF-2) and the Word Identification and Spelling Test (WIST), both published by Pro-Ed, Inc. and distributed by Wilson, are appropriate measures for screening and placing students in a Just Words class. Total reading scores and comprehension scores should not be used for placement in a Just Words class. “Skillful instruction in basic word reading skills can have a significant impact on the comprehension ability of students in fifth grade and beyond...Presumably, these effects occur when the instruction is sufficiently powerful to substantially increase the percentage of words students can accurately identify in the text they are reading.” Torgesen, J. K., Houston, D. D., Rissman, L. M., Decker, S. M., Roberts, G., Vaughn, S., … Lesaux, N. (2007). Academic literacy instruction for adolescents: A guidance document from the Center on Instruction. Portsmouth, NH: RMC Research Corp., Center on Instruction. 58 phone 800.899.8454 store.wilsonlanguage.com fax 508.368.2300

Professional Learning, Implementation, and Sustainability “As we prepare our students to be college-, career- and citizen-ready, it is our job to Wilson recommends the following professional learning and implementation support find strategies and ways to meet the unique for teachers and those supporting implementation in the Just Words® classroom. needs of diverse learners. With Just Words, teachers do not have to find ways to get • Online Learning Community Membership data on their students’ progress; there are The Intervention Learning Community provides support for Just Words data points embedded in the program. The teachers, including a monthly expert tip, printable resources, discussion boards, Unit Test tracker is teacher-friendly and demonstration videos, and Just Words InterActivities (an interactive whiteboard designed to make you immediately aware application). Membership is included with purchase of the Just Words Instructor of trouble spots for students. Manual and is renewable annually at no charge. Our students are excited about their progress. At the end of the year, at our • Introductory Workshop culminating literacy event, students share Provides underlying principles and practical guidelines for implementation. how their Just Words instruction has helped them as readers.” • Just Words Screening and Placement Workshop Reviews the process for student screening, identification, and placement into a Dwana Cooper, M.Ed., Instructional Supervisor Just Words class. We recommend taking the workshop in the spring before you Newport News School District, VA implement Just Words. Wilson® Dyslexia Practitioner (W.D.P.), Just Words Presenter • Virtual Mentoring The Wilson® Virtual Mentoring for the Just Words program provides teachers with To learn more about access to a virtual collaborative community where they can interact and learn from Wilson Professional Learning, a Wilson Literacy Specialist. visit www.wilsonlanguage.com • Just Words Demonstration Sites with On-Site Coaching Schools and districts can Provides implementation support with demonstrations, coaching, and feedback. contact Wilson at 800.899.8454 for information on developing professional • Sustainability Plan The Just Words Facilitator Certification is a yearlong program designed to build learning and support plans. staff capacity by supporting the implementation of Just Words and contribute to teacher and student success. Graduate credit is available. Upon completion of the Certification, Just Words Facilitators are well positioned to: • Support a common understanding among all teachers of effective Just Words implementation. • Assist teachers by demonstrating specific Just Words Activity procedures and lesson planning. • Demonstrate working knowledge of the curriculum. • Assist and support teachers with program materials, classroom setup, and accessing online resources. • Schedule and facilitate ongoing study groups. • Support teachers in ensuring they have the materials needed to implement Just Words from year to year. Presenter Development helps build capacity by providing the district with a cost-effective way to deliver program workshops. Upon successful completion of the Presenter program requirements, Just Words Presenters are able to deliver the Just Words Introductory Workshop within the district. Wilson Language Training® provides comprehensive workshop materials, access to Wilson’s online professional community, and ongoing support from Wilson Fidelity Team members. phone 800.899.8454 store.wilsonlanguage.com fax 508.368.2300 59

Get your students excited about learning with Just Words! Shown here: 2 Download 3 Just Words® Classroom from ILC 8 Instructional Materials 1 7 4 5 1 Activity Strips (Download from ILC) Download from 2 Just Words Sound Cards p. 64 Intervention Learning Community (ILC) 3 Just Words Lesson Plan 6 (Available in the Intervention Learning 9 Community at the Wilson Academy®) 4 Wilson Digital Timer p. 64 5 Suffix Frames p. 64 6 Syllable Frames p. 64 7 Instructor Manual p. 63 8 Teacher Reference Charts p. 64 9 High Frequency Word Cards p. 64 10 InterActivities Whiteboard Application (Available in the Intervention Learning Community at the Wilson Academy) 11 Just Words Word Cards p. 64 12 Test of Silent Word Reading Fluency -2 (TOSWRF-2) p. 65 13 Word Identification & Spelling Test (WIST) p. 65 Instructional materials not shown: Student Challenge Phrase Kit p. 64 Student Materials 14 Dry Erase Tablet p. 66 15 Magnetic Journal and Letter Tiles p. 66 16 Quick Reference Guide p. 67 Student materials not shown: Student Notebook p. 67 Student Composition Book p. 67 Student Challenge Book p. 67 Wilson Blue and Red Pencil p. 67 Note: This classroom includes store.wilsonlanguage.com fax 508.368.2300 non-Wilson items, which are not available through Wilson Language Training®. 60 phone 800.899.8454

Available on ILC 10 11 12 13 16 14 15 phone 800.899.8454 store.wilsonlanguage.com fax 508.368.2300 61

Wilson JustWords® Instructional Kits Just Words® instructor materials and/or student materials are provided in convenient instructional kits. (Just Words Teacher’s Kit shown below.) Just Words Teacher’s Kit Just Words Teacher’s Kit Just Words Student Kit JWTK ISBN # 978-1-56778-403-9 $491.10 Includes all instructor materials and one set of student The Student Kit contains durable materials (Dry Erase The Teacher’s Kit includes all Just Words materials. Supplies are neatly stored in an attractive Tablet and Magnetic Journal with LetterTiles) and instructor materials and one set of box that is easily transported. (See list of contents in consumable materials (Student Notebook, Student student materials: left panel.) Composition Book, Student Challenge Book, Quick • Instructor Manual with companion Reference Guide, and Blue and Red Pencil) for one JWTK ISBN # 978-1-56778-403-9 student. membership in the Wilson Academy® $491.10 Intervention Learning Community Just Words Student Kit • Sound Cards • Magnetic Strips (5 feet) JWSTK ISBN # 978-1-56778-404-6 • Suffix and Syllable Frames $69.60 • Reference Charts • Word Cards Just Words Student Durables • High Frequency Word Cards • Student Challenge Phrase Kit JWSDP1 ISBN # 978-1-56778-405-3 • Digital Timer $39.60 • Complete Just Words Student Kit Just Words Student Consumables Ordering Guidelines For initial implementation, order the following JWSTCOP ISBN # 978-1-56778-407-7 materials (per classroom): $30.00 OneTeacher’s Kit (includes one Student Kit) Wilson Academy®/Intervention Learning One Student Kit for each student Community Membership For subsequent implementations: Make sure each student has the required The Instructor Manual includes membership to the Student Durable materials; reorder if online Intervention Learning Community, which contains necessary the Just Words InterActivities interactive whiteboard Replenish Student Consumables for each application. This tool helps teachers prepare for class student by practicing sound and word structure and can be used with students in class. Membership is renewable annually at no charge. 62 WILSON LANGUAGE TRAINING® store.wilsonlanguage.com

Instructional Materials All instructional materials are included in the Teacher’s Kit unless otherwise indicated. They are listed here for supplemental purchase. Just Words® Instructor Manual The Instructor Manual provides detailed instruction and controlled sound, word, phrase, and sentence resources for each of the 14 Units and two Bonus Units. Comes with a companion membership in the Intervention Learning Community (408 pgs., 11” x 8.5” hardcover). JWIMILC ISBN # 978-1-56778-396-4 $159.40 Intervention Learning Community Unit 2 Unit 2 Day 2 Day 2 Just Start! Introduce New Concepts Now, remove the b to leave the word at. Tell stu- Avoid using h, r, y, and w at the end (ah, bar, Teach Spelling Dictate the word flock. Have a student make the Student Notebook Entry dents that there need not be a consonant in front bay, saw). These are not closed syllables. Do not For spelling, students must now learn to pull word with Sound Cards. Discuss the ck choice Set the timer for five minutes. Have students cir- Teacher Builds Words of the vowel. The important point is that one vow- explain them yet; just avoid them! apart four sounds. Teach students to tap each for /k/ after the short vowel. cle the new high frequency words and add the el (point to a and stress one) is closed in (move t) sound of a blend separately. Demonstrate with sentences to the High Frequency / Sight Words REVIEW BLENDS by at least one consonant. TEACH STUDENTS TO MARK WORDS the word soft. Do this with Sound Cards, tapping fQlQoQGQ section of their Student Notebooks. Make the word bath: above each card: Make the word flip with Sound Cards: You mark closed syllables like this: Make the words crib and mask with Sound Word Resource baQM sQoft Cards: flQip cc one - Grab one from the bunch. Tell students that it can be closed in with more Be sure to practice marking closed syllables of- Then take away the cards and say the same word crQib maQsk for - Trim the shrub for Mom. Remind students that when there are two or than one consonant (point to th). ten. Underline or scoop the syllable first. (soft). Instruct students to tap sounds, visualizing to - Did you stop to rest? more consonants together, each making its own Use Sound Cards to form the following words: the cards in their minds. Explain that if the /k/ sound is the first letter of a do - Do not dump the milk. sound, it is called a blend. Follow this example cc blend, the /k/ is spelled with a c. with several other Unit 2 words. Pull blends apart suQF Qit LeQ Then, identify the type of syllable with a c for Dictate the word shift. Have students repeat the Explain that if the /k/ sound is the last letter of a High Frequency Words (separating Sound Cards) while students say and coQQal closed. Finally, mark the vowel with a breve to word and tap out the sounds. Have a student blend, the /k/ is spelled with k. Present new high frequency words using High tap each individual sound. Put blends together show that it makes a short sound, as in apple. Be come up and build the word with Sound Cards. Using the Unit Resources, dictate several words Frequency Word Cards. (joining Sound Cards) as students read letters to Ask students to point to the closed syllables sure to mark the vowel last, emphasizing that if Have a student mark the blend and the digraph with two-letter blends. Have students repeat each Have students write each word on the table sur- blend them together. (such, it). Discuss each word, asking students to the syllable is closed, then the vowel is short. in the word. word, tap out the sounds, and build the word face with their finger. Students should orally explain why (or why not) it is a closed syllable. with their Magnetic Letter Tiles. You can build the spell the word each time. Do three times for each TEACH CLOSED SYLLABLE CONCEPT such has one vowel closed in with ch Student Notebook Entry sh i f t words with Sound Cards or call on a student to word. she has one vowel but it is not closed in Have the students locate the definition of a closed do so. Have students check the High Frequency / Sight Explain that words have parts that go together it has one vowel closed in by t; there’s no syllable on the Six Syllable Types page (Syllables Dictate the word glad. Have students repeat the Be sure to dictate words with the /k/ sound. Word Check page for Units 1-3 in their Student called syllables. A syllable is part of a word that section) of their Student Notebooks. As examples, word and tap out the sounds. Have a student Remind students that ck is only used immediately Challenge Book. If they misspelled any of these can be pushed out in one breath. need for any letter before the vowel have them add the following words and non- come up and build the word with Sound Cards. after a short vowel in a one-syllable word. If there words, have them circle the word and make a Cat has one syllable. Catnip has two syllables. coal has two vowels sense words: is a blend at the end, k will be used. personal index card to assist with their learning. Tell the students that there are six kinds of Sound Cards must be used to teach the closed Ask (This can be done at another time.) syllables in English. The closed syllable is the syllable concept in a multisensory way. Use the up flash bunch Is this a closed syllable? Why? (Yes, because it has Student Notebook Entry Hold students accountable for the spelling of first kind of syllable they will learn. It is the most procedure described here to continually review c c c only one vowel and it is followed by a consonant.) Have the students add the words crib and mask these words. Students can look them up in their common type of syllable in English words. this concept throughout the unit. chip em as examples of the spelling of the /k/ sound at the notebooks as needed. Form the word bat with your Sound Cards: c c stip Have the student mark it closed: glad beginning and end of a blend on the Three Ways © 2009 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED. c c to Spell /k/ page (Spelling Rules section) of their 74 WILSON JUST WORDS® baQt Student Notebooks. Next, have the student mark the blend. Review Tell students that a closed syllable has one vowel that the blend has a line under each consonant to INSTRUCTOR MANUAL 75 only (point to a) and must be closed in (move the demonstrate that each makes a sound. t closer to the a to show how it closes it in). A closed syllable gives the vowel the short sound; glad /¤/ is the short sound of a. c © 2009 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED. Sample Daily Learning Plan MANUAL HIGHLIGHTS Sturdy hardcover for the manual. Detailed scope and sequence of all skills learned, in a Unit-by-Unit skill breakdown. In-depth overview of the cumulative skills taught. Explanation of how to identify, screen, and group students. “Unit Concepts”and“Getting Ready”boxes at the start of each Unit. A section on each Learning Activity, including Duration, Objectives, Procedure, Tips, and Materials. Unit Tests and Progress Monitoring assessments to determine student mastery. Extensive controlled text for each Unit. 63

Wilson JustWords® Instructional Materials Just Words® Sound Cards Just Words Word Cards Used to drill sounds and teach word These flashcards consist of the structure by manipulating word parts. DemonstrationWords and nonsense Sound combinations and consonant and words for each Unit, and Prefix/Root Cards. vowel phonemes are printed on one side; DemonstrationWords are controlled and keywords and pronunciations are on the include a student-friendly definition on reverse (85 cards, 2.5” x 3.5”). the back. Prefix and Latin root cards have a definition and keyword illustration on JWSC ISBN # 978-1-56778-389-6 the back (140cards,8”x5”). $20.30 JWWC ISBN # 978-1-56778-390-2 $52.40 Magnetic Strips Attach to Sound Cards for easy Just Words High Frequency Word Cards manipulation onamagneticboard(5feet). These flashcards consist of high frequency MAGTAPE ISBN # 978-1-56778-226-4 and irregular words designed for reading $9.00 and spelling practice.Words with irregular patterns or untaught word patterns are Suffix & Syllable Frames taught as words to be memorized (113 cards, 6” x 4”). The 20 yellow suffix frames and four blank, JWHFWC ISBN # 978-1-56778-391-9 white syllable frames are dry-erasable, $26.80 magnetic frames for demonstrating and practicing multisyllabic words and words Just Words Student Challenge Phrase Kit with suffixes (24 frames, 7” x 3.5”). This kit includes laminated tally sheets for SSFS23 ISBN # 978-1-56778-274-5 each Unit to easily track miscues while the $46.00 student is reading phrases and stories for charting and monitoring progress Just Words Teacher Reference Charts (62 pages, 8.5” x 11”). Includes eight posters for classroom JWSCPK ISBN # 978-1-56778-398-8 reference, assembled in a portable, $52.40 desktop flip chart (10 pages, 10” x 13” spiral bound). Posters included: Basic Wilson Digital Timer The digital timer counts forward and Keywords (with illustrations),Welded backward and is used for charting, Sounds (with illustrations), Mark My Just Start!, and Progress Check activities. Words,Vowel Sounds (with illustrations), R-ControlledVowels (with illustrations), WDT $12.80 VowelTeams (with illustrations), Spelling Options, SyllableTypes. JWTRC ISBN # 978-1-56778-388-9 $31.00 64 phone 800.899.8454 store.wilsonlanguage.com fax 508.368.2300

Student Identification and Placement Just Words® Screening and Placement Assessments Student identification and proper group placement are critical to the success of a JustWords class.TheTest of SilentWord Reading Fluency-2 (TOSWRF-2) and theWord Identification and SpellingTest (WIST) are appropriate measures for screening and placing students in a JustWords class. Word Identification & Spelling Test (WIST)* Test of Silent Word Reading Fluency-2* By Barbara A. Wilson & Rebecca Felton, Ph.D. By Nancy Mather, Donald D. Hammill, Elizabeth A. Allen, & Rhia Roberts TheWIST provides a nationally standardized, diagnostic instrument designed specifically for students having TheTest of SilentWord Reading Fluency-2 (TOSWRF-2) difficulty with reading, spelling, or both.The norm- measures a student’s ability to recognize printed words referenced assessment measuresWord Identification, accurately and efficiently.The norm-referenced test can Spelling, and Sound-Symbol Knowledge and provides a composite score. be administered easily and quickly in a group format and Kit includes an elementary version (grades 2-5) and a secondary version (grades 6-12). serves as a quick screening tool. It also includes an Examiner’s Manual, Elementary & Secondary Examiner Record Booklets (25 ea), 50 Spelling Response Forms,Word Cards (Irregular, Regular, Kit includes Examiner’s Manual, 25 Student Record Forms A, Letter/Pseudo), and Spelling Cards (Irregular, Elementary, Secondary). 25 Student Record Forms B, 25 Student Record Forms C, and 25 Student Record Forms D in a sturdy box. WIST Kit ISBN # 978-1-41640-448-4 $294.00 TOSWRF-2 Kit ISBN # 978-1-41640-587-0 $312.00 WIST TOSWRF-2 Examiner’s Manual Examiner’s Manual WIST EM ISBN # 978-1-41640-449-1 $83.00 TOSWRF-2 EM ISBN # 978-1-41640-588-7 $73.00 Elementary Examiner Record Booklet 25 Forms Student Record Forms A 25 Forms TOSWRF-2 SRF A (25) ISBN # 978-1-41640-589-4 $60.00 WIST EERB ISBN # 978-1-41640-450-7 $51.00 Secondary Examiner Record Booklet 25 Forms WIST SERB ISBN # 978-1-41640-451-4 $51.00 Student Record Forms B 25 Forms TOSWRF-2 SRF B (25) ISBN # 978-1-41640-590-0 $60.00 Spelling Response Forms 50 Forms WIST SRF ISBN # 978-1-41640-452-1 $21.00 Student Record Forms C 25 Forms TOSWRF-2 SRF C (25) ISBN # 978-1-41640-591-7 $60.00 Word Cards - Regular Words WISTWCRW ISBN # 978-1-41640-453-8 $21.00 Student Record Forms D 25 Forms TOSWRF-2 SRF D (25) ISBN # 978-1-41640-598-4 $60.00 Word Cards - Irregular Words WISTWCIW ISBN # 978-1-41640-454-5 $21.00 Word Cards - Letter/Pseudo Words *TheTOSWRF-2 andWIST are published by Pro-Ed, Inc. (www.proedinc.com) WISTWCLPW ISBN # 978-1-41640-455-2 $21.00 and distributed byWilson LanguageTraining®. Elementary Spelling Card “I have been teaching Just Words for the past eight years and it is without a doubt one of my favorite things to teach. I love seeing my WIST ESC ISBN # 978-1-41640-456-9 $21.00 students being able to crack the code of the English language. I am in awe of their understanding of the terminology and their ability to Secondary Spelling Card verbalize their understanding of what they have learned. It’s a joy to watch their faces when the light bulb goes off and they use what WIST SSC ISBN # 978-1-41640-457-6 $21.00 they’ve learned to become independent readers.” Irregular Spelling Card Ruth Welch, M.Ed. Reading and Language Arts Interventionist, NJ WIST ISC ISBN # 978-1-41640-458-3 $21.00 Wilson® Dyslexia Practitioner (W.D.P.) phone 800.899.8454 store.wilsonlanguage.com fax 508.368.2300 65

Wilson JustWords® Just Words® Durable Pack Magnetic Journal and Letter Tiles These classroom materials are used from Magnetic Journal is used with LetterTiles year to year.These include a Magnetic to practice the manipulation of word parts Journal with LetterTiles and a Dry Erase for spelling activities (opens to 18” x 12”, Writing Tablet. folds to 9” x 12”, 1.25” x 1.25”). JWSDP1 ISBN # 978-1-56778-405-3 Magnetic Journal $39.60 MAGJNL ISBN # 978-1-56778-161-8 $12.00 Dry Erase Tablet Magnetic Letter Tiles Just Words 88 tiles MAFTLJW ISBN # 978-1-56778-629-3 $16.00 A Dry EraseTablet is used for dictation activities. Syllable Frames are used to write multisyllabic words and also build words with LetterTiles (12” x 9”). WDET ISBN # 978-1-56778-400-8 $12.80 “We have kids who have moved out of needing an IEP for reading because of Just Words. It has nothing to do with the size of the district or whether kids are from the city or country. This is just the best system I’ve ever seen for making sure kids have the ability to pick up on new skills. It’s brilliant.” Vern Bergkoetter, M.A., School Psychologist Georgetown-Ridge Farm School District, IL Wilson® Dyslexia Practitioner (W.D.P.) 66 phone 800.899.8454 store.wilsonlanguage.com fax 508.368.2300

Just Words® Student Consumables Student Challenge Book Used by each student and will need to be The Student Challenge Book includes student practice worksheets for each Unit, replaced each year.The pack provides a including: Progress Check, Practice with Current Concepts, Phrase It–Practice convenient way of purchasing the Worksheets, Phrases for Charting and Unit TestDictationPage(152 pgs., 8.5” x 11”). consumable materials that a JustWords student will require: Student Notebook, Student Composition Book, Student Challenge Book, Quick Reference Guide, JWSCHB ISBN # 978-1-56778-401-5 $9.60 and Blue and Red Pencil all in a zippered ISBN 978-1-56778-401-5 plastic binder. 9 781567 784015 ITEM # JWSCHB JWSTCOP ISBN # 978-1-56778-407-7 $30.00 Student Notebook Quick Reference Guide The Student Notebook is a reference for QuickReferenceGuide The Quick Reference Guide provides students to use throughout the course (80 pgs., 8.5” x 11”). Mark My Words Spelling Options students with a fast, convenient /šr/ er ir ur Underline digraph duck reference for concepts taught and shop bath Star the bonus letters fill kiss pink /¡/ a-e a ai ay f an r ing /¦/ e-e e y ea ee ey ball puff /«/ i-e i y reinforced, including:Vowel Sounds Box the welded sounds /³/ o-e o oa ow oe b all j am Underline baseword, circle suffix renting rented bugs boxes JWSNB ISBN # 978-1-56778-386-5 Underline each sound in a blend scrap /¸/ u-e u ue (with illustrations), R-ControlledVowels $7.50 /ü/ u-e u oo ew ou ue f lash stump closed cat Exception syllable c wild c v-e cake Exception /oi/ oi oy (with illustrations),VowelTeams (with syllable v-e /ou/ ou ow illustrations), Mark MyWords, Syllable give /¶/ aw au e open me r-controlled b ur n syllable o syllable r “D” b oa t -le puzzle syllable d syllable -le © 2009 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED. | ITEM # JWQRG | ISBN 978-1-56778-392-6 ISBN 978-1-56778-386-5 Types andSpelling Options (11” x 8.5”). 9 781567 783865 JWQRG ISBN # 978-1-56778-392-6 ITEM # JWSNB $2.10 Student Composition Book Blue and Red Pencil The Blue and Red Pencil is provided for The Student Composition Book is used for students to graph their progress. dictation activities, including sounds, words (review, nonsense, high frequency, WRBP ISBN # 978-1-56778-397-1 and current), phrases, and sentences $2.10 (80 pgs., 8.5” x 11”). CSTUODEMNTPOSITION BOOK JWSCB ISBN # 978-1-56778-387-2 $6.40 WILSON® Just Words® Student Composition Book ISBN 978-1-56778-387-2 9 781567 783872 ITEM # JWSCB phone 800.899.8454 store.wilsonlanguage.com fax 508.368.2300 67

Fourth Edition Wilson Reading System® The WRS 4th Edition builds on over 30 years of proven success and provides teachers with explicit guidance and resources in word structure, vocabulary, fluency, and comprehension. WRS 4th Edition Key Revisions: Wilson Language Training and Wilson® Accredited Partners have received • Expanded and revised Instructor Manual accreditation by the International Dyslexia Association. This designation • Added focus on core/academic vocabulary recognizes that Wilson Reading System certifications align with the IDA’s • Integrated and systematic instruction of phonology, Knowledge and Practice Standards for orthography, and morphology, including direct teaching Teachers of Reading. of prefixes and Latin & Greek base elements Wilson Language Training is a member • New fluency and comprehension guide for Block 3 of The Alliance for Accreditation and Certification of Dyslexia Specialists, • Enhanced student progress monitoring which also includes ALTA, AOGPE, and IMSLEC. • New high frequency word cards and phrases for practice and dictation • New sentences and expanded stories in the Student Readers, with focus on high frequency, core, and academic words 68 WILSON LANGUAGE TRAINING® store.wilsonlanguage.com

Wilson Reading System®: An intensive, Tier 3 program for students To learn more about the (grades 2-12) and adults with a language-based learning disability, Wilson Reading System, visit such as dyslexia www.wilsonlanguage.com/wrs The Wilson Reading System (WRS) 4th Edition has been updated extensively. With this new To learn more about edition, we have ensured that the teacher and student resources now incorporate all the Wilson Professional Learning, research-based best practices that have been a part of our teacher professional learning visit www.wilsonlanguage.com/ courses for many years. The program’s essential principles remain the same. professional-learning Essential Principles To purchase materials: • Provides intensive (Tier 3) reading and spelling instruction for students in grades 2-12 Visit our online store, and adults with a language-based learning disability, such as dyslexia. store.wilsonlanguage.com • Instruction provided individually or in small groups by an instructor with WRS Certification. • Offers a research-based program supported by thirty years of data collected and analyzed from school districts implementing it. • Follows a ten-part lesson plan that addresses the following in a sensible and logical fashion: decoding, morphology and the study of word elements, encoding and orthography (internalizing the rules that govern English), high frequency word instruction, oral reading fluency, vocabulary, and comprehension. • Provides a systematic and cumulative approach to teaching total word structure for decoding and encoding. • Is based on Orton-Gillingham principles and makes all instruction direct, multisensory, and interactive. • Uses a unique “sound-tapping system” early in the program to tune students into the separate phonemes in a word and develop the understanding that the sounds of spoken language work together to make words. • Provides three levels of vocabulary: Level AB - appropriate for all students (comprised of core vocabulary, mostly drawn from the TextProject’s Words Zones™ for 4,000 Simple Word Families as well as academic vocabulary words); Level A- appropriate for elementary students, ELL students, and those with limited vocabulary; and Level B- appropriate for older students and adults with advanced vocabularies. • Presents an extensive collection of phonetically controlled and decodable text (wordlists, sentences, and passages) that incorporate only the elements of word structure that have been taught up to the corresponding Step in the program. • Is a comprehensive program that can follow students from grade to grade. • Uses criterion-based assessments (formative and summative) built into the program to measure student progress and success. “With WRS, my son began making improvements. Spelling lists became easier, orally and written, and sentence structures were getting so much better. I could see Matteo blossom. He was more confident and wasn’t as shy. After one year of WRS instruction, he jumped to reading at grade level. It makes me feel so relieved that he receives support, and that there are programs like Wilson to help students succeed.” Parent Roxanna P., Massachusetts phone 800.899.8454 store.wilsonlanguage.com fax 508.368.2300 69

FWFWoouuiillrrsstthhooEEnnddiiRRttiieeoonnaaddiinngg SSyysstteemm®® Wilson® Programs: Multi-tiered System of Supports The Wilson Reading System® can be part of a multi-tiered literacy solution that also includes Fundations® and Just Words®. Grades K–3 PREVENTION STRATEGIC INTERVENTION INTENSIVE INTERVENTION (Tier 1) (Tier 2) (Tier 3) FUNDATIONS® INSTRUCTION FUNDATIONS INSTRUCTION Comprehensive Assessment Standard Lesson Intervention Lesson WRS INSTRUCTION 30 minutes daily Additional 30 minutes See below for Implementation Universal screening grades K–­ 3 3–5 times/week Schedule Significant deficits grades 2­–3 Progress Monitoring (further assess) Grades 4–12 LANGUAGE ARTS CLASS WORD-LEVEL INTERVENTION Comprehensive Assessment Assessments (Tier 2) WRS INSTRUCTION Moderate word-level deficits JUST WORDS® INSTRUCTION See below for Implementation grades 4–12 45 minutes Schedule Significant deficits grades 4–12 3-5 times/week (further assess) Progress Monitoring Implementation Schedule It is strongly recommended that instruction occur five days a week with a WRS certified instructor. At minimum, two full WRS lessons (all three Blocks comprise one lesson) should be completed each week. One-on-One Instruction Small-Group Instruction When working one-on-one, instruction should be scheduled for For small-group instruction, students should be pretested and the following length and frequency: grouped homogeneously based on similar word attack and • 45 minutes, 4-5 times per week; or spelling measures. The ideal group size is up to 4 students. • 60-90 minutes, 2-5 times per week Group size of up to 6 students is appropriate in some settings (i.e., with a highly skilled teacher). • 45-60 minutes, 4-5 times per week; or • 75-90 minutes, 2-5 times per week; or • Optimal intensity: 90 minutes, 5 times per week 70 phone 800.899.8454 store.wilsonlanguage.com fax 508.368.2300

Professional Learning, Implementation, and Sustainability “We chose to use the Wilson Reading System because we truly believe the systematic, Wilson offers the following professional learning and implementation support for multisensory approach to reading and teachers and those involved with the implementation of the Wilson Reading System®. spelling positively and powerfully impacts our students’ ability to succeed in these • Online Learning Community Membership areas. The explicit teaching guidelines and The Intensive Learning Community offers additional resources and support for targeted learning strategies align with our teachers, including monthly expert tips, video demonstrations, weekly paired district’s vision for intervention.” readable/enriched text passages, and more. Membership is included with purchase of the WRS Instructor Manual and/or attendance at a WRS Introductory Course and Kimberly Berry-Corie, Director, Department of is renewable annually at no charge. Response to Intervention, Dyslexia and at Risk, Round Rock Independent School District, TX • WRS Introductory Course This course provides participants with an overview of the Wilson Reading System curriculum and serves as the prerequisite for Wilson Reading System Level I Certification Training. Graduate credit is available. • WRS Level I Certification Program This comprehensive professional learning program includes an in-depth online course, delivery of the program with a practicum student, observations by a Wilson® Credentialed Trainer, and implementation resources that include coaching and individualized support. Graduate credit is available. A WRS Level I Certified individual is eligible for the Wilson® Dyslexia Practitioner (W.D.P.) credential, renewable every five years. • WRS Advanced Coursework and Level II Certification Program Advanced coursework and supervised practicums provide in-depth strategies to implement multisensory structured language instruction successfully in small-group settings and advanced levels of decoding and encoding. Completion of all required components results in WRS Level II Certification. Graduate credit is available. A WRS Level II Certified individual is eligible for the Wilson® Dyslexia Therapist (W.D.T.) credential, renewable every five years. • Sustainability Plan Aligning with the scientific principles of implementation science, Wilson partners with school districts to develop comprehensive plans to implement Wilson programs and move toward program sustainability. Developing a Wilson® Credentialed Trainer (W.C.T.) is recommended to help schools and districts move toward sustainability. By developing WRS trainers, a district ensures that all WRS teachers maintain the fidelity of implementation that results in student success. To learn more about the Wilson Reading System, visit www.wilsonlanguage.com/wrs To learn more about Wilson Professional Learning, visit www.wilsonlanguage.com/professional-learning phone 800.899.8454 store.wilsonlanguage.com fax 508.368.2300 71

Unlock the full 2 3 potential of your 3 students with the 4 Wilson Reading 1 7 System®! 11 5 Shown here: WRS Small-Group 10 Instruction Instructional Materials 1 Instructor Manual (Steps 1-6) p. 75 2 Letter-Sound Cards p. 77 3 Word Element & Syllable Cards (Steps 1-6) p. 77 4 High Frequency Word Cards (Steps 1-6) p. 77 5 Dictation Book (Steps 1-6) p. 76 6 Word Cards (Steps 1-6) p. 77 7 WRS Lesson Plan (Available in the Intensive Learning Community at Wilson Academy®) 8 WRS Wordlist Chart (Available in the Intensive Learning Community at Wilson Academy) Instructional materials not shown: Rules Notebook (Steps 1-12) p. 76 End-of-Step Assessment (Steps 1-6) p. 78 WADE p. 76 Tote Bag p. 78 Student Materials 9 Student Readers 1-6 p. 80 10 Student Portfolio p. 79 Includes: Student Notebook (Steps 1-6) p. 79 Student Dictation Notebook (Steps 1-6) p. 79 11 Magnetic Journal with Letter Tiles p. 79 Student materials not shown: Student Notebook (Steps 1-6) p. 79 Student Dictation Notebook (Steps 1-6) p. 79 End-of-Step Assessment (Steps 1-6) p. 78 Note: This classroom includes non-Wilson items, which are not available through Wilson Language Training®.

4 8 9 9 9 10 6

Fourth Edition Wilson Reading System® WRS Introductory Set for Steps 1-6 Instructional Kits W4INTROSET ISBN # 978-1-56778-648-4 $299.00 The WRS Introductory Set (Steps1-6) Wilson Reading System® instructor materials and/or student materials are includes all Wilson Reading System provided in convenient instructional kits. (Wilson Reading System Introductory instructor materials and one set of Set (Steps 1-6) shown below.) student materials: • Instructor Manual (Steps 1-6) with WRS Introductory Set (Steps 1-6) Student Readers Set (Steps 1-6) TheWRS Introductory Set includes teacher and student WRS Student Readers provide highly controlled text companion membership in the materials necessary to teach Steps 1-6 of the program. (wordlists, sentences, and passages) that is on average, Wilson Academy® Intensive Learning (See list of contents in left panel.) 98% decodable. Community • Dictation Book (Steps 1-6) W4INTROSET ISBN # 978-1-56778-648-4 W4WRS16AB ISBN # 978-1-56778-650-7 • Rules Notebook (Steps 1-12) $299.00 $49.90 • Student Readers 1-6 • Letter-Sound Cards End-of-Step Assessment (Steps 1-6) Student Portfolio (Steps 1-6) • Word Cards (Steps 1-6) Student Pack TheWRS Student Portfolio (Steps 1-6) (consumable) • Word Element & Syllable Cards contains aWRS Student Notebook (Steps 1-6), aWRS (Steps 1-6) TheWRS End-of-Step Assessment Student Pack Student Dictation Notebook, and A-Z tabs to organize • High Frequency Word Cards (Steps 1-6) contains enough Student Progression Recording vocabulary entries. • End-of-Step Assessment Set (Steps 1-6) Forms and My Step Progress booklets to use with six includes: students. W4WRSSP16 ISBN # 978-1-56778-673-6 • Teacher Guide (qty 1) $19.90 • Student Progression Recording Forms (qty 2) W4EOSASP16 ISBN # 978-1-56778-682-8 • My Step Progress Booklets (qty 2) $44.90 • WADE • Student Portfolio (Steps 1-6) includes: • Student Notebook (Steps 1-6) • Student Dictation Notebook (Steps 1-6) • A-Z tabs • Magnetic Journal with Letter Tiles • Tote Bag Wilson Reading System® Steps 1-6 Now Available! Steps 7-12 coming for the 2019-2020 School Year. 74 WILSON LANGUAGE TRAINING® store.wilsonlanguage.com

Instructional Materials All instructional materials are included in the Wilson Reading System® Introductory Set (Steps 1-6) unless otherwise indicated. They are listed here for supplemental purchase. Instructor Manual (Steps 1-6) Intensive Learning Community ThisWRSInstructorManualcoversSteps1-6andiswritten in four sections, plus an appendix, to include background information about key instructional components and principles of instruction, a detailed guide for standardized instructional procedures and lesson planning to help students apply emerging word-level proficiency to fluently readandcomprehendtext.Comes with a companion membership in theWilson Academy® Intervention Learning Community (570 pgs., 11” x 8.5” hardcover). W4WRSM16 ISBN # 978-1-56778-640-8 $84.90 2.1Substep Word Study Word Study MANUAL HIGHLIGHTS What to Teach 1 - SOUNDS QUICK DRILL 2 - TEACH & REVIEW CONCEPTS FOR READING Introduction – background information about the key instructional components and principles of instruction.  New “welded”letters: Drill all previously taught vowel Letter-Sound Cards. Have the student say letter- Build three to four previous substep words. Have the student read (tapping only if Note Lesson Planning & Execution - detailed guide for standardized ang, ing, ong, ung, keyword-sound. Be selective with previously taught consonants and welded letters. needed) and briefly discuss concepts. Technically ng is a instructional procedures. ank, ink, onk, unk Drill these by having the student say letter-sound, using keywords as needed. digraph and nk is a Step Instruction – detailed instructions for Introductory and Ongoing Lessons: Teach Reading of Welded Sounds blend. Therefore, ing has two the word study parts of the lesson.  Reading and spelling sounds and ink has three words with the welded Student(s) learn the following letter combinations : Display Letter-Sound Cards as pictured on the right and point DQ EQ sounds. The student learns letters and sounds listed to each card while saying the sound: /ang/, /ing/, /ong/, /ung/, QH QI these sounds best, however, above ang-fang-/ang/ ank-bank-/ank/ /ank/, /ink/, /onk/, /unk/. Then, read them across /ang/, /ank/, KQ when presented as ‘welded’. OQ The discussion of blend (taught  Definition of a syllable ing-ring-/ing/ ink-pink-/ink/ etc. Have the student repeat after you, then do independently. at Substep 2.2) versus digraph and number of sounds can be  Identifying a closed ong-song-/ong/ onk-honk-/onk/ Next, the student should practice reading words. Place the s QJ avoided unless questioned by syllable consonant card in front of ang. Tap out the word sang: /s/ (one QN student. ung-lung-/ung/ unk-junk-/unk/ tap) - /ang/ (one tap with three fingers). Then move the s card FYI in front of ank and tap out sank. Create words with all of the FYI If needed, the Teach these letter-sound (grapheme-phoneme) combinations with the green Remember that for student can Letter-Sound Cards and keywords. Explain that the three letters do have individual welded sounds. Have the student tap and blend each word. words with a suffix, learn the -ng welded letter sounds, but that the phonemes are very closely welded together and are therefore the student taps only the base combination first, then learn the difficult to separate. When these words can be read without tapping, have the student read words with word, if needed. The suffix is -nk letter combination in a later the suffix -s added, as well as nonsense words. not tapped. lesson. To tap these sounds, the student uses three fingers tapping together at the same READING SUFFIXED WORDS IN time. Tap on a table rather than to thumb if this is easier for the student. Explain Student Notebook Entry Write the word bank and ISOLATION that the three fingers represent the three individual sounds. These are said almost teach the student to box at the same time so it is easier to ‘weld’ them together. For example, sink would (Sounds Section) On the -ng, -nk Welded Sounds the three-letter welded Word How it is read be tapped: pages, have the student practice marking welded sound: sounds: shells: shell-shells l ong r ing h ung b ank b ank th ink j unk Subsequent Lessons: Teach Closed-Syllable Concept thinks: think-thinks 2.1/s/ (one tap) /¬nk/ (one tap You will next teach about closed syllables. Explain that words have parts that go Comprehension & Fluency Block 3 Guide –detailed guidance with three fingers) together called syllables. A syllable is a part of a word that can be pushed out in Substep Word Study Word Studyone breath. Cat is one syllable. Catnip has two syllables. Student Notebook Entry on Block 3 instruction and background information on how Explain that there are six kinds of syllables and first you will teach the one that is to help students apply emerging word-level proficiency to On the -Nnegxatn, uds-entkhWe eLledtetderS-oSuonudnsdpCagaerds,s fluently read and comprehend text. add the keyword pictures for the new Appendix – reproducible forms and other valuable sQuQFQ iQtQ LQQe lQQoaQQfNmThuoestLteebteteurs-(whSSeaeoodvluudetnnoetddhdteseCsaSoascetruhudcntdsdioesnn: t)tobuildthefollowingwords: 3suysleladbtlheehmasoosnteinvoEnwgellisohnwlyo(prdo-si.nWFtotOormRaD)tahCnedAwmRoDrudsStbbaet.cTloeslletdheins(tmudoevnetththeatt a closed information. closer to the a to show how it closes it in). A closed syllable gives the vowel the short sound; Note the closed-syllableacnogn,cienpgt, ong, ung, Ask the student to point to the closed syllables (such, it). Discuss each word/¤, / is the short sound of a. NPohwonremticoavlelythReebgutolalreaWveorthdes:wHoarvdeath. Teelsltuhdeesntut drenadt a “fat stack” of previous With the current in a multisensory wanayk. U, isnek, onk, unk substep words, have this procedure building other asking the student to explain why or why not it is a closed syllable. that there need not be a csounbssotneapntwionrdfrso,nftoocuf sthinegvown eal.uTthoemiamtipciotyrtaanntdpowienatvising discussion of selected the student identify the welded words to continually review such has one vowel closed in with ch that one vowel (point to acaonndcestprtessasnthdaptrietvisioounsly ionnterovdouwcedl) visoclaobsuedlariny w(moordvse. Then, use current substep sounds. If the student has difficulty distinguishing pairs this concept throughout Step it has one vowel closed in by t, no need for any letter before the vowel t) by at least one consonanWt.oMrdakCeartdhse wtoorfdocbuasthon. Tenlel wthecostnucdeepntst,thdaetcoitdcianng baeccuracy, and, as mastered, (e.g., ong vs ung), be sure to 1m5a7ke additional word cards 2. Avoid using h, r, y, and w at she has one vowel but it is not closed in closed in with more than oanuetcoomnastoicniatyn.tA(plsoointtartgoetthn).ew vocabulary words, having the student enter these with these pairs (song, sung) the end - ah, bar, bay, saw... loaf has two vowels© 1989, 1996, 2018 WILSON LANGUAGE TRAINING CORP. ALL RIGHTS RESERVED. to practice. Once the student is 156 Wilson Reading System® these are not closed syllables. into the Student Portfolio. Vary Word Card activities as appropriate. accurate with the current words, WRS INSTRUCTOR MANUAL mix these with previous substep © 1989, 1996, 2018 WILSON LANGUAGE TRAINING CORP. ALL RIGHTS RESERVED. words to focus on automaticity. Do not explain them yet; just Be sure to emphasize that a closed syllable is a syllable that has one vowel (not a High Frequency Words: Have the student read the high frequency word packet Note Be sure to have the avoid them! short vowel). The fact that it is closed then tells the student the vowel is short. This separately from the phonetically regular words. Include previously introduced student practice reading words with suffixes in Parts is important because the teaching of the syllable type is to aid in the decoding of words until mastered and introduce new high frequency words a few at a time. 2 and 3 of the lesson before including this for charting. unknown words. If a word is unknown (such as vat), the student can figure it out by determining if it is a closed syllable, then applying the short sound (using the keyword apple). The goal is to teach the student to recognize when a syllable is 4 - WORDLIST READING FYI closed by seeing the pattern. When the student Have the student practice reading closed-syllable words from Step 1 and Substep Practice: From the current substep wordlists, select 5-6 words from a single is asked to describe 2.1. Also, demonstrate closed-syllable words with the suffixes -s and -es. wordlist that reflect your instruction for that day and have the student read them a closed syllable, the reply for practice. Discuss current concept, targeting trouble spots. should not be, “a closed Then, write the word job. Teach the student how to mark a closed syllable, scooping syllable is a syllable with a short the syllable first. Then, identify the type of syllable with a c for closed. Finally, mark Charting: Using another wordlist that also reflects your instruction from the vowel.” Rather, it should be, the vowel with a breve to show that it makes a short sound (as in apple). Be sure to current substep, have the student read 15 words aloud. Then, record all errors on “a closed syllable is a syllable mark the vowel last, emphasizing that if the syllable is closed, then the vowel is short: with one vowel, closed in by consonant(s), and this tells us 2.1job job job the Wordlist Chart. Discuss and correct all errors with the student. the vowel is short.” The purpose cc of teaching this is so that the The following types of wordlists are provided: student, upon visual recognition SubstepLastly, show the student that if the word has a suffix, it will be marked like this: of a closed syllable, knows how Spelling • ng • + suffix Spelling job s or job s to read the vowel. c • nk • nonsense words When ready, include nonsense words. 6 - QUICK DRILL IN• RngEVaEnRdSnEk Next, dictate a Substep 2.1 word with a suffix (such as winks) and have the student repeat the word. Ask the student to name the word without the suffix (wink). Have Student Notebook Entry the student tap the base word and find the corresponding Letter Tiles. Ask, “That is (Syllables Section) On the Closed Syllable page, have the student athseelsetcutdioenntotfoprre-epvSeioaEutNtshlTyeEtNsaouCugEnhRdt avEonAwdDetIhNl,eGcnonnasomneantht,ealnetdtewr(esl)dwehdiplehpoonienmtinegs. wink, now how do you make it winks?” add the following example words: links, job 5Dictate FYI The student shoWuldeaavdde twheitshand tCheon mspepll trhee whheolne wsoiord.n & Fluency Block 3 | InsRFetYmrIeumcbetritohant when Parts 9 & 10 Overview The letter i in the Prompt Questions reading and spelling word links is part of a welded sound, but link In the Mark Words section, have the student practice marking a to the appropriate Letter Tile(s). is a closed syllable as well. Therefore, the i has a short closed syllable and a closed syllable with a suffix. Review high frequency words and untaught words at the top of the page as StuEdxaemntpNleost:ebook Entry words with a suffix, a student sound. Add the new weldednLeeetdteerdT.iSleesl:ect ten sentences from the current substep and have the student read link s job taps the word without the suffix 158 Wilson Reading System® c c tehxepmresssilieoainnnngtgl(yp,aitnrnhokkesondayloaundd(oinnteosneanttioennc),eaantda time). Focus on accurate word reading, Parts 9 & 10 Overview(SpAerlelinthgeSrecatnioynw) oOrndsthweitWhaays to Spell /k/ page, have meaning of text. To develop fluency, only, if needed. The student does On the same page, once nonsense words have been introduced, a b c d e f thewsetluddeednstoeunntde?r examples for ank, ink, onk and unk: not tap the suffix. have the student add these example words: vob, ched g h i j k l nmsz eoeddeelda. Wnuonndeggapvourennakkcqtuiceestpiornospaebr opuhtrcaosainnncgegpotfs text using the penciling technique, as baAnrke ,ththerienakn,yhcolonsked, s-suynllakble taanukght in current and previous substeps SPELLING WORDS WITH A SUFFIX Next, have the student practice marking these words. m n o p qu r words in that sentence? The previous OTeriaecnhteartidoinctasteesctthioenwoprrdosvoidnegds. you with background for your INSTRUCTIONAL TASKS vob ched t u v w x y instruction. ThisTsheectsitoundennotwreppreeastesnthtsemwoorrde details for your Block 3 instruction. In When ready, include nonsense words. This section will address: cc wh ch sh th ck and discuss vocabulary and meanining.g ink Just as Blocks 1 and 2 provide a step-by–step approach to mastery, Block 3 does the same, utilizing different instructional f l s all am an Block 3, you willsponrogvsid, tehesntundaemnets twheithwoorpdportunities to practice their emerging tasks and types of text, and providing different levels of support. • Instructional Tasks ong onk© 198-9, 1996, 2018 WILSON LANGUAGE TRAINING CORP. ALL RIGHTS RESERVED. SssSpteuuelbedlslcWeettnRhqwSteurIoNeewrSnpdoTtesRrLadUfetrCo,osTtrsOmaaopRlnlSMy(si.tfA:eAnNTpseeUk1aeA, “dLcaIhesndtSdh)piaSse1nu5lald9bicnssltgpoeseopelfld2wC-.1lsi•oty.hslDPIlneaLaisdbecrtt-ttrlsSeaute9yt?certlaWilTonaaihndlbewayl1sle?o0.F”DWrrHdaimora,evsrecduewtscttohhhrekeafsssottjruuoddbee.nnHttaetovxstsepteukhlxtifalheftliisscnneioaenfngdtrseaundpgupaaotgesnwLrettdaeuiswtteldhotedlieoytvea,nhuedlttltlho,csttteowahhopnseeftssnnudsttueudihsffcpdefefitinecexebltunld(asasltstlssotyeseon.towxogaton).db.rTdeTdghhsci.ife-shsar.ellaednignegdp, yraectttiocesuiscacelweadyws idthonvearwioiuths In Parts 9 and 10, you will use four basic instructional tasks to work with your students: © 1989, 1996, 2018 WILSON LANGUAGE TRAINING CORP. ALL RIGHTS RESERVED. • Listening Comprehension ung unk • Interactive Oral Reading • Scaffolded Silent Reading why job is a closed syllable (only one vowel, followed by at least one consonThanetW). RS LessonThPelapnursphooswe nofhtheirseisitnocludes all 3 Blocks: Word Study (Parts 1-5), • Oral Fluency – Repeated Reading Spelling (Parts 6e-8m),pahnadsizCeotmhepsrterhucetnusrieoonf/Fblausency (Parts 9 and 10). Our focus now Dictate the following new sounds, one at a time in random order: Dictate additional closed-syllable words for spelling practice. turns to the \"howwotrod\"+osfuBflfoixcakn3d: thoofwirsttospperlletphaere, how to plan, and how to teach. /ang/ /ing/ /ong/ /ung/ /ank/ /ink/ /onk/ /unk/ 8 - WRITTEN WORK DICTATION We’ll refer to thewPaorrdtsw9iathnodu1t0thseescutifofinx.s of the Lesson Plan shown and also to other Task Description Type of Text & Remember to have the student repeat the sound, then ask “What says ____?” The Lesson Part student should answer, naming letter(s) while pointing to the appropriate tile. Lesson Plan options, especially for Part 10. 9 10 Dictate word elements (suffixes) only as needed. Prompt students to repeat, select Dictate sounds, words, and phrases from previous and current substeps. Also, WRS Lesson Plan Listening You read to students and facilitate collaborative discussion, the appropriate manipulative (blank suffix tile) and then write it on the table with dictate sentences from the current substep. Be sure the student repeats all dictation NoteWRS Lesson Plan (Standard) Comprehension doing Comprehension S.O.S.TM and Going Deeper work. ü a finger while orally spelling, adding the dash. BLOCK 2 • Spelling 6 QUICK DRILL IN REVERSE 1:1 1-2 MINUTES GROUP 2-3 MINUTES Enriched Text ESTABLISH QUICKWANiDlAsUoTOnMARTIeC LaETdTEiRnNgAMSINyGsANtDePmRO®DUCTION OF SOUNDS FOR ENCODING. 7 - TEACH & REVIEW CONCEPTS FOR SPELLING Be sure to practiceVOWELS Dictate three to four previous substep words. Prompt the student to repeat the DATE LESSON NUMBER STUDENT NAME/GROUP CONSONANTS WELDED word (segmenting as needed) and then spell the word with the Letter Tiles or Word Element Cards (suffixes) and Syllable Cards. Have the student spell the word orally prior to spelling. Have the student circle high frequency words, then guide the marking closed syllables7 TEACH&REVIEWCONCEPTSFORSPELLING You and students orally read portions of text, or students while building it. SUBSTEP LESSON FOCUS CONCEPTS TO WEAVE read all of the text with you. You assist them when they have difficulty recognizing a word by asking questions about its ü Introductory and Ongoing Lessons: Spelling of Welded Sounds proofreading process for phrases and sentences. Direct the studentINTRODUCTION to mark some 1:1 5 MINUTES GROUP 5-10 MINUTES structure, if it has been taught to them, or by “feeding” them Non-Controlled Dictate a Substep 2.1 word (such as pink) and ask the student to repeat and tap any words that they are unable to read due to word structure(s) Readable Text out the word, then select the tiles needed to form the word. Direct the student to WORD TYPE TO CHART  ACCURACY “TROUBLE SPOTS” often.ESTABLISH PROCESSTO SPELLWORDS BY BREAKINGTHEM INTO PARTS (WORD ELEMENTS, SYLLABLES, SOUNDS). beyond what they have learned. You also systematically teach use the green Letter Tiles for spelling ng and nk welded sounds rather than three students how to actively engage with the text by annotating it, ü individual tiles. Be sure the student orally spells the word after finding the letters. concepts in words and sentences, and scoop the REAL sentences NONSENSE into phrases. REVIEW CONCEPTS REVIEW WORDS CURRENT CONCEPTS CURRENT WORDS HIGH FREQUENCY WORDS beginning with touching it for phrasing, then identifying and (Eventually  FLUENCY marking unknown words, etc. Enriched Text) © 1989, 1996, 2018 WILSON LANGUAGE TRAINING CORP. ALL RIGHTS RESERVED. Includes Comprehension S.O.S. and Going Deeper work. Mark WordsBLOCK 1 • Word Study 1 SOUNDS QUICK DRILL 1:1 2-3 MINUTES GROUP 2-3 MINUTES Interactive ESTABLISH QUICK AND AUTOMATIC LETTER NAMING AND PRODUCTION OF SOUNDS FOR DECODING. Oral Reading WELDED VOWELS CONSONANTS ADD TO NOTEBOOK Box welded sounds: ADD TO NOTEBOOK DRILL LEADER (IF GROUP) k ing b ank 8 WRITTEN WORK DICTATION 1:1 15 MINUTES GROUP 15-20 MINUTES Mark closed syllables: DEVELOP INDEPENDENT SPELLING AND PROOFREADING SKILLS WITH WORD STRUCTURE ELEMENTS DIRECTLY TAUGHT THUS FAR. NONSENSE WORDS 2 TEACH & REVIEW CONCEPTS FOR READING SOUN1D:1S 5 MINUTES GWROORUDPELEM5 EMNITNSUTES REAL WORDS TEACH WORD STRUCTURE BY PRESENTING WORDS IN SEGMENTED FORM, AND PRACTICE DECODING WORDS WITH SPECIFIC TAUGHT PATTERNS. REVIEW CONCEPTS REVIEW WORDS CURRENT CONCEPTS CURRENT WORDS sink well ADD TO NOTEBOOK HIGH FREQUENCY WORD PHRASES You select text and provide scaffolds for students to read it ü cc SENTENCES (or portions of it) silently, with the direction to: (a) develop their Non-Controlled coherent mental model with visualization and/or picture notes ü Readable Text Underline base words and circle s3 uWfOfRDixCAReDSs: 1:1 3-5 MINUTES GROUP 5-10 MINUTES Scaffolded (and eventually graphic organizers), and (b) monitor for any Controlled Silent Reading challenges with word recognition or understanding. Eventually, ü PRESENT WORD EXAMPLES AS A WHOLE RATHER THAN IN PARTS TO SOLIDIFY THE CONCEPTUAL UNDERSTANDING OF WORD STRUCTURE AND DEVELOP VOCABULARY. ESTABLISH after annotations are well-developed during interactive oral Text (Eventually reading, students apply these while silently reading a text. Enriched Text) lung s k ing s AUTOMATICITY WITH HIGH FREQUENCY WORD RECOGNITION. Includes Comprehension S.O.S. and Going Deeper work. SUBSTEPS ACTIVITY BLOCK 3 • Fluency / ComprehensionVOCABULARY W9ORDCSONTROLLED TEXTPAASDSDANGEWE RTOEANDOTIENBGOOK 1:1 10-15 MINUTES GROUP 10-15 MINUTES Students read story in Student INCREASE READING FLUENCY WITH CONTROLLED TEXT, AND DEVELOP SILENT READING SKILL INCLUDING A MENTAL REPRESENTATION FOR COMPREHENSION USING VISUALIZATION. Reader Teacher reads enriched HIGH DEVELOP ORAL EXPRESSIVE LANGUAAGDEDSNKEILWLSTOWNITOHTREBEOTEOLKL. text and/or student FREQUTIETNLCE/YPAWGOERDS reads text that is non- controlled SOURCE COMPREHENSION S.O.S.: VOCABULARY FOLLOW UP ?’s  STUDENT READER ________  AB  B  SILENT/ORAL 4 WORDLIST READING  W1:I1LSON5FMLUINENUCTYESKIT GROUP 5-10 MINUTEOSRAL FLUENCY  REPEATED READING DETERMINE INDEPENDENT APPLICATION AND AUTOMATICITY OF SINGLE WORD DECODING SKILLS. CHART PROGRESS TO DETERMINE SUOBTSHEEQRUWENRTS LCEOSNSOTRNOS/LPLREDOGRESSION. ü STUDENT READER PRACTICE CHARTING ERRORS Non-  AB  A PAGE PAGE Controlled  TOP  TOP WRS INSTRUCTOR MANUAL 16110 LISTENING/READING FLUENCY AND COMPREHENSION Readable Text 160 Wilson Reading System® © 1989, 1996, 2018 WILSON LANGUAGE TRAINING CORP. ALL RIGHTS RESERVED. B 1:1 15-30 MINUTES GROUP 15-30 MINUTES ü  REAL  NONSENSE  BOTTOM  BOTTOM DEVELOP AUDITORY PROCESSING OF LANGUAGE AND COMPREHENSION OF AGE-APPROPRIATE LITERATURE AND INFORMATIONAL TEXT. APPLY EMERGING DECODING SKILL AND ACTIVITY (IF GROUBPA)CKGROUND KNOWLEDGE TO INCREASE THE FLUENT READING AND COMPREHENSION OF VARIED NON-CONTROLLED READABLE TEXT WITH SUPPORT. SOURCE ___________________________________ TASKS  SCAFFOLDED SILENT READING NOTES Oral Fluency – Although both interactive and silent reading are also working ü TITLE  LISTENING COMPREHENSION  ORAL FLUENCY Repeated on fluency, this terminology is used to indicate that students Controlled (SEE PART 10 PLAN FOR DETAILS) Reading are rereading a text (sometimes several times) that has been 5 SENTENCE READING 1:1 5 MINUTES GROUP 5 MINUTES  INTERACTIVE ORAL READING PAGE 2 OF 2 read previously with understanding. Text DETERMINE INDEPENDENT DECODING SKILLS WITHIN CONTEXT. EMPHASIZE VOCABULARY AND FLUENCY WITH READING IN MEANPIANGGEF(US)L PHRASES TO SUPPORT COMPREHENSION. STUDENT READER ERRORS NOTES © 2018 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED. (041918)  AB B | www.wilsonlanguage.com PAGE © 2018 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED. (041918) | www.wilsonlanguage.com PAGE 1 OF 2 (Eventually Enriched Text) 448 Wilson Reading System® © 1989, 1996, 2018 WILSON LANGUAGE TRAINING CORP. ALL RIGHTS RESERVED. © 1989, 1996, 2018 WILSON LANGUAGE TRAINING CORP. ALL RIGHTS RESERVED. WRS INSTRUCTOR MANUAL 449 phone 800.899.8454 store.wilsonlanguage.com fax 508.368.2300 75

Fourth Edition Wilson Reading System® Instructional Materials Dictation Book (Steps 1-6) Rules Notebook (Steps 1-12) WRS Fourth Edition Provides extensive controlled text for the WRS Fourth Edition A handy reference of the basic rules that Wilson Reading System® spelling portions of aWRS lesson, govern the structure of words in English. Steps 1-6 Parts 6-8. For each Step, the content Rules Notebook 1-12 Wilson Reading System® For each rule, a reference is provided Dictation Book is organized in lists:“What Says?” noting theWRS substep where it is (graphemes),Word Elements, High 1-12Rules Notebook introduced (40pgs, 8.5” x 11”). 1-6Steps FrequencyWords,Words, Phrases, andOurMission Steps ISBN 978-1-56778-639-2 Dictation Book To provide quality professional learning and ongoing support so W4WRSRN1 ISBN # 978-1-56778-641-5 $12.90 9 781567 786392 that educators have the skills and tools they need to help their ITEM # W4WRSD16 students become fluent, independent readers, who are ready to explore the endless possibilities the world of reading has to offer. Sentences (186 pgs, 8.5” x 11”). ISBN 978-1-56778-641-5 W4WRSD16 ISBN # 978-1-56778-639-2WilsonReadingSystem® 9 781567 786415 $21.90 www.wilsonlanguage.com ITEM # W4WRSRN1 (800) 899-8454 Wilson Assessment of Decoding and Encoding (WADE) TheWilson® Assessment of Decoding and Encoding (WADE) is a curriculum-based measure which specifically assesses a student’s decoding and encoding (spelling) skills correlated to the word structures taught inWilson Reading System®. TheWADE is aligned to the scope and sequence of theWilson Reading System in order to both guide instruction and determine mastery.TheWADE consists of an Administrator Guide, eightTesting Cards, fiveWADE Examiner’s Recording Forms AB, and fiveWADE Examiner’s Recording Forms B (additional Recording Forms for AB and B can be purchased WADE Assessment separately) (9” x 11.25”). W4WADE ISBN # 978-1-56778-632-3 Wilson Reading System® $39.90 Sounds Form NOT Level BOTH APPLICABLE Consonants (b-z) Test Card 1of 4 WADE Examiner’s Recording Forms AB Administrator Guide bcdf g 10 Forms h j kRead-PseuldSou(Nnodnssenmse) WordsConsonants, Digraphs,Trigraphs 1FormForm LevLeelvAePPlNLIOBCTAOBTLEH NOT APPLICABLE TesTteCsatrCda1rdof13of 1 W4RFWADEAB ISBN # 978-1-56778-683-5OurMission List 1 List 2 List 3 $14.90 To provide quality professional learning and ongoing support so n pgud qu rbink that educators have the skills and tools they need to help their choz masp s tunlab Read-High FSroeuqnudenscy Words FormForAmPPANLPIPOCNLTIAOCTABBLLEE LeLvevl AePlPNLIBOCTAOBTLHE students become fluent, independent readers, who are ready to queblet Consona(nSttse,pDsig1r-a6p) hs, Trigraphs TeTsetsCt aCradrd11ooff23 explore the endless possibilities the world of reading has to offer. Examiner’s Recording Form | Level AB niff vost trentip t v w x yzam wheps General Information grenches drappog does people beautiful spluck enflont List 4 List 5 List 6 ISBN Student: Age: Grade: threne gly bgRlraueSxpaeolyddu-nWdos rds 2 ABFormForm 97S8c-ho1o-l/5P6ro7g7r8am-6: 32-3 City/State: fru WADE Examiner’s Recording Forms BWilsonReadingSystem® Attendance Record: (circle) Good EPoxoramiUnnkneowrn ’s Recording Form | Level B z chope frolipe Consonants, Digraphs, Trigraphs NOT LevLeelvAePPlNLIOCTABLE learned Grade Retention? smule reshontful APPLICABLE Background and Characteristics wantTesTteCsatrCda1rdof13of 2 pushed Fourth Edition 9 781F5or6m7al A7ss8es6sm3e2n3t of Cognitive Strengths and Weaknesses? General Information laxtile deplond biff le ITESMtre#ngWth4sW: ADE Age: glimmote Lpislto1tune Lcisrto2ngle 10 Forms (800) 899-8454 Weaknesses: City/State: Grade: List 7 gLaisst 8 sLiinstk9 List 3 they hour toward Diagnosed with dyslexia/language-based learning disability? (circle) Student: Attendance Record: (circle) Good Poor cphleircpk hraentrgasip publish through heart If yes, please complete the following: Year first diagnosed: Unknown blace qduiiszchorp tetoxnt keyed camferlsom friend daughter Yes No UnknSocwhonol/Program: Background and Characteristics ceff reuxshfirm ludniscthroeasst absent Briefly summarize: Grade Retention? distrudge exprbesos th pholitch mpolesrsry gsoalwd mer distinct W4RFWADEB ISBN # 978-1-56778-684-2 Formal Assessment of Cognitive Strengths and Weaknesses? $14.90 Handedness: (circle) Left Right Ambidextrous Strengths: Weaknesses: Family History of Reading/Spelling Difficulty: (circle) Yes No Unknown Interests/Hobbies: Diagnosed with dyslexia/language-based learning disability? (circle) Yes No Unknown Adult Students If yes, please complete the following: Year first diagnosed: Briefly summarize: rovision bballul stard© 1998, 2018 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED. CONTINUE ON BACK mslioldunded subjects substhroopiuc ld Work History: List 10 cLaisnt 11 sLwistu1n2g sure minute establishes remove above Last Grade Level Completed: glabbage hsacmryle sktannedbsble invebsteeden nothing ocean blacy swtrruicnkted expecting Other Relevant Information: tFHhaaamntdialeypdpHnliyes:tsosr: y(coirfcRlee)ading/LSepftelling Right Ambidextrous crobed sfolcukbsies sqpuriantgtissh Difficulty: Yes No plozable psaesmseisdrome plature List 6front Candidates for the Wilson Reading System® program share the following characteristics. Check all (circle) Unknown cronny proceive Lcisrta5ntial retirement Lcislti4ght sky  Difficulty reading words accurately or efficiently due to a phonological  aInnadbuilnitIdnyetterosrteraesnatsdd/Hoitor bwbriietes:in English despite ability to speak file and/or orthographical deficit  Poor phonemic awareness and/or poor rapid automatic naming skills  Poor spAedlluinltgStudents  Slow, labored reading  UnsuccWesosrfkulHpisrtoogrrye:ssion with other reading programs  Difficulty reading unfamiliar words and pseudo (nonsense) words  A languLaasgteG-braadseedLelevaerlnCionmg pdliseatebdil:ity/dyslexia  Guessing at words  In gradOetthweroRoerlhevigahnetrInformation: Reading/Writing and Special EduCacnadtidiaotneDsifHffoicirustlhtteoy WrreyialdsoinngRweaodrdinsgaSccyustreamtel®yporroegfrfaicmiesnhtlayredutheetofoallpowhoinngolcohgaicraaclteristics. CheInckabailllittyhatot arepapdlyo: r write in English despite ability to speak globe drying© 1998, 2018 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED. frequseantildy once laughter Age: and/or orthographical deficit and understand it conductor Identify grade and/or age reading and writing difficulty first identified: Grade: Prior Reading Instruction SettingPoor phonemic awareness and/Gorrapdoeo(sr)roarpAidgaeu(st)omatic naming skills  Poor spelling grades items 1.  Slow, labored reading  Unsuccessful progression with other reading programs expose prevented depwenodarbllde compare requires relaxed 2.  Difficulty reading unfamiliar words and pseudo (nonsense) words  A language-based learning disability/dyslexia against trouble 3.  Guessing at words  In grade two or higher Number of years remedial reading instruction prior to Wilson program: Reading/Writing and Special Education History pollutes lazy spilled Other Educational History/IEP Information etc.: distribute volcano wishfulness Identify grade and/or age reading and writing difficulty first identified: Grade: Age: © 1998, 2018 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED. CONTINUE ON BACK Copyright © 2018 Wilson Language Training 1 Prior Reading Instruction Setting Grade(s) or Age(s) 1. 2. illustrate develops effectively 3. involve extra maple Number of years remedial reading instruction prior to Wilson program: effective pollinate snuggles Other Educational History/IEP Information etc.: Copyright © 2018 Wilson Language Training 1 © 1998, 2018 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED. CONTINUE ON BACK 76 phone 800.899.8454 store.wilsonlanguage.com fax 508.368.2300

Instructional Materials Letter-Sound Cards Magnetic Strips One of the primary tools that teachers use Attach to Sound Cards for easy to introduce and practice sound/symbol manipulation onamagneticboard(5feet). associations and to teach reading and spelling concepts.The color-coded cards MAGTAPE ISBN # 978-1-56778-226-4 add an essential multisensory component $9.00 to the way word structure is taught and reinforced (125 cards, 2.5” x 3.5”). W4WRSSC ISBN # 978-1-56778-642-2 High Frequency Word Cards (Steps 1-6) $17.90 Used to assist students with the automatic recognition of these words found Wilson Reading System® commonly in English, which contain either phonetically irregular patterns or regular Word Cards (Steps 1-6) 1-6High Frequency phonemic patterns that have not yet been Word Cards Steps taught (300 cards, 8.5” x 11”, 4 cards per Provided at each substep for targeted sheet). Wilson Reading System® practice of high utility words with taught Copyright ©1989, 1996, 2017 by Wilson Language Training Corporation. All rights reserved. No part of this ISBN 978-1-56778-646-0 word patterns. Nonsense words are work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including ISBN 978-1-56778-646-0 9 781567 786460 photocopying, recording, or by information storage and retrieval system or network, without permission in writing from Wilson Language Training Corporation. Printed in the U.S.A. May 2018 www.wilsonlanguage.com ITEM # W4HFWC16 1-6Word Cards included when appropriate.The cards are W4HFWC16 ISBN # 978-1-56778-646-0 Steps color-coded by Step and are laminated to $29.90 NOTE: The *?*?* symbol indicates that the word is a nonsense word. ISBN 978-1-56778-644-6 allow students to mark up word structure important directly on the card.The sheets are Copyright ©2018 by Wilson Language Training Corp. All rights reserved. No part of this work perforated for easy preparation (435 cards, High Frequency Words | 4.4 Wilson Reading System® may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by information storage and retrieval system or network, without permission in writing from Wilson Language Training Corporation. Printed in the U.S.A. May 2018 www.wilsonlanguage.com ITEM # W4WRSWC16 ISBN 978-1-56778-644-6 9 781567 786446 8.5” x 11”, 15 cards per sheet). High Frequency Words | 1.4 does again who not 1.1AB fzitang 1.1AB couldWilsonReadingSystem® lap make 4.1B doagainstHigh Frequency Words | 4.4 ofWilson Reading System® High Frequency Words | 4.4 your 1.1AB 2.1B 5.1B e m u f yanmkasd 1.1AB 4.1AB s 2.1N W4WRSWC16blatespro *?*?* loltink *?*?* 4.1N ISBN # 978-1-56778-644-6 against would 2.1AB 1.1AB ralgonkhome sky spry 5.1N Wilson Reading System® again High Frequency Words | 2.2 4.1B *?*?* 5.1B d 1.1AB 2.1B o satdhank sat $19.90finish es m 2.1AB 1.1ABp i n g 5.1AB 2.1N creve fru 4.1AB *?*?* High Frequency Words | 1.4 Wilson Reading System® did 3.1B safe f lu *?*?* 6.1AB 4.1B trychildishfampel smule cliynspector4.1AB shouldWilsonReadingSystem® j o n g1.1AB *?*?* 4.1N 5.1N High Frequency Words | 4.4 Wilson Reading System® 2.1B banishes 5.1B 1.1AB investment 6.1B 1.1ABh u n k 5.1AB 6.1AB 2.1N 5.1N Wilson Reading System® 3.1AB *?*?* strive *?*?* maphung ratsunset 6.1B lip 3.1B hides *?*?* 5.1N sly Wilson Reading System® 6.1B 6.1AB 4.1B 5.1N v u n k1.1AB 2.1AB hsi trongeroptil f lomes blabulky4.1AB *?*?* 4.1N Wilson Reading System® 1.1ABpanelsm i n k 2.1B 5.1AB 5.1B 1.1AB 3.1N finally youHighFrequencyWords | 2.1 asked *?*?* 6.1AB 2.1N 3.1AB *?*?* quote *?*?* sit songs lidundid 2.1AB themes 3.1B fat pry 6.1AB 4.1B s h i n g1.1AB shgyoldgeunshim mipes rgergi retful4.1AB *?*?* 4.1N 3.1B 5.1B awareness should 3.1AB 5.1AB 1.1AB 3.1N thinkstopics rando 2.1Bmfang crate *?*?* 6.1AB 2.1N *?*?* dependable spy 6.1AB spmroallest prillment5.1AB*?*?* 2.1AB 4.1N High Frequency Words | 1.4 Wilson Reading System® High Frequency Words | 1.4 Wilson Reading System® *?*?* 3.1B 3.1N mill dish inin dedxex -s High Frequency Words | 2.1 3.1AB valid nixib 6.1AB 3.2 3.2 1.6 methods *?*?* 6.1N cloth -ing Word Element & Syllable Cards (Steps 1-6)3.1AB 6.1AB 3.2 3.5 u*?*?* seful cutback queblet 6.1AB 3.1N endless grentable child -able High Frequency Words | 2.1 3.2 3.1, 4.2, 4.3, 4.4, 5.4, 5.5, 6.3 3.1 3.1 6.1 3.1, 4.2, 4.3, 4.4, 5.4, 5.5, 6.3 *?*?* fold grand caccac suntutsus3.1,4.2 set -er 6.1N 3.2 3.2 3.1, 6.4 6.1 *?*?* 3.1N Includes prefix cards, suffix cards, Latin- 3.1 3.1 base element cards, and a selection of 3.1 3.1 mmuuf cfheckfifnin3.1,3.2 up Wilson Reading System® trust 3.1 words that are segmented into syllables, 3.2 with one syllable per card (384 cards, Word Element & 8.5” x 11”, 8 cards per sheet). 3.1 3.1, 6.2 3.1, 6.2 3.1 1-6Syllable Cards Steps bas rarabbkkeitckbbit fabnall3.4 it3.1 3.4 3.4 3.1, 3.4, 4.2 rect tsbaeasctth- - - -3.1 3.1 3.1 tticub-es 3.1 2.5 2.5 1.6 Copyright ©2018 by Wilson Language Training Corp. All rights reserved. No part of this work ISBN 978-1-56778-645-3 W4WESC16 ISBN # 978-1-56778-645-3 -isnp- ect- rock-osbtr3-.4 u3.1 ct- 3.4 3.1 may be reproduced or transmitted in any form or by any means, electronic or mechanical, ISBN 978-1-56778-645-3 9 781567 786453 $18.90 3.2 including photocopying, recording, or by information storage and retrieval system or et-ed network, without permission in writing from Wilson Language Training Corporation. 3.5 Printed in the U.S.A. May 2018 www.wilsonlanguage.com ITEM # W4WESC16 2.5 3.2 2.5 sutbact fotrreact- - - 3.4, 6.3 ship2.5 3.2 - - -3.4 4.4 At-ive 4.2 2.5 c-voi-ct- de- -3.4 - en3.4 2.5 5.1 5.1 - 6.1 e- pro- 5.1 5.1 phone 800.899.8454 store.wilsonlanguage.com fax 508.368.2300 77

Fourth Edition Wilson Reading System® Instructional Materials End-of-Step Assessment (Steps 1-6) Wilson Reading System® Provides materials to conduct the end-of-step WEinlsdo-noRfe-SatdeinpgASysssteesms®ment End-of-Step Assessment EWnidls-oonfR-SeatedpingASsyssetsesmm® ent Student Progression SMteypSst1e-p6Progress assessments to determine a student’s mastery TSetaecphse1r-G6uide Recording Forms Steps 1-6 and understanding of the concepts taught in the Our Mission To provide quality professional learning and ongoing support so STUDENT'S NAME specific Step and identify any areas that need that educators have the skills and tools they need to help their students become fluent, independent readers, who are ready to further instruction.This End-of-Step Assessment explore the endless possibilities the world of reading has to offer. (Steps 1-6) Set includes theTeacher Guide and two ISBN 978-1-56778-671-2 Student Progression Recording Forms and twoToesthtxpupardotloevernidedtuestchbqaeeutceoaonrlismdtyhleeapsfvsrluoepeftoenhOsstess,iuisiobnkrnidliilaMtlesilpelaiesesnantsdhrdineetoionwnnotgolrsraeltandhddoeeyforrnsne,geaweodhdiinnotggoashhrueaeprlsppetaoothdroteyfsitfrooer. Wilson Reading System® 9 781567 786712 NAME www.wilsonlanguage.com ITEM # W4WRSSPRF16 (800) 899-8454 My Step Progress booklets. ISBN 978-1-56778-670-5 W4EOSA16 ISBN # 978-1-56778-647-7Wwiwlswo.nw(8iRl0se0oa)nd8la9inn9gg-8uS4ay5gs4et.ecmom® 9 I7TE8M1#56W74EO7S8A6T7G1065 $19.90 End-of-Step Assessment Teacher Guide StepC2hRaerctsording Form Lesson 1 SUMMARY MARK WORDS & WORDLIST READING Step Concepts - Marking STEP 1 Student Name:________________________________________________________________________________________________________________ STEP 1 -mark words Background and Purpose Student Progress Summary (Steps 1-6) quick fall cans WRS End-of-Step Assessment The Step Concepts - Marking measure assesses a student’s knowledge of word structure. Marking up words supports Benchmarks Achieved – At a Glance (Steps 1-6) Student Pack metacognitive thinking and allows a student to demonstrate how much they know about the structure of the word. It is a useful assessment tool to verify that the concepts taught are being appropriately applied when the student Indicate if the benchmark was achieved on the initial test, or if a retest was needed in order to meet the whiz jabs mills Contains enough Student Progression Recording is decoding and encoding. It is the first measure assessed because it is a useful warm up as well as an important Forms and My Step Progress booklets to use with indicator of word structure knowledge. benchmark. six students. A Student Progression Recording Form (consumable) is used by the teacher to record STEP 2 Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 and track an individual student’s progress. Each student has his/her own My Step Progress booklet Measure Test Retest Test Retest Test Retest Test Retest Test Retest Test Retest (consumable) to use for the assessments as well to chart progress. Teacher Materials Student Materials Concepts Marked*  --  --  --  --  --  -- masses hams bosses Student Progression Recording Form My Step Progress Booklet Phonetic Word  Step Concepts - Marking page Mark Words page Accuracy  Phonetic Word puff rashes fan Automaticity Instructor Manual STEP 3 Dictation (Spelling)             End-of-Step Assessment Lesson 1 Independent Silent  --  --  --  --  --  -- Reading Proficiency*   foxes sheds chums Oral Reading             Proficiency-WCPM Administration Process (Note: This measure could be administered in a group setting.) Step Concepts - Marking Oral Reading StepC2hRaerctsording Form      Lesson 1 Proficiency-Accuracy       Teacher Teacher Says/Does Student Does Retell/ SUMMARY -wordlist reading SILENT READING PASSAGE Material (in My Step Progress Booklet) STEP 4 Oral Reading Comprehension Proficiency-Prosody ____10 / ____5 cash STEP 1 shocks Finds page (or given page *No retest necessary ____10 / ____5 quez day no so by teacher). ____10 / ____5 “Turn to the Mark Words page for the current Step.” Step Concepts - Marking Passage Fluency and Comprehension (Oral Reading Proficiency) ____10 / ____5 “Here is a list of words. I am going to have you mark these up for me, Graph the number of concepts marked correctly. (WBeCnPcMhmark requires no more tAhcacnu2raecryrors in the in the sParmoesody ____10 / ____5 van Will Gets Hzius pFsish PART ONE but first I will have you read them to me so that I am sure you know concept, or no more than 4 errors in varEinotuesrctohnecseppetcsi.f)ic score in the Level Level Level messes S1tep 6 2 3 & 4 all the words.”* Teacher word and read the Teacher Says/Does Student Does Step 1 Step 2appropriaStteebpo3x <89% 90-94% >95% “When I say beginM, paotinetritaoleach word.” (in My Step Progress Booklet) Step 4 Step 5 “You will start here (point to firWsthwenortdh)easntdudgeondt ofinwinshiensc, eoxlupmlanins: Marks words, as directed. 25 • Da•te 0-54 55-•57 >58 • • • Wsiullmgests up with trhaeffsun. It is a big day! (demonstrate). Use your penci“lNtoowke, eI apmtragcokin.”g to direct you to mark these words. He gets to fish! Will packs a bag and digs into “If you see a word with a suffixD, boethsuerbeetsot ryeoaudctahnetwo ofirnddwalilththoeuwt ords to mark.” STEP 5 Concepts Marked Correctly 24 • Step • • •  •  •   whip a tallmboixxetso get his rohdi.bHe has to check his the suffix, then read the wholeDwiroecrdt .t”he student to mark up the words according to specific Step loss “If you don’t know the word andirweacntitotnostirnyLteostsaopniPtloaunt1, tohfathiseoInksatyr.u” ctor Manual. 23 • 1 • • • • • dill rod. Dwoaelsl it have a nicckh?amNo! The rod is all •  •  •   22 • Rete•st • 21 • • • • • • “Put your finger under the first word. Are you ready? When I say 20 • Da•te 0-72 73-•78 79 • • • begin, you can start.” Record errors (for each student) being sure to watch for error patterns 19 • Step • • •  •  •   18 • 2 • •  Say “begin.” Do not time the stutdoeinnfto. Prmrovfuidtuerqeuleessstioonnsi.ng assistance Reads words, with help STEP 6 Rete•st • •  •  •  •• • (or, if necessary, the word) if the student has difficulty reading any as needed. 17 • of the words. Immediately or at the end of the Lesson *If administering in a group setting, various students can read the words. Following direction, correctly Date Date 0-86 87-92 >93 set. Will gets a net as well. Notes: Review errors with the student and have the student graph the result. marks missed words. Graphs Step   ____10 / ____5 2 Wilson Reading System® © 2018 WILSON LANGUAGE TRAINING CORP. ALL RIGHTS RESERVED. score using a marker or 2 Student Progression Recording Forms 3 ____10 / ____5 4 End-of-Step Assessment Teacher Guide highlighter.© 2018 WILSON LANGUAGE TRAINING CORP. ALL RIGHTS RESERVED. Retest   Will has a hat that dims the sun and rids © 2018 WILSON LANGUAGE TRAINING CORP. ALL RIGHTS RESERVED. Transfer the score to the Summary page. Prosody & the bugs. With that hat, he will not get tan or Intonation Monitoring Step Concepts - Marking Date 0-101 102-107 >108 PIPIPI bit. One hat that can do both jobs! Will has Benchmark Next Steps Step          ____10 / ____5 chips and dip in a tin. He tosses the chips and No more than 2 errors in same concept 4          ____10 / ____5 -or- Requires Benchmark Achievement No more than 4 errors in various concepts Retest All errors should be noted and discussed with the student. The correct marking should be reinforced in subsequent lessons. Date 0-109 110-115 116 dip and map into the bag and picks up his If the student makes more than 2 errors in the same concept, Step          ____10 / ____5 rod and net. Then Will calls his pet dog, Sam. or more than 4 errors in various concepts, do not proceed to 5          ____10 / ____5 the next Step. Work further in this Step, emphasizing concepts and marking words for 1-2 lessons. No retest is necessary. Retest Date 0-122 123-128 129 Step          ____10 / ____5 6          ____10 / ____5 Retest Notes: 4 Wilson Reading System® © 2018 WILSON LANGUAGE TRAINING CORP. ALL RIGHTS RESERVED. © 2018 WILSON LANGUAGE TRAINING CORP. ALL RIGHTS RESERVED. End-of-Step Assessment Teacher Guide 5 © 2018 WILSON LANGUAGE TRAINING CORP. ALL RIGHTS RESERVED. Student Progression Recording Forms 5 W4EOSASP16 ISBN # 978-1-56778-682-8 $44.90 Tote Bag WRS Lesson Plan Poster This sturdy tote is convenient for carrying WRS Lesson Plan Outline Wilson Reading System® Use the enlarged poster of theWRS Lesson yourWilson Reading System® materials. Plan to track progression through the It is included in theWRS Introductory BLOCK LESSON PART LESSON ACTIVITY TIME BLOCK EMPHASIS standard lesson (22” x 34”). Not included Set (Steps 1-6) and can be purchased in any of the Instructional Kits. separately. 1 Sounds Quick Drill MINUTES Phonemic Awareness Decoding W4WRSTOTE ISBN # 978-1-56778-380-3 Establish quick and automatic letter naming and production of sounds for 1:1 2-3 Vocabulary $9.00 decoding. GROUP 2-3 2 Teach & Review Concepts for Reading Word Study/Foundational Reading Skills MINUTES High Frequency Word Teach word structure by presenting words in segmented form, and practice Reading decoding words with specific taught patterns. 1:1 5 Single-Word Accuracy/ 3 Word Cards 5GROUP Automaticity Present word examples as a whole rather than in parts to solidify the Phrasing/Prosody conceptual understanding of word structure and develop vocabulary. Establish automaticity with high frequency word recognition. MINUTES Fluency and Comprehension at the 1:1 3-5 Sentence Level GROUP 5-10 4 Wordlist Reading MINUTES W4PSTLP ISBN # 978-1-56778-681-1 $4.90 Determine independent application and automaticity of single-word 1:1 5 decoding skills. Chart progress to determine subsequent lessons/progression. GROUP 5-10 5 Sentence Reading MINUTES Determine independent decoding skills within context and 1:1 5 emphasize vocabulary, fluency, and comprehension by reading sentences in meaningful phrases. 5GROUP Spelling/Foundational Writing Skills 6 Quick Drill in Reverse MINUTES Phoneme Segmentation Encoding Establish quick and automatic association of sound(s) to letter(s) for spelling. 1:1 1-2 English Spelling Rules GROUP 2-3 7 Teach & Review Concepts for Spelling High Frequency Word MINUTES Spelling Establish process to spell words by breaking them into parts (word elements, 1:1 5 Vocabulary syllables, sounds). GROUP 5-10 Concept Mark Up 8 Written Work Dictation Sentence-Level MINUTES Punctuation and 1:1 15 Proofreading Develop independent spelling and proofreading skills with word structure elements directly taught thus far. GROUP 15-20 Fluency/Comprehension 9 Controlled Text Passage Reading MINUTES Vocabulary Increase reading fluency with controlled text, develop silent reading skills, 1:1 10-15 Listening/Silent and including a mental representation for comprehension using visualization, Oral Reading Fluency and develop oral expressive language skills with retell. GROUP 10-15 and Comprehension 10 Listening/Reading Fluency and Comprehension MINUTES Narrative and Informational Text Develop auditory processing of language and comprehension of age- 1:1 15-30 appropriate literature and informational text, and apply emerging decoding skill and background knowledge to increase the fluent reading GROUP 15-30 and comprehension of varied non-controlled readable text with support. © 2018 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED. (W4PSTLP_042718) | www.wilsonlanguage.com 78 phone 800.899.8454 store.wilsonlanguage.com fax 508.368.2300

Student Materials Magnetic Journal with Letter Tiles TheWRS Magnetic Journal with LetterTiles (Steps 1-12) is used by each student to practice the manipulation of word parts for spelling activities (if teaching in a small-group setting, each student will need their own Magnetic Journal withTiles) (opens to 18” x 12”, folds to 9” x 12”, 1.25” x 1.25”). Magnetic Journal with Letter Tiles W4MAGABC ISBN # 978-1-56778-649-1 $25.90 Magnetic Journal MAGJNL ISBN # 978-1-56778-161-8 $12.00 Letter Tiles 128 Tiles W4PHOTIL ISBN # 978-1-56778-631-6 $16.90 WRS Student Dictation Page Wilson Reading System® WRS Student Dictation Page Student Name Student Name Student Portfolio (Steps 1-6) Substep Lesson Number Date Substep Lesson Numb Contains aWRS Student Notebook (Steps 1-6), aWRS Student  SOUNDS  SOUNDS Dictation Notebook (Steps 1-6), and A-Z tabs to organize 1  WORD ELEMENTS 1  WORD ELEMENTS vocabulary entries (3 items, 10.25” x 11.63”). 2 1 2 1 3 2 3 2 Student Portfolio (Steps 1-6) 4 3 4 3 W4WRSSP16 ISBN # 978-1-56778-673-6 $19.90 5 4 5 4  REAL WORDS 5  REAL WORDS 5 Student Notebook (Steps 1-6) 1  NONSENSE WORDS 1  NONSENSE WORDS W4WSNBK16 ISBN # 978-1-56778-643-9 $7.90 2 1 2 1 3 2 3 2 Student Notebook (Steps 1-6) 10 pack 4 3 4 3 W4WSNTP16 ISBN # 978-1-56778-652-1 $71.00 5 5  PHRASES 3  PHRASES 3 Student Dictation Notebook (Steps 1-6) 1 1 W4WSDN16 ISBN # 978-1-56778-674-3 $6.90 2 2  SENTENCES  SENTENCES Student Dictation Notebook (Steps 1-6) 10 pack 1 1 W4WSDTP16 ISBN # 978-1-56778-680-4 $62.00 2 2 3 PAGE 1 OF X 3 1© WILSOWN LIALNSGOUANGERTERAAINDINIGNCGORSPYORSATTEIOMN. ®ALSL TRIGUHDTSERNESTERVDEDIC. (0T5A18T17I)ON NOTEBOOK ©2005, 2018 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED. © WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED. (051817) Student Dictation Notebook Sample Consonant Combinations WAhAsasyyltllaliabsblelaemiSsuyastlwlhoaarbvdeloeart?pleaartstoof naewvoordwmel.ade by one push of breath. closed syllable Digraph SOUNDS Vowel Combinations Syllable Types Two consonants combined to form only one sound. SOUNDS (1.2) SYLLABLESor ur ____________________________________________ ar erVowels in R-Controlled Syllables Blend ir vowesl-yclolanbsloenant-e Exception Two or more consonants together, each making a separate sound. (2.2) bird /šr/ (8.1) horn /or/ (8.1) burn /šr/ (8.1) Exception ____________________________________________ (2.2) ____________________________________________ (2.4) her /šr/ (8.1) ea open syllable amazeException ____________________________________________ (2.5) ai ay eigh eicar /ar/ (8.1) fisnyalllasbtaleble ____________________________________________ Vowel Digraphs/Diphthongs in Double Vowel “D” Syllables The m and n in am and an can also be part of a blend. (2.2) (2.2) ____________________________________________ ____________________________________________ Digraph Blend (2.2) bait (9.1) play (9.1) eight (11.5) vein (11.4) steak (9.6) ea r-scyolnlatrbolelled fs whistleException A consonant digraph combined with a third consonant that retains its own sound. d“do”ubsylellavbowleel fs ee ey ie ei ea ____________________________________________ © 2005, 2018 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED. cherryException Trigraph - three letters that stay together to make one sound; fudge (7.2) catch (7.3). createException s h i p (1.2) Mark Words f l a t (2.2) eat (9.6) bread (9.6) b e s t (2.2) piece (11.4) ceiling (11.4) l u n c h (2.2) l a m p (2.2) s c r a p (2.5) jeep (9.2) valley (9.2) © 2005, 2018 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED. WRS STUDENT NOTEBOOK | STEPS 1-6 3 WRS STUDENT NOTEBOOK | STEPS 1-6 15 WRS STUDENT NOTEBOOK | STEPS 1-6 13 © 2005, 2018 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED. Student Notebook Samples phone 800.899.8454 store.wilsonlanguage.com fax 508.368.2300 79

Fourth Edition Wilson Reading System® Student Materials WRS Student Readers 1-6 Set W4WRS16AB ISBN # 978-1-56778-650-7 $49.90 Student Readers 1-6 Set WRS Student Reader 1 96 Pages Students gain accuracy and fluency by practicing their emerging decoding W4SR01AB ISBN # 978-1-56778-633-0 $9.90 skills with highly controlled text found in theWRS Student Readers.The wordlists, sentences, and passages in the Student Readers are on average WRS Student Reader 2 88 Pages 98% decodable, that is, the text is limited to phonetically controlled words W4SR02AB ISBN # 978-1-56778-634-7 $9.90 and high frequency words that have been directly taught. WRS Student Reader 3 80 Pages The 4th edition Student Readers have been extensively revised.Wordlists, W4SR03AB ISBN # 978-1-56778-635-4 $9.90 sentences, and passages address the core and academic vocabulary. WRS Student Reader 4 72 Pages Wordlists include Level AB, Level A, and Level B vocabulary. W4SR04AB ISBN # 978-1-56778-636-1 $9.90 Sentences and passages include Level AB and Level B vocabulary. Both the WRS Student Reader 5 80 Pages sentences and passages contain current W4SR05AB ISBN # 978-1-56778-637-8 $9.90 and previously taught high frequency words.The passages are longer in general, WRS Student Reader 6 72 Pages averaging 150-200 words. (If teaching W4SR06AB ISBN # 978-1-56778-638-5 $9.90 in a small-group setting, each student will need their own set ofWRS Student Readers.) + suffix tends swims twryhichwhawt hewreho when what there tchguerctaBrooseeuBsndtlhedlBdMets’hshdreoteohetdhhmtssieorsesa’se.dsbtwsahlwAeseatil?.ogssl,SWwtmmtehhahleealesysdnMaswds.wtokeirMdmhlyeledoytintnm,oohu“sastMhhhttgieaeyech,dtkseemaurntaowpdys,p?.lfitBi”iphxneeittinhhnrei,tphheionw inches camps why by here lands spins cracks gifts + suffix shifts ants bunches depths spots 1 fWorhaicshndaicskh?of clams do you want bricks sands 2 Where were you when the 3 What glasses should I get? lunches lamps bricks fell? drums hands f lags bands sleds when what which there my why try benches BngsgeoebtrttteMihagphwsowssesam.lr,aniWpsbbta.uBahiBsnBgtaeke,etththehBtheddeh’reristdBtfoshbeTehBlgertlgoeshieoapetttnthturhoiduenpdidpstW.goRitSaotWSdfhTnUatDorteEhseNwaenTtxReGsE.iActnDgtsEr?ShRu,|aTMahWetwSsOneosohthdonmseipclMoirhdlsanoetnlefomeetfpdioftn.doftthiohtdheeaer49 traps ranches staffs 4 There were a lot of thrills on that trip! brushes widths 5 Try to brush off the steps. pants grins W1RS S0T9UD8E7NTT6WREWhAWDEWheRh| TrhyWhoOeeaanwartreiwilefltihttlghleeenehrt eedtinhsopceigixhcdbketurseuusgotpscfkoftcosfhlfroebMthyhboiltsmhohcsee’knsrsesabh.?ceoknpsc??hes? SUBSTEP 2.2 AB 29 WRS STUDENT READER | TWO SUBSTEP 2.2 AB Reader 2 Samples 43 lectsghhhsia.nBotuetinlthdhehrnweeorewtnhhtaaasbnvaadecsbkg,iogatnonreditphfoweirnetpaohtpre.ursSntdhereipne,cstsoshtu.uelScdghkrseaheseesr. SUBSTEP 2.2 AB WRS STUDENT READER | TWO 48 SUBSTEP 2.2 AB High frequency words in current substep. Not yet taught high frequency words (including phonetically irregular words and words with regular phonetic patterns that have not yet been taught). 80 phone 800.899.8454 store.wilsonlanguage.com fax 508.368.2300

Coming Soon! This is not final artwork, needed to create it quickly. Wilson 4ReaEddiintigoSnystem®th This is not final artwork, needed to create it quickly. WRS Fourth Edition Wilson Reading System® Steps 7-12 WRS Fourth Edition Wilson Reading System Wilson Reading System WDiliscontaRetaidoinng SBysoteomk® WRS Fourth Edition ® ® End-of-Step Assessment EWnildso-onfR-eSatdeipngASsyssetesmsm® ent EWnidlso-onfR-SeatedpingASsyssetsesmm® ent Teacher Guide SRSteteucpodsred7n-it1n2PgrFoogrrmesssion SMteypSste7p-12Progress ToestthxpupardlotoevernidedtustehcbqaeeutecoaonrlmsidtlhyeeapsflsvruoepefotenhsOstess,iiuibsonkinrdliilateMlsilpelaseiensnathsddrneietoionwnnotgolrsrealtadnhddoeefyorrsnne,geaweodhdiinnotggoashrhueaeprslpeptaootdhrotyeffsitroeor. IMnsatnruucatlor Steps 7-1R2ules NoteboSotkeps1-12 Steps7-12TeostxthpupardlotoeevrnedidtutsehcbeqaeutecoanorldmsitlhyeeaspflsvrupeoeoftnehsstOse,sibiisunokilndriiltealiMseplasleeinntsahddsreneitownoinotnogrlrseladatnhdodeefyorrsenn,aegwdeohdiinontggoahrsheuaepsrlepptaootdhroyteffistreoor.Rules Notebook 1-12 Our Mission Steps 1-6 Our Mission Steps 7-12 Tesotxthuppadrlotoerevneditdtushecbeqaeeutconaordlmsitlheyesapflsvrupeoeoftneshtsse,isbiisnoikldniitlealiseplsaeletnnahddreentwnointoogrlrseladatnhdodeefyrorsenn,aewgdeohidniontggoahrsheauesrpleptpaootdhoryetffitseroor. eTsxtotphupladorteorneevdttisdhubeecaeqectunooadrmsllietehsyasfplvpureoeontsfhesti,sebsinsiilokidtineilelapssleatlnehndaederwtnnoiotnorrgllesdaatodhnfeedrryeson,anwedgeihondoigntaoghrahessuerleptpoaptdoohyfreftteisorro. STUDENT'S NAME NAME Steps 7-12 eTsxttophulpadorteroenevdttishdubeeceaeqctnuoodarmlsleiethsysaflppvureoeonstfhseti,esbiOsnisilokidutinielerlapsslMeatlnhendiaedserwstnnoioitonorrgllensdaatodhnfeedrryeso,nanwdegeihnodogintaohgrahessueretlppoaptdoohyfreftetiorsr.o ISBN 978-1-56778-671-2 ISBN 978-1-56778-671-2 Wilson Reading System® Instructor Manual Dictation Book ISBN 978-1-56778-639-2 Wilson Reading System® 9 781567 786712 wWwilwso.(w8n0ilRs0oe) n8al9da9inn-g8gu4Sa5g4yest.ceomm® www.wilsonlanguage.com ITEM # W4WRSSPRF16 (800) 899-8454 ISBN 978-1-56778-641-5 9 781567 786392 9 781567 786712 Wilson Reading System® ITEM # W4WRSD16 ITEM # W4WRSSPRF16 www.wilsonlanguage.com (800) 899-8454 ISBN 978-1-56778-640-8 9 781567 786415 System®Wwwilswo.wn(8iR0ls0eo)an8dla9inn9g-g8u4Sa5yg4set.ecomm® Barbara A. Wilson ITEM # W4WRSRN1 Wilson ReadingWwwilswo.nw(8iRl0se0oa)nd8la9inn9gg-8uS4ay5gs4et.ecmom® 9 781567 786408 Wilson Reading System® Wilson Reading System® ITEM # W4WRSM16 4th Edition Steps 7-12 712-Word Cards Steps 7-12High Frequency 7-12SWyollradbEleleCmarednst & Steps available for the Word Cards Steps 2019-2020 School Year. NCmpiOPonharpTiwoynyEttrrb:oeiigTtedcihhnoritneegp©p*tyf1h?rirn9oe*o?9gdmU*9,u.,rsSWcey2.Aecm0id.ol1sbr7OoodonbcrilntytioLrngWabad,nneoiilrgcssroa2mub0ntaeiy1tLgst7iaeentnhdfTgoariuratnmaitngahaineentyTiwgorfanooCirnrosdmitrnopigsoroaaCrrgoanbetroypionaoannsrnea.dytnirosmeente.rwAaieonlvlrsrad,ilge. slheytscstterroemsneiocrrvoenrdem.tNweoochrpkaa,nwrticioItaThflE,otMihnuict#slpuWwedo4rimnrWkgiRsSsiWonC712 ISBN 978-1-56778-644-6 Copyright ©1989,1996 by Wilson Language Training Corporation.All rights reserved. No part of this work PipmnrCihnowaotpyertydiobrtiiciegnnohgrtptehfy©perior1nUom9g.dS8,.9urWAe,c.1ciel9oOsd9orc6dont,oir2nLbt0gare1an,r7ong2rs0bumb1ya7ygWiteitnielTsfdooranriinmnLaaiannntgigyouCnfaoogsrrtmepoTorroararagintbeiionyagnan.Cndoyrremptoreriaeantvioas,lnes.lAyeslcltterrimognhoitcsr onreresmtewrevocerhkda,.wnNiioctahplo,aiunrttcpolufedtrhminisigswsioonrk www.wilsonlanguage.com may be reproduced or transmitted in any form or by any means, electronic or mechanical, including www.wilsonlanguage.com photocopying, recording, or by information storage and retrieval system or network, without ISBN 978-1-56778-XXX-X ISBN 978-1-56778-645-3 permission in writing from Wilson Language Training Corporation. ISBN 978-1-56778-XXX-X 9 781567 78XXXX ITEM # W4WESC16 ISBN 978-1-56778-644-6 9 781567 786446 Printed in the U.S.A. June 2018 www.wilsonlanguage.com ITEM # W4HFWC72 ISBN 978-1-56778-645-3 9 781567 786453 Fourth Edition Fourth Edition Wilson Reading System® 9 Fourth Edition 10Wilson Reading System® Fourth Edition Fourth Edition 10 Wilson Reading System® 89 Student Reader WRS Student Reader Student Reader 11 12WilsonReadingSystem® Nine Ten Student Reader 11 Eleven Fourth Edition Wilson Reading System® 78 WRS Student Reader Student Reader WRS Student Reader WRS Student Reader Wilson Reading System®WRS Student Reader Eight WRS Student Reader Student RSeeavdeenr Student Reader Our Mission 12 Twelve 7 eTsxotthpupaldorteorenevdtitdsuhebceaeqectunooadrmlslietheysasfplvupreoeotnfshestsie,bsinsiiolkditnielileapsslealtnenhadderenwtnoiotnorrglelsdaatohdnfeedryroesn,anwedgehiondoigntaoghrhaesuesrpletpoaptdoohyrfetfteisroro. Our Mission esTxttophulpdaoretroenevdttishdubeeceaeqctnuoodarmlsleiethsysaflppvureoeosntfsheti,esbiOsnisilkoidutinielerlapssleMatlnhendieadserwstnnoioitonorrgllensdaatodhnfeedrryesoa,nnwdegeihnodogintaohgrahessueretlppoaptdoohyfreftetiorsr.o esTxttopuhlpdaoretroenevdttishdubeeceaeqctnuoodamrlsleiethsysaflppvureoeosntfsheti,ebsiOsnislikiodtuinielelrpasselMatlnhnedieadserwstnnoioitonorrlglendsaatodhnfeedrryesoa,nnwdegeihnodogintaohgraehsseurtelppoapdtoohyfrfetetiorsr.o TeostxthpupardlotoeevrnedidtutsehcbqeaeutecoanorldmsitlhyeeaspfsvlrupeoeoftnehssOtse,sibiisuonkilndriiltaeliMsepl asleeinntsahddsreneitowoninotnogrlrsealdatnhdodeefyorrsnen,aegwdeohdiinnotggoahrsheuaepsrlepptaootdhroytefisftreoor. Tesotxthuppadlrotoerevneditdtsuhecbeaqeetuconoardmlsilteheysafpslvurpeoeoftnsehstse,isbiisnoikldinitleialesplsaeletnnhadderentwnointoogrlresladatnhdodeefyrrosenn,aewgdeohidniongtgoahrhseauesrpleptpaotodhoryeftfitseroor. ISBN 978-1-56778-633-0 ISBN 978-1-56778-633-0 ISBN 978-1-56778-633-0 ToesttxhpupardlotoeverneiddtustehcbqaeeutecoanorlmdsitlhyeeaspfsvlrueopefotenhssOtses,iibisuonkinrldiiltaelMispel alseeinnstahddsrenietooinwnontoglrrsealdatnhdodeefyorrsnne,aegwedohdiinnotggoahsrheuaeprslepptaootdhroytefsiftreoor. Wilson Reading System® wWwilwso.(w8n0ilRs0oe) n8al9da9inn-g8gu4Sa5g4yest.ceomm® ISBN 978-1-56778-633-0 Wwwilswo.wn(8iR0lse0o)an8dla9inn9g-g8uS4a5yg4set.ecmom® www.wilsonlanguage.com ISBN 978-1-56778-633-0 9 781567 786330 9 781567 786330 wWwilwso.(w8n0ilR0soe) n8al9da9inn-g8gu45aSg4yest.ceomm® Wilson Reading System® (800) 899-8454 ITEM # W4SR01AB ITEM # W4SR01AB www.wilsonlanguage.com 9 781567 786330 (800) 899-8454 ITEM # W4SR01AB 9 781567 786330 ISBN 978-1-56778-633-0 ITEM # W4SR01AB 9 781567 786330 ITEM # W4SR01AB Wwwilswo.wn(8iR0ls0eo)an8dla9inn9g-g8u4Sa5yg4set.ecomm® 9 781567 786330 ITEM # W4SR01AB Student Materials WRS Student Workbooks, 3rd Edition WRS Student Workbooks 1-12 A Set, 3rd Edition StudentWorkbooks provide supplemental activities at two vocabulary WRW12A ISBN # 978-1-56778-079-6 $48.00 levels appropriate for younger students or English language learners (A) and older or more advanced students (B). WRS Student Workbooks 1-6 A Set, 3rd Edition WRW16A ISBN # 978-1-56778-080-2 $25.00 Read the sentence. Select the correct word from the box to complete the sentence. Write the word on the line. Reread the WRS Student Workbooks 7-12 A Set, 3rd Edition completed sentence. 1 The job is________. fun WRW72A ISBN # 978-1-56778-081-9 $25.00 fin 2 The tot got a hug from his mom WRS Student Workbooks 1-12 B Set, 3rd Edition ________. mop Select a blend from each box to make a real word. Write the letters on the lines. 3 Tom got in the hot ________. stttuubg br pl sp sl cl WRW12B ISBN # 978-1-56778-124-3 $48.00 4 Kim is in the ________.__ __im shop Review __ __ep had __ __ing 5 The pig is on the ___________._oth hot Mark the vowels. ship __ __in ___gl_e __um he fame __dle think clap shy crave WRS Student Workbooks 1-6 B Set, 3rd Edition ill __zle 6 Jim cut his ________.sp fl drlliopt spnro sl swtry hi bring WRW16B ISBN # 978-1-56778-125-0 $25.00 st_on_e __ush __ble flake shade 7 The gum is in the___________._um cop ___p_le __ip thump __ __ashcup WRS Student Workbooks 7-12 B Set, 3rd Edition __ __ish WRS 3rd Edition 8 Tim had a nap on the __ __ot cot Student Workbooks ________. cat List the syllables above in the correct column below. are still available. Visit WRW72B ISBN # 978-1-56778-126-7 $25.00 store.wilsonlanguage.com for st sn fr cr st closterd vowel-consonant-e more information. WRS STUDENT WORKBOOK | ONE A SUBSTEP 1.2 A __ __ap 17 __ __ep __ __ip Step 1 Sample __ __op __ __ib consonant-le __ __esh open SUBSTEP 2.2 A WRS STUDENT WORKBOOK | TWO A 13 Step 2 Sample SUBSTEP 6.4 A WRS STUDENT WORKBOOK | SIX A 27 Step 6 Sample phone 800.899.8454 store.wilsonlanguage.com fax 508.368.2300 81

Supplemental Materials Wilson Fluency®/Basic These Wilson Reading System®, Just Words®, and Fundations® products complement items found on previous pages. Wilson Fluency gives Descriptions of these items can be found within their relevant students focused practice program on the pages noted. with extended passages (both narrative and Teacher Materials informational text) to These items make great additions to any teacher’s set help increase fluency and of instructional tools. comprehension. While designed to coincide with WRS Letter-Sound Cards 127 Cards (pg. 77) Steps 1-3 of the Wilson W4WRSSC ISBN # 978-1-56778-642-2 $17.90 Reading System®, it supplements any reading program that introduces short vowels in words with progressively more Magnetic Strips 5 feet (pgs. 10, 18, 25, 37, 47, 64, 77) Wilson Reading System® challenging patterns such as Fundations® and Just Words®. MAGTAPE ISBN # 978-1-56778-226-4 $9.00 (Although originally designed to supplement the Wilson Reading System® Third Edition, it is compatible with the Fourth Edition.) WRS High Frequency Word Cards (Steps 1-6) 300 Cards (pg. 77) W4HFWC16 ISBN # 978-1-56778-646-0 $29.90 1-6High Frequency Wilson Fluency/Basic Kit Word Cards Steps WRSWord Element & Syllable Cards (Steps 1-6) 384 Cards (pg. 77) Copyright ©1989, 1996, 2017 by Wilson Language Training Corporation. All rights reserved. No part of this ISBN 978-1-56778-646-0 W4HFWC16 ISBN # 978-1-56778-646-0 $18.90 work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including ISBN 978-1-56778-646-0 9 781567 786460 photocopying, recording, or by information storage and retrieval system or network, without permission Just Words High Frequency Word Cards 113 (pg. 64) in writing from Wilson Language Training Corporation. JWHFWC ISBN # 978-1-56778-391-9 $26.80 Printed in the U.S.A. May 2018 www.wilsonlanguage.com ITEM # W4HFWC16 TheWilson Fluency/Basic Kit contains the Wilson Reading System® Instructor Guidebook, High FrequencyWord Card Sheets, LaminatedTally Sheets for 1-6Word Element & each Reader, Student Record booklets (six in a binder), and Student Fluency Readers Syllable Cards Steps (Reader 1, Reader 2, Reader 3, and Basic Reader; six copies of each Reader). Copyright ©2018 by Wilson Language Training Corp. All rights reserved. No part of this work ISBN 978-1-56778-645-3 may be reproduced or transmitted in any form or by any means, electronic or mechanical, ISBN 978-1-56778-645-3 9 781567 786453 including photocopying, recording, or by information storage and retrieval system or network, without permission in writing from Wilson Language Training Corporation. Printed in the U.S.A. May 2018 www.wilsonlanguage.com ITEM # W4WESC16 Wilson Fluency/Basic Kit WFBK ISBN # 978-1-56778-342-1 WILSON Fluency® / Basic STUDENT NAME Just Words Word Cards 140 Cards (pg. 64) $170.10 JWWC ISBN # 978-1-56778-390-2 $52.40 WILSON Fluency® Wilson Fluency/Student Record (6-Pack) Fundations Word of the Day Cards 1 69Cards (pg. 25) Student Record F2FUNWDC1 ISBN # 978-1-56778-535-7 $20.30 WFBSRP ISBN # 978-1-56778-332-2 $10.70 Wilson Fluency Reader 1 (6-Pack) Fundations Word of the Day Cards 2 72Cards (pg. 37) WFBR1 PK ISBN # 978-1-56778-338-4 F2FUNWDC2 ISBN # 978-1-56778-536-4 $20.30 $19.30 Fundations Word of the Day Cards 3 73Cards (pg. 47) Wilson Fluency Reader 2 (6-Pack) WILSON Fluency®/Basic 1 F2FUNWDC3 ISBN # 978-1-56778-537-1 $20.30 WFBR2 PK ISBN # 978-1-56778-339-1 WILSON Fluency®/Basic $19.30 WILSON Fluency®/BasicWILSON Fluency® 2 WILSON Fluency®/BasicReader One Wilson Fluency Reader 3 (6-Pack) WILSON Fluency® 3 Fundations Sound Alike Flashcards 92 Cards (pg. 47) WFBR3 PK ISBN # 978-1-56778-340-7 ReaderTwo F2SAFC3 ISBN # 978-1-56778-324-7 $26.80 $19.30 WILSON Fluency® ReaderThree Wilson Fluency Basic Reader (6-Pack) WFBR PK ISBN # 978-1-56778-341-4 WILSON FluencySTUDENTNAME ® $19.30 Basic Reader STUDENT NAME STUDENT NAME STUDENT NAME 82 phone 800.899.8454 store.wilsonlanguage.com fax 508.368.2300

Teacher Materials (continued) Wilson Cursive® Writing Kit (pg. 49) WCWKT ISBN # 978-1-56778-291-2 $79.00 Cursive Letter Formation Guides 27Cards (pg. 47) F2CLFG ISBN # 978-1-56778-461-9 $15.00 Manuscript Letter Formation Guides 27Cards (pgs. 10, 17, 26) F2LFG ISBN # 978-1-56778-408-4 $15.00 Trace & Write Flip Chart (pg. 11, 18) F2FCTW ISBN # 978-1-56778-602-6 $41.70 Large Letter Formation Grid (pgs. 11, 17, 26, 38, 48, 49) F2FUNLLFG ISBN # 978-1-56778-616-3 $6.40 Large Dictation Grid (pgs. 17, 26, 38, 48) F2FUNLDG ISBN # 978-1-56778-617-0 $6.40 Just Words® Teacher Reference Charts (pg. 64) WILSON FUNDATIONS® | ITEM # F2FUNLLFG | ISBN 978-1-56778-616-3 | ©2012 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED. (100118) JWTRC ISBN # 978-1-56778-388-9 $31.00 WILSON FUNDATIONS® | ITEM # F2FUNLDG | ISBN 978-1-56778-617-0 | ©2012 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED. (100118) Fundations® Reference Charts (pgs. 19, 27, 38, 48) F2FUNREFC ISBN # 978-1-56778-478-7 $22.50 VOWEL EXTENSION POSTER PRE K-K-1 SECOND EDITION I WILSON FUNDATIONS® I ©2012 WILSON LANGUAGE TRAINING CORPORATION I ITEM # F2PSTVEK1 I ISBN 978-1-56778-494-7 VOWEL EXTENSION POSTER PRE K-K-1 SECOND EDITION I WILSON FUNDATIONS® I ©2012 WILSON LANGUAGE TRAINING CORPORATION I ITEM # F2PSTVEK1 I ISBN 978-1-56778-494-7 Vowel Extension Poster Pre-K-K-1 (pgs. 11, 19, 27) VOWEL EXTENSION POSTER PRE K-K-1 SECOND EDITION I WILSON FUNDATIONS® I ©2012 WILSON LANGUAGE TRAINING CORPORATION I ITEM # F2PSTVEK1 I ISBN 978-1-56778-494-7 F2PSTVEK1 ISBN # 978-1-56778-494-7 $6.40 VOWEL EXTENSION POSTER PRE K-K-1 SECOND EDITION I WILSON FUNDATIONS® I ©2012 WILSON LANGUAGE TRAINING CORPORATION I ITEM # F2PSTVEK1 I ISBN 978-1-56778-494-7 VOWEL EXTENSION POSTER PRE K-K-1 SECOND EDITION I WILSON FUNDATIONS® I ©2012 WILSON LANGUAGE TRAINING CORPORATION I ITEM # F2PSTVEK1 I ISBN 978-1-56778-494-7 Silent Letters Poster 3 (pg. 48) F2PSTSL3 ISBN # 978-1-56778-549-4 $6.40 Spelling Rules Poster 3 (pg. 48) F2PSTSR3 ISBN # 978-1-56778-548-7 $6.40 Wilson Digital Timer (pg. 64) $12.80 WDT Sentence Strips (pgs. 19, 26, 38, 47) F2FUNSS ISBN # 978-1-56778-630-9 $8.00 phone 800.899.8454 store.wilsonlanguage.com fax 508.368.2300 83

Supplemental Materials Teacher Materials (continued) Classroom Materials Whether purchasing new or replacing the old, these student materials come in handy. The desk and wall strips are great references for alphabetical order, letter formation, and keywords. WRS Magnetic Journal with Letter Tiles (pg. 79) W4MAGABC ISBN # 978-1-56778-649-1 $25.90 Alphabet Wall Strip (pgs. 11, 16, 24, 36) F2ALWSTR ISBN # 978-1-56778-459-6 $21.40 WRS Magnetic Journal (pg. 79) MAGJNL ISBN # 978-1-56778-161-8 $12.00 Cursive Alphabet Wall Strip (pg. 46) F2CAWSTR ISBN # 978-1-56778-460-2 $21.40 WRS Letter Tiles 128 Tiles (pg. 79) W4PHOTIL ISBN # 978-1-56778-631-9 $16.90 Desk Strip (10-Pack) (pgs. 21, 31, 43) F2DESTPK12 ISBN # 978-1-56778-447-3 $12.80 Gel Word Board with Magic Pen (pg. 41) F2GWBWP ISBN # 978-1-56778-546-3 $9.60 Desk Strip Lite (10-Pack) (pgs. 21, 31, 43) DESTK1 ISBN # 978-1-56778-207-3 $9.60 Magic Pen (pg. 41) MPO ISBN # 978-1-56778-259-2 $2.10 Cursive Writing Desk Strip (10-Pack) (pg. 51) F2CWDESTP3 ISBN # 978-1-56778-446-6 $12.80 Writing & Drawing Pads (5-Pack) (pgs. 21, 31, 43, 51) FUNWDP5 ISBN # 978-1-56778-434-3 $16.10 Fundations® Writing Pads (5-Pack) (100 sheets) Each two-sided page has eightWilson Grids. Not included in any kits or sets. FUNWP5 ISBN # 978-1-56778-435-0 $16.10 My Fundations Journal (pgs. 21, 31, 43, 51) Wilson Fundations® | ©2011 Wilson Language Training Corporation F2FUNMFJ ISBN # 978-1-56778-538-8 $5.40 My Fundations Journal (10-Pack) (pgs. 21, 31, 43, 51) Wilson Fundations® | ©2011 Wilson Language Training Corporation F2MFJTP ISBN # 978-1-56778-458-9 $48.20 Trace & Write Grids (pg. 11, 18) F2TWG ISBN # 978-1-56778-600-2 $23.50 Wilson® T-Shirts Peace Love Literacy T-Shirts Available in a heather grey crew neck, made from Wilson Word Cloud T-Shirt A. 100% pre-shrunk ring-spun combed cotton. Offered in two different styles: TSPLL Sizes: S, M, L, XL $19.95 Wilson Word Cloud T-Shirt V-Neck TSPLL Sizes: 2XL, 3XL $21.95 100% pre-shrunk ring-spun combed cotton. Please indicate size(s) when ordering. TSWWCV V-Neck Sizes: S, M, L, XL $19.95 TSWWCV V-Neck Size 2XL $21.95 Please indicate size(s) when ordering. B. Wilson Word Cloud T-Shirt Crew Neck 50% combed cotton, 50% polyester. TSWWCC Crew Neck Sizes: S, M, L, XL $19.95 B. Please indicate size(s) when ordering. 84 phone 800.899.8454 store.wilsonlanguage.com fax 508.368.2300

Policies and Information Place Your Order: Payment Options Shipping and Handling Options PHONE: Send your authorized purchase order, check, Please allow 10-14 business days for or money order drawn on U.S. funds. Be sure shipping once the order has been processed. Credit card orders accepted via phone: to include shipping charges and taxes where All orders are shipped using a ground applicable. service provider unless otherwise noted. 800.899.8454 (U.S. Only) or 508.368.2399 We accept Visa, MasterCard, American Materials Subtotal Shipping & Handling Monday – Thursday, 7am - 7pm ET Express, and Discover. Credit card payments Up to $99.99 $8.00 Friday 7am - 4pm ET are processed only by telephone. Please call 8% (If you submit a confirming order, please label it us toll-free 800.899.8454. Our Customer $100.00 to $9,999.99 6% “CONFIRMATION ONLY”to avoid duplication.) Support Center is available Monday - $10,000.00 to $49,999.99 Thursday, 7am - 7pm Eastern Time and Friday, Call for Quote FAX: 7am - 4pm Eastern Time. Credit cards will not $50,000.00 and up be charged until the order ships. For authorized purchase orders only: Contact Customer Support regarding the Sales Tax additional costs and service fees applied 508.368.2300 to the following options: Please add applicable state sales tax; exempt EMAIL: customers must provide an exemption • Expedited/Rush shipping* certificate when placing an order. • Delivery outside the 48 contiguous Purchase orders only may be scanned and emailed: states and the District of Columbia • International shipping [email protected] • 3rd party shipping requests MAIL: * Rush (such as next day or 2nd day) shipping applies only to the shipping company’s delivery time; it does not affect handling or Check, money order, and authorized purchase orders accepted order processing time. via mail. Send your completed order form or purchase order to: Orders at Wilson Language Training 47 Old Webster Road Oxford, MA 01540-2705 ONLINE: Tax exempt orders cannot be placed online. Credit card orders accepted via the online store. To order materials online, visit: store.wilsonlanguage.com WLT Return Policy The Wilson Guarantee When you receive your shipment, first verify all contents.To qualify for reimbursement, you must contactWLT Customer Support Center at 1.800.899.8454 within 30 days of receipt. If for any reason you are not completely satisfied with your purchase, you may return it within 30 days for a If you are not completely satisfied with your order, you may return it within 30 days for a refund. refund, credit, or replacement. Black-line masters may Black-line masters may be returned within 30 days for replacement only.WLT accepts returns for be returned for replacement only. Please read our return credit or replacement only within 120 days from the date of purchase. policy for full details. To learn more about Wilson® programs, professional Shipping and handling costs are non-refundable. A 10% restocking fee may apply. Returned learning offerings, and extensive evidence of material must be: effectiveness, visit our website at: www.wilsonlanguage.com • In the current version/edition • In salable condition, with no damage, markings, or wear • Out of Stock items will automatically be backordered. • Kits, Sets, and other packaged items must be returned complete as sold • Prices listed are in U.S. currency and are subject to change without notice. A Return Materials Authorization (RMA) number must accompany all returns. The • Actual product design may vary from that depicted in this catalog. customer is responsible for return shipping charges.We recommend that returns include a copy of the packing slip or invoice and be traceable/insured through shipper.WLT Customer Support Center will work with you to qualify the return and issue an RMA number. RMA numbers should be clearly marked on all packages.WLT is not responsible for returned packages received without an RMA number. phone 800.899.8454 store.wilsonlanguage.com fax 508.368.2300 85

WILSON LANGUAGE TRAINING® 47 OLD WEBSTER ROAD OXFORD, MA 01540-2705 Steps 1-6 Now Available! (Steps 7-12 coming for the 2019-2020 school year)