Wilson FUNdations Fidelity Checklist
Support Person: ______________________
Group Size: ______
General Set-up for FUNdations:
_____ Small Group Implementation:
In schools where Fundations is not used in the general education classroom, it is appropriate to select Fundations as an intervention program for students in the
lowest 30th percentile. Students should have Fundations for 40-60 minutes each day, completing the 25-30 minute standard daily lesson, plus a double dose lesson
up to 30 additional minutes 3-5 times per week. This can be conducted in a small group or 1:1 setting
______ Level: FUNdations Intervention Placement Inventory was used to determine appropriate intervention level
______Group Size: K: 3-5 students, Level 1-3: up to 6
_____ Attendance: Has target student attended 80% or more of scheduled sessions?
Deviating from Fundations’ scope and sequence reduces the program’s fidelity, impacts its integrity and validity, and jeopardizes student outcomes.
Fundations Implementation Support Checklist
Activity Procedures Comments
Alphabetical Order ___ Students match the Magnetic Tiles to the Overlays on their Magnetic
10 Minutes Boards saying each letter as it is added starting with the top row and
continuing in alphabetical order.
___ A student may come to the board and use Baby Echo to do a row while
other students echo.
Dictation/Sounds &Words ___Teacher dictates a sound/word.
5-10 Minutes ___Students echo sound/word.
___Students tap word and orally spell before writing.
___Students write the sound/word(s) on Dry Erase Boards. Select a student
to spell the sound/word orally or on the Dry Erase Board.
___Students check their work and correct as needed.
(Use Dry Erase Boards and erase to fix any errors. Dictate 3 sounds and 3
Drill Sounds ___Teacher uses Large Sound Cards to model and have students echo.
3-5 Minutes ___Drill Leader points with Baby Echo to Standard Card and says letter-
keyword-sound. (t - top - /t/)
___Students echo sound.
___Vowels must be reviewed everyday.
(If more than one sound has been taught for a letter, students should give all
the taught responses for that letter.)
Echo/Find Letters ___Teacher dictates sound.
2-3 Minutes ___Teacher holds up Echo.
___Students echo sound and point to Letter Tile.
___Teacher has students “match it” and move Letter Tile from Building
Board to Letter Board with Alphabet Overlay.
(Dictate only the taught sounds. Do up to 10 sounds. If more letters are
taught, students can simply match the remaining letters.)
Echo/Find Sounds & Words ___Teacher dictates sound/word and holds up Echo.
5-7 Minutes ___Students echo sound/word.
___Teacher and students tap the sound/word.
___Students build the sounds/words with the Magnetic Letter Tiles on their
___Student spells the word orally and checks it.
___Students “clear the deck.”
___Dictate 2-3 current sounds/words and 2-3 review sounds/words.
Echo/Letter Formation ___Teacher dictates sound.
5 Minutes ___Students echo sound.
___Teacher questions what letter makes the sound.
___Teacher demonstrates the letter on the Writing Grid while verbalizing the
correct formation and questions students.
___Teacher reminds students of correct pencil grip and proper sitting
___Students write the letter on their Dry Erase Boards.
Introduce New Concepts ___Each Unit introduces new concepts. This activity will be different every
Varies per Unit time “Introduce New Concepts” activity is listed in the Unit. Follow the Unit
guide for the week and day.
Letter-Keyword-Sound ___Teacher uses Large Sound Card to introduce letter-key word-sound.
2-3 Minutes ___Teacher questions “What is the name of the letter? What is the picture?
Tell me the name of this letter. What is the sound it makes? What is the
word that will help us remember the sound?”
___Students echo letter-keyword-sound. (t - top - /t/)
___Teacher shows both Large Sound Card and Standard Sound Card and
points out difference in print font.
Make It Fun ___Make It Fun Activities are designed to reinforce the Unit concepts or
5-10 Minutes review previously taught concepts with a game activity. These activities
often focus on letter formation, letter sounds, or phonemic awareness.
Activities vary throughout the Units. Follow specific instructions in the
Sky Write/Letter Formation ___Teacher extends arm, points with two fingers, demonstrates, and
2-3 Minutes verbalizes the letter formation using the Writing Grid.
___ Students stand and face Writing Grid. Using a straight arm and a two-
finger pointer, they follow teacher’s verbalization to form the letter.
___Practice several times.
___Teacher and students verbalize the letter-keyword-sound while sky
writing the letter. (t – top - /t/)
Storytime ___Storytime involves listening, reading, and writing activities designed to
5-7 Minutes develop the students’ awareness of print, understanding of story structure,
verbal memory, and auditory comprehension. Activities vary throughout the
Units. Follow specific instructions in the Teacher’s Manual.
Student Notebook Unit 1
5 Minutes ___Teacher introduces letter-keyword-sound using questioning.
___Students trace the letter with their finger as teacher verbalizes letter
___Students trace upper and lower-case letters saying letter-keyword-
sound. (t – top - /t/)
___Students write upper and lower-case letters.
Trick Words Trick words must be presented to students as words that can not be tapped
5 Minutes per New Word out.
___Teacher writes trick word at least 2 feet tall on classroom board or on the
overhead and discusses “tricky” parts.
___Teacher says the word, sky writes the letters with an extended arm while
naming the letters, and repeats the word.
Trick Words (Cont)
___Students stand and sky write keeping their arm as “straight as a pencil,”
while naming the letters with eyes open, then with eyes closed.
___Students write with finger on flat surface while naming the letters with
eyes open, then with eyes closed.
(Do not use Magnetic Tiles to spell trick words.)
Unit Test Teacher must follow specific directions in the Teacher’s Manual as each Unit
20 Minutes per Student varies.
Word Play Units 1,2,3
5-7 Minutes ___Word play activities vary throughout Units 1-3. Teacher uses Blue
Frames to teach the students that sentences are made up of words. Follow
specific instructions in the Teacher’s Manual.
Units 4, 5
___Letter tiles a-z should be on the Alphabet Overlay.
___Teacher makes words with the Standard Sound Cards.
___Teacher and students tap out the sounds to read the words.
___Teacher writes a sentence and scoops it into phrases. ___Teacher
decodes with students and chorally reads 2-3 sentences.
___Teacher dictates a sentence using the Blue Frames. ___Students build
and write the sentence with guidance.
Adapted from Wilson Fundations
Albuquerque Public Schools
Alvarez, Gutierrez, and Pompa