Quick Oral Check
Oral Dictation Challenge: "The baseball pitch was a match!" Have students tap sounds in pitch (/p/ /ĭ/ /ch/) and match (/m/ /ă/ /ch/). Both end with trigraph -tch after a short vowel.
Error Correction Prompt (PINCH vs. PITCH): "Why does PINCH not have letter T?" If a student writes *PINTCH, prompt: "Listen for the /n/ sound! The consonant 'N' guards the vowel, so digraph -ch finishes the word without 'T'."
Teacher Answer Key Fundations L3 • Unit 1 • Week 1
Ladder 2 Key: The Clock Tower
Focus: The -ck vs. -k Decision Tree • Consonants l/n before k
Pacing: 12–15 Min • Monochrome Print Ready
Completed Ladder
8
C L O C K
7
L O C K
6
S O C K
5
S A C K
4
S A N K
3
S I N K
2
S I L K
1
S I C K
Base: SICK → Goal: CLOCK
When to use -ck: 1) One-syllable word. 2) Single short vowel. 3) /k/ is the very next sound. (SICK, SACK, SOCK, LOCK, CLOCK).
When to use -k after consonant: When another consonant sits between the short vowel and the ending /k/ sound (SILK: l before k; SINK: n before k; SANK: n before k).
| Word | Graphemes | Phonemes | Reason for Ending |
|---|---|---|---|
| SILK | s - i - l - k | 4 sounds | Ends in -k because of consonant 'l' |
| SINK | s - i - n - k | 3 sounds (welded) | Ends in -k because of consonant 'n' |
| SACK | s - a - ck | 3 sounds | Ends in -ck after short 'a' |
| CLOCK | c - l - o - ck | 4 sounds (blend cl-) | Ends in -ck after short 'o' |
Facilitation Tip for Potato SACK Clue:
"Remind 2nd/3rd graders about Field Day potato sack races! Ask: 'How many vowels do you hear in sack?' Just one short /ă/, so it must end with the digraph team -ck."
Quick Oral Check
Oral Dictation Sentence: "The clock had a strong lock." Target words: clock and lock. Both have short /ŏ/ directly followed by /k/, so they must use the digraph -ck.
Consonant-Buffer Check (SILK vs. SICK): "Why does SILK end in -k and not -ck?" Expected answer: "Because letter 'L' is between the short vowel /ĭ/ and /k/, so we only write single letter k!"
Teacher Answer Key Fundations L3 • Unit 1 • Week 1
Ladder 3 Key: The Barnyard Hatch
Focus: Digraph -ch vs. Trigraph -tch • Initial Consonant Blends (cr-, cl-)
Pacing: 12–15 Min • Monochrome Print Ready
Completed Ladder
8
L A C K
7
L A T C H
6
H A T C H
5
H U T C H
4
C L U T C H
3
C R U T C H
2
C R U N C H
1
R A N C H
Base: RANCH → Goal: LACK
Marking Blends (CRUNCH, CRUTCH, CLUTCH): In Level 3, initial blends get two separate underlines: cr and cl because each letter retains its sound.
Marking Trigraph -tch: Underline the trigraph tch with a single line to show that three letters represent one single phoneme /ch/.
Short vowels need protection! When a word ends with the /ch/ sound:
Facilitation Tip for 2nd Grade Clue Reading (HUTCH / LATCH):
"For hutch ('pet bunny cage') and latch ('gate hook'), ask students: 'What short vowel sound do you hear right before /ch/?' Since it is a short vowel with no consonant buffer, write -tch!"
Quick Oral Check
Oral Dictation Sentence: "The chicks hatch near the hutch." Students tap hatch (/h/ /ă/ /ch/) and hutch (/h/ /ŭ/ /ch/). Both have unguarded short vowels requiring trigraph -tch.
Vowel Guard Diagnostic (CRUNCH vs. CRUTCH): "Point to the letter guarding the vowel in CRUNCH." Student should point to N. Prompt: "Because N is guarding the vowel, do we need T? No! Only write -ch!"
Teacher Answer Key Fundations L3 • Unit 1 • Week 1
Ladder 4 Key: Switch the Track
Focus: Short /ĭ/ Closed Syllables • Parallel Rules: -ck for /k/ and -tch for /ch/
Pacing: 12–15 Min • Monochrome Print Ready
Completed Ladder
8
S T I C K
7
S T I T C H
6
S W I T C H
5
W I T C H
4
W I C K
3
T I C K
2
T R I C K
1
B R I C K
Base: BRICK → Goal: STICK
Ladder 4 showcases the mathematical symmetry of English spelling rules after a short vowel:
Short Vowel + /k/: Needs 2 letters: -ck WICK, TICK, BRICK, STICK
Short Vowel + /ch/: Needs 3 letters: -tch WITCH, SWITCH, STITCH
| Word | Initial Element | Tapping Sounds | Total Letters |
|---|---|---|---|
| WICK | Single consonant /w/ | /w/ /ĭ/ /k/ (3) | 4 letters |
| SWITCH | Consonant blend /sw/ | /s/ /w/ /ĭ/ /ch/ (4) | 6 letters |
| STITCH | Consonant blend /st/ | /s/ /t/ /ĭ/ /ch/ (4) | 6 letters |
| STICK | Consonant blend /st/ | /s/ /t/ /ĭ/ /k/ (4) | 5 letters |
Teacher Anchor Script:
"Notice how WITCH, SWITCH, and STITCH all share the exact same short /ĭ/ sound followed by /ch/. Because it's a short vowel with no consonant in front of the /ch/, we must use all three letters: T-C-H!"
Quick Oral Check
Parallel Dictation Sentence: "Switch the stick with a stitch." Highlights all 3 short /ĭ/ patterns: switch (-tch), stick (-ck), and stitch (-tch). Perfect dictation for formative check!
Fundations Syllable Marking Check: Scoop STICK → stĭck (c) Prompt student: 1) Scoop whole syllable under baseline. 2) Place breve (˘) over 'i'. 3) Underline blend s-t. 4) Underline digraph ck. 5) Write 'c' below scoop for closed syllable.
Teacher Answer Key Fundations L3 • Unit 1 • Week 1
Ladder 5 Key: The Alpine Finch
Focus: Week 1 Grand Finale Mastery • Comprehensive 4-Rule Diagnostic & Sorting Matrix
Pacing: 15 Min • Monochrome Print Ready
Completed Ladder
8
F I N C H
7
F E T C H
6
P E C K
5
P A C K
4
S A C K
3
S I N K
2
S I L K
1
M I L K
Base: MILK → Goal: FINCH
| Target Rule | Words in Ladder | Why This Spelling Applies |
|---|---|---|
| -k after consonant | MILK, SILK, SINK | 'l' and 'n' consonants precede ending /k/ |
| -ck after short vowel | SACK, PACK, PECK | Single short vowels /ă/ and /ĕ/ precede /k/ |
| -tch after short vowel | FETCH | Single short /ĕ/ precedes /ch/ |
| -ch after consonant | FINCH | Consonant 'n' buffers between /ĭ/ and /ch/ |
Exceeds (3) Solves all 8 rungs independently in jumbo squares; articulates all 4 spelling rules accurately.
Proficient (2) Solves with 1–2 clue assists; corrects -tch/-ch errors with verbal prompt.
Needs Practice (1) Confuses -ck and -k; requires multisensory tapping and rule chart support.
Unit 1 Exit Question:
"Ask the student: 'If I want to write the word MATCH, how do I know it's not M-A-C-H?' Expected student response: 'Because right after a short vowel with no consonant in the middle, we need -tch!'"
Teacher Oral Diagnostic
Ends with -k MILK / SILK / SINK after consonant l or n
Ends with -ck SACK / PACK / PECK after short vowel
Ends with -tch FETCH after short vowel /ĕ/
Ends with -ch FINCH after consonant n
5
Change 'i' to 'o' 4 letters
A piece of music with words that you sing out loud! Glued sound shifts to -ong.
4
4
Change 'k' to 's' 4 letters
To produce musical notes with your vocal cords: "______ a joyful song!"
3
3
Change 'w' to 'k' 4 letters
A royal monarch who wears a golden crown and rules over a castle kingdom.
2
2
Change 'r' to 'w' 4 letters
The feathered limb that allows an eagle to flap and soar high through clouds!
1
R I N G
Base Camp (Start Here!)
Read base word RING. Glued sound -ing gets 1 tap with 3 fingers welded together!
Glued -ng Family: -ang (fang), -ing (ring), -ong (song), -ung (lung) • Box the glued sound!
Score: _____ / 8 Rungs
Fundations L3 • Unit 1 • Week 2 Ladder 3 of 5
Name: Date:
Focus: Glued Sounds ending in -nk (-ank, -ink, -onk, -unk)
Climb from bottom to top!
8
8
Change 'ho' to 'ju' 4 letters
Old discarded scrap items cleared from an attic. Glued sound -unk!
7
7
Change 'wi' to 'ho' 4 letters
The loud call of a wild Canada goose or a car horn blaring: "______!" (-onk)
6
6
Change 'p' to 'w' 4 letters
Quickly close and open one eyelid to share a playful, secret smile.
5
5
Change 's' to 'p' 4 letters
A gentle rosy color made by blending red paint into white paint.
4
4
Change 'a' to 'i' 4 letters
A wash basin with water faucets, or to drop downward below water. (-ink)
3
3
Change 't' to 's' 4 letters
Fell below the surface in the past: "The heavy pebble ______ in the pond."
2
2
Change 'b' to 't' 4 letters
A large glass container holding pet fish, or a heavy armored vehicle.
1
B A N K
Base Camp (Start Here!)
Read base word BANK. A place to keep money safely, or the edge of a river.
Glued -nk Family: -ank (bank), -ink (pink), -onk (honk), -unk (junk) • Box the glued sound!
Score: _____ / 8 Rungs
Fundations L3 • Unit 1 • Week 2 Ladder 4 of 5
Name: Date:
Focus: Closed Syllable Exceptions • Long /ō/ (-old, -olt, -ost)
Climb from bottom to top!
8
8
Change 'b' to 'c' 4 letters
A playful young male horse running across the grassy field. Exception -olt!
7
7
Change 'm' to 'b', 's' to 'l' 4 letters
A bright flash of lightning, or a heavy metal fastener that locks tight.
6
6
Change 'p' to 'm' 4 letters
Nearly all, greater than half: "______ kids love solving word ladders!"
5
5
Change 'h' to 'p' 4 letters
A wooden trail post on a mountain hike, or to mail a letter in a mailbox.
4
4
Change 'ld' to 'st' 4 letters
A friendly person who invites guests to a party. Exception -ost with long /ō/!
3
3
Change 'g' to 'h' 4 letters
To grip tightly in both hands so it will not drop: "______ on tight!"
2
2
Change 'c' to 'g' 4 letters
Shiny yellow precious metal nuggets found buried in mountain streams!
1
C O L D
Base Camp (Start Here!)
Read base word COLD. It looks closed, but vowel 'o' says long /ō/! Mark with macron (¯)!
Exception Rule: -old, -olt, and -ost look closed, but vowel says long /ō/ • Mark with macron (¯) and slashed c (\c\)
Score: _____ / 8 Rungs
Fundations L3 • Unit 1 • Week 2 Ladder 5 of 5
Name: Date:
Focus: Closed Syllable Exceptions • Long /ī/ (-ild, -ind) • Grand Week 2 Summit!
Climb from bottom to top!
8
8
Change 'w' to 'ch' 5 letters
A young boy or girl: "Every third-grade student is a brilliant ______!"
7
7
Change 'b' to 'w', 'o' to 'i' 4 letters
Roaming untamed and free across high mountain peaks: a ______ eagle! (-ild)
6
6
Change 'in' to 'ol' 4 letters
Brave, courageous, and daring. Shifts back to the -old exception!
5
5
Add 'l' after 'b' 5 letters
Unable to see with eyesight, guided by a faithful helper service dog.
4
4
Change 'm' to 'b' 4 letters
To tie, wrap, or fasten tightly together with strong twine or tape.
3
3
Change 'k' to 'm' 4 letters
Your thinking brain: "Keep this phonics pattern in ______!"
2
2
Change 'f' to 'k' 4 letters
Friendly, helpful, and caring with others: "Always be ______!"
1
F I N D
Base Camp (Start Here!)
Read base word FIND. Exception -ind has long /ī/! Climb to the Summit!
Unit 1 Week 2 Master Climber: Glued Sounds (all, am, an, -ng, -nk) + Closed Exceptions (old, olt, ost, ild, ind) Conquered!
Summit Score: _____ / 8 Rungs
Sound Discrimination Prompt (/ȯ/ vs. /ă/): "Listen: BAT vs. BALL." Ask: "Does 'ball' have the short /ă/ like 'bat'?" No! In 'ball', the 'a' makes the broad /ȯ/ sound because it is glued to 'll'!
Teacher Answer Key Fundations L3 • Unit 1 • Week 2
Ladder 2 Key: The Ring Song Ridge
Focus: Glued Sounds ending in -ng (-ang, -ing, -ong, -ung)
Pacing: 12–15 Min • Monochrome Print Ready
Completed Ladder
8
R U N G
7
L U N G
6
L O N G
5
S O N G
4
S I N G
3
K I N G
2
W I N G
1
R I N G
Base: RING → Goal: RUNG
Glued Sounds Ending in -ng: The letters 'ng' fuse with the vowel in front of them: -ang (/ang/), -ing (/ing/), -ong (/ong/), -ung (/ung/). Each glued sound gets 1 combined tap!
Marking Convention: Draw a solid rectangle box around the entire 3-letter chunk (e.g., box 'ing' in ring, box 'ong' in song, box 'ung' in rung).
| Word | Taps | Glued Unit | Marking |
|---|---|---|---|
| RING | /r/ + /ing/ (2 taps) | -ing | r[ing] |
| SING | /s/ + /ing/ (2 taps) | -ing | s[ing] |
| SONG | /s/ + /ong/ (2 taps) | -ong | s[ong] |
| LUNG | /l/ + /ung/ (2 taps) | -ung | l[ung] |
Tapping Technique for -ng Glued Sounds:
"Instruct students to tap the first consonant with the pointer finger, and tap the glued chunk (-ing, -ong, -ung) with the middle, ring, and pinky fingers held tightly together!"
Quick Oral Check
Oral Dictation Sentence: "The king sang a long song." Targets: king (-ing), sang (-ang), and song (-ong). Have students identify and box all three glued chunks.
Vowel Shift Diagnostic (-ing to -ong): "How does SING become SONG?" Student notes: "Only the vowel changes from 'i' to 'o', shifting the glued sound from -ing to -ong!"
Teacher Answer Key Fundations L3 • Unit 1 • Week 2
Ladder 3 Key: The Bank Tank Trek
Focus: Glued Sounds ending in -nk (-ank, -ink, -onk, -unk)
Pacing: 12–15 Min • Monochrome Print Ready
Completed Ladder
8
J U N K
7
H O N K
6
W I N K
5
P I N K
4
S I N K
3
S A N K
2
T A N K
1
B A N K
Base: BANK → Goal: JUNK
Glued Sounds Ending in -nk: In -ank, -ink, -onk, -unk, the letter 'n' makes a velar nasal /ŋ/ sound before /k/. In Fundations, each of these 4 patterns is treated as a welded unit and boxed.
Phoneme Mapping: In BANK: /b/ is 1 tap; /ank/ is 1 tap (fingers glued). Total: 2 taps, 4 letters!
| Word | Initial Sound | Glued Rime | Marking Rule |
|---|---|---|---|
| BANK | /b/ (single) | -ank | Box 'ank' |
| PINK | /p/ (single) | -ink | Box 'ink' |
| HONK | /h/ (single) | -onk | Box 'onk' |
| JUNK | /j/ (single) | -unk | Box 'unk' |
Auditory Discrimination Prompt:
"Ask students to contrast -ng and -nk words: SANG vs. SANK, RING vs. RINK. Have them feel the crisp puff of unvoiced air on /k/ at the end of the -nk words!"
Quick Oral Check
Oral Dictation Sentence: "The pink ship sank into the tank." Targets: pink (-ink), sank (-ank), and tank (-ank). Students box all three glued sounds.
Error Correction (SANK vs. SINK): "Did it sink right now, or in the past?" Connect morphology and phonics: sink is present tense with -ink; sank is past tense with -ank!
Teacher Answer Key Fundations L3 • Unit 1 • Week 2
Ladder 4 Key: The Gold Post Ridge
Focus: Closed Syllable Exceptions • Long /ō/ (-old, -olt, -ost)
Pacing: 12–15 Min • Monochrome Print Ready
Completed Ladder
8
C O L T
7
B O L T
6
M O S T
5
P O S T
4
H O S T
3
H O L D
2
G O L D
1
C O L D
Base: COLD → Goal: COLT
The Long /ō/ Patterns: -old (cold, gold, hold), -ost (host, post, most), and -olt (bolt, colt). Even though they are closed in by consonants, their vowels say /ō/!
Fundations Marking: Scoop the syllable word. Put a macron (¯) over 'o' to indicate the long vowel sound. Put a slashed 'c' (\c\) underneath the scoop to signify closed syllable exception.
| Word | Pattern | Taps | Marking |
|---|---|---|---|
| COLD | -old | /k/ /ō/ /l/ /d/ (4) | cōld (\c\) |
| POST | -ost | /p/ /ō/ /s/ /t/ (4) | pōst (\c\) |
| MOST | -ost | /m/ /ō/ /s/ /t/ (4) | mōst (\c\) |
| BOLT | -olt | /b/ /ō/ /l/ /t/ (4) | bōlt (\c\) |
Facilitation Strategy:
"Contrast long /ō/ in POST and MOST with short /ŏ/ in COST and LOST. Remind students: 'When you read words ending in -ost, think: does it rhyme with post (/ō/) or cost (/ŏ/)?'"
Quick Oral Check
Oral Dictation Challenge: "Hold the gold bolt on the post." Targets all three long /ō/ exception patterns: hold & gold (-old), bolt (-olt), and post (-ost).
Diacritic Marking Check: "Why does 'o' get a macron (¯)?" Student answers: "Because a macron represents the long vowel sound /ō/, while a breve represents a short vowel!"
Teacher Answer Key Fundations L3 • Unit 1 • Week 2
Ladder 5 Key: The Wild Summit Quest
Focus: Closed Syllable Exceptions • Long /ī/ (-ild, -ind) • Grand Week 2 Summit!
Pacing: 15 Min • Monochrome Print Ready
Completed Ladder
8
C H I L D
7
W I L D
6
B O L D
5
B L I N D
4
B I N D
3
M I N D
2
K I N D
1
F I N D
Base: FIND → Goal: CHILD
| Category | Vowel Sound | Patterns | Marking |
|---|---|---|---|
| Glued Sounds | /ȯ/ (all), /am/, /an/ | all, am, an | Box glued unit |
| Glued -ng / -nk | Nasalized rimes | -ang, -ing, -ank, -ink, etc. | Box glued unit |
| Exceptions (o) | Long /ō/ | -old, -olt, -ost | Scoop, \c\, macron ō |
| Exceptions (i) | Long /ī/ | -ind, -ild | Scoop, \c\, macron ī |
Exceeds (3) Spells and marks glued sounds (boxed) and closed exceptions (macron, slashed 'c') flawlessly.
Proficient (2) Solves ladders with 1 clue prompt; correctly differentiates glued sounds from closed exceptions.
Needs Practice (1) Confuses short and long vowels; needs visual cue card for boxed glued vs. slashed 'c' exceptions.
Unit 1 Week 2 Synthesis Check:
"Ask: 'What is the marking difference between a glued sound and a closed syllable exception?' Answer: 'Glued sounds get boxed with a rectangle. Closed exceptions get a scoop, a macron over the long vowel, and a slashed c underneath!'"
Teacher Oral Diagnostic
all /ȯ/ BALL / TALL box 'all'
-ng / -nk RING / BANK box glued
-old / -olt COLD / BOLT long /ō/, \c\
-ost POST / MOST long /ō/, \c\
-ild / -ind WILD / FIND long /ī/, \c\
6
6
Remove suffix -es 3 letters
A single square cardboard container. Singular baseword ending in letter 'x'!
5
5
Change 'f' to 'b' 5 letters
Cardboard cartons stacked in a storage room. Baseword 'box' ends in 'x', so add -es!
4
4
Change 'ish' to 'ox' 5 letters
Clever woodland mammals with pointed ears and bushy tails. Ends in 'x', so add -es!
3
3
Change 'd' to 'f' 6 letters
Catches aquatic animals, or multiple species in an aquarium: "He ______ at dawn."
2
2
Add suffix -es 6 letters
Ceramic plates, cups, and bowls washed in warm soapy water. 'sh' gets -es!
1
D I S H
Base Camp (Start Here!)
Read base word DISH. It ends in digraph 'sh' (hissing sound), so we must add suffix -es!
Plural Rule: Add -es to words ending in ch, sh, s, x, or z • Add -s to all other basewords!
Score: _____ / 8 Rungs
Fundations L3 • Unit 2 • Week 1 Ladder 3 of 5
Name: Date:
Focus: Vowel Suffixes -er (compares 2) & -est (compares 3 or more / superlative)
Climb from bottom to top!
8
8
Change suffix to -est 7 letters
The most fearless, daring, and heroic climber of everyone on the mountain summit!
7
7
Add suffix -er 6 letters
More brave and daring than another hiker. Suffix -er compares two people.
6
6
Drop -er, 'c' to 'b' 4 letters
Courageous, daring, and brave. Closed syllable exception -old with long /ō/!
5
5
Change suffix to -er 6 letters
More freezing today than yesterday: "The snowy wind grew even ______."
4
4
Change 'fast' to 'cold' 7 letters
Having the lowest temperature of all seasons in the year: winter's chill!
3
3
Change suffix to -est 7 letters
The swiftest runner of all racers at the track: winner of the gold medal!
2
2
Add suffix -er 6 letters
Moving with greater speed than another runner: "The hare ran ______."
1
F A S T
Base Camp (Start Here!)
Read base word FAST. Suffix -er compares two; suffix -est compares three or more!
Comparison Rule: Suffix -er compares two things • Suffix -est compares three or more things (superlative)!
Score: _____ / 8 Rungs
Fundations L3 • Unit 2 • Week 1 Ladder 4 of 5
Name: Date:
Focus: Consonant Suffixes -ful (full of) & -less (without / lacking)
Climb from bottom to top!
8
8
Add suffix -ful 8 letters
Full of warm appreciation and gratitude for a kind deed: "I am so ______!"
7
7
Change 'rest' to 'thank' 5 letters
To express sincere gratitude to someone who assisted you. (Glued sound -ank!)
6
6
Remove suffix -ful 4 letters
To pause, sleep, or relax to recover your physical stamina. Closed baseword.
5
5
Change suffix to -ful 7 letters
Full of calm and quiet peace: "We enjoyed a ______ night by the fireplace."
4
4
Change 'help' to 'rest' 8 letters
Unable to relax or sit still; fidgety and full of restless energy.
3
3
Change suffix to -less 8 letters
Without assistance or power, unable to defend oneself: suffix -less means without.
2
2
Add suffix -ful 7 letters
Full of assistance and always willing to lend a hand: baseword help + consonant suffix -ful.
1
H E L P
Base Camp (Start Here!)
Read base word HELP. Consonant suffixes -ful and -less begin with consonant letters!
Suffix Meaning: -ful means 'full of' (helpful = full of help) • -less means 'without' (helpless = without help)
Score: _____ / 8 Rungs
Fundations L3 • Unit 2 • Week 1 Ladder 5 of 5
Name: Date:
Focus: Unit 2 Week 1 Grand Review • Vowel & Consonant Suffixes • -s vs. -es
Climb from bottom to top!
8
8
Baseword 'branch' + -es 8 letters
Sturdy wooden limbs growing from the trunk of a great oak tree! Ends in 'ch', so add -es!
7
7
Change suffix to -s 6 letters
Green garden flowers, shrubs, and ferns. Consonant suffix -s makes it plural!
6
6
Change suffix to -er 7 letters
A decorative ceramic pot for planting seeds, or a gardener: suffix -er means one who does!
5
5
Add 'p' before 'l' 7 letters
Placed flower seeds into fertile garden soil in the past. Suffix -ed makes the /ɪd/ sound!
4
4
Change suffix to -ed 6 letters
Touched down safely on the ground in the past: "The airplane ______ smoothly."
3
3
Change 'st' to 'l' 7 letters
The exciting moment an airplane descends and touches down on the airfield right now.
2
2
Add suffix -ing 8 letters
Upright on your two feet at the summit right now: baseword stand + vowel suffix -ing.
1
S T A N D
Base Camp (Start Here!)
Read base word STAND. Underline baseword, circle suffix on every rung up the mountain!
Unit 2 Week 1 Summit Conquered: Basewords + Suffixes (-s, -es, -ed, -ing, -er, -est, -ful, -less) Mastered!
Summit Score: _____ / 8 Rungs
Quick Oral Check
Oral Dictation Sentence: "The hunter rested after testing the tent." Targets: hunter (-er), rested (-ed), and testing (-ing). Students underline each baseword and circle each suffix.
Sound Discrimination Prompt (-ed sounds): "What sound does -ed make in RESTED?" Students identify: "It makes the extra syllable sound /ɪd/ because the baseword ends in 't'!"
Teacher Answer Key Fundations L3 • Unit 2 • Week 1
Ladder 2 Key: The Plural Peak
Focus: Plural Suffix Rule: Add -es to ch, sh, s, x, z • Add -s to all other letters
Pacing: 12–15 Min • Monochrome Print Ready
Completed Ladder
8
P A C K S
7
P A C K
6
B O X
5
B O X E S
4
F O X E S
3
F I S H E S
2
D I S H E S
1
D I S H
Base: DISH → Goal: PACKS
The Hissing/Buzzing Rule: When a baseword ends in ch, sh, s, x, or z, we must add suffix -es instead of just -s. This adds an extra vowel sound /ɪz/ so the plural can be pronounced distinctly (e.g., dish → dishes, fox → foxes).
All Other Endings: If the baseword does not end in ch, sh, s, x, or z, simply add consonant suffix -s (e.g., pack → packs, cat → cats).
| Baseword | Final Sound | Suffix Added | Marking Rule |
|---|---|---|---|
| DISH | /sh/ (digraph) | -es (dishes) | Underline dish, circle -es |
| FOX | /ks/ (letter x) | -es (foxes) | Underline fox, circle -es |
| BOX | /ks/ (letter x) | -es (boxes) | Underline box, circle -es |
| PACK | /k/ (-ck digraph) | -s (packs) | Underline pack, circle -s |
Instructional Teaching Hook:
"Tell students: 'Try saying dishs or boxs without the vowel e! Your tongue gets stuck! The letter e opens up the mouth so we can hear the plural sound /ɪz/!'"
Quick Oral Check
Oral Dictation Sentence: "The red foxes jumped over six boxes." Targets: foxes (-es after x) and boxes (-es after x). Students contrast with standard plural -s.
Orthographic Rule Test: "Why does PACK only get -s, while DISH gets -es?" Student explains: "DISH ends in hissing 'sh', which needs -es. PACK ends in /k/, so it only takes regular -s!"
Teacher Answer Key Fundations L3 • Unit 2 • Week 1
Ladder 3 Key: The Comparison Crest
Focus: Vowel Suffixes -er (compares 2) & -est (compares 3 or more / superlative)
Pacing: 12–15 Min • Monochrome Print Ready
Completed Ladder
8
B O L D E S T
7
B O L D E R
6
B O L D
5
C O L D E R
4
C O L D E S T
3
F A S T E S T
2
F A S T E R
1
F A S T
Base: FAST → Goal: BOLDEST
Suffix -er (Comparative): Compares two things (e.g., faster, bolder, colder). Can also mean "a person who does an action" (hunter, singer). Both start with vowel 'e' (vowel suffix).
Suffix -est (Superlative): Compares three or more things (e.g., fastest, boldest, coldest). Signifies the extreme or maximum level in a group.
| Word | Baseword Type | Comparison | Marking Rule |
|---|---|---|---|
| FASTER | Closed (fast) | Compares 2 | Underline fast, circle -er |
| FASTEST | Closed (fast) | Compares 3+ | Underline fast, circle -est |
| COLDER | Exception (cold) | Compares 2 | Underline cold, circle -er |
| BOLDEST | Exception (bold) | Compares 3+ | Underline bold, circle -est |
Morphology Note on Exceptions:
"Notice that closed syllable exceptions like cold and bold still retain their long /ō/ sound when adding suffixes! Basewords stay completely intact in Unit 2."
Quick Oral Check
Oral Dictation Sentence: "The boldest dog was faster on the cold path." Targets: boldest (-est on exception), faster (-er on closed baseword), and cold (singular exception).
Semantic Distinction Prompt: "Is Tom faster or fastest?" Teacher check: "If Tom is racing against Ben (2 people), he is faster! If he is racing against the whole class, he is fastest!"
Teacher Answer Key Fundations L3 • Unit 2 • Week 1
Ladder 4 Key: The Helpful Valley
Focus: Consonant Suffixes -ful (full of) & -less (without / lacking)
Pacing: 12–15 Min • Monochrome Print Ready
Completed Ladder
8
T H A N K F U L
7
T H A N K
6
R E S T
5
R E S T F U L
4
R E S T L E S S
3
H E L P L E S S
2
H E L P F U L
1
H E L P
Base: HELP → Goal: THANKFUL
Consonant Suffix Definition: A consonant suffix begins with a consonant letter (f in -ful, l in -less, s in -s). They never begin with a vowel.
Antonymic Morphemes: Suffix -ful means "full of" (helpful = full of help). Suffix -less means "without" or "lacking" (helpless = without help). They create opposite meanings on the exact same baseword!
| Word | Baseword | Suffix Meaning | Marking Rule |
|---|---|---|---|
| HELPFUL | help (closed) | full of help | Underline help, circle -ful |
| HELPLESS | help (closed) | without help | Underline help, circle -less |
| RESTFUL | rest (closed) | full of rest | Underline rest, circle -ful |
| THANKFUL | thank (glued -ank) | full of thanks | Underline thank, circle -ful |
Spelling Caution for -ful:
"Remind students that the suffix -ful only has ONE 'l', unlike the standalone word 'full'! Suffix -ful = f-u-l."
Quick Oral Check
Oral Dictation Sentence: "The helpful child was thankful for rest." Targets: helpful (-ful), child (exception -ild), and thankful (-ful on glued baseword).
Morpheme Swap Prompt: "How does RESTLESS become RESTFUL?" Student notes: "Keep the baseword 'rest' intact, remove suffix -less, and add suffix -ful to turn 'without rest' into 'full of rest'!"
Teacher Answer Key Fundations L3 • Unit 2 • Week 1
Ladder 5 Key: The Master Suffix Summit
Focus: Unit 2 Week 1 Grand Review • Vowel & Consonant Suffixes • -s vs. -es
Pacing: 15 Min • Monochrome Print Ready
Completed Ladder
8
B R A N C H E S
7
P L A N T S
6
P L A N T E R
5
P L A N T E D
4
L A N D E D
3
L A N D I N G
2
S T A N D I N G
1
S T A N D
Base: STAND → Goal: BRANCHES
| Suffix | Type | Function / Meaning | Example |
|---|---|---|---|
| -ing | Vowel | Ongoing action happening now | standing |
| -ed | Vowel | Past tense (/ɪd/, /d/, /t/) | planted (/ɪd/) |
| -er / -est | Vowel | Compares 2 / compares 3+ | planter / fastest |
| -s / -es | Consonant / Vowel | Plural (-es on ch, sh, s, x, z) | plants / branches |
Exceeds (3) Accurately isolates basewords, spells vowel and consonant suffixes flawlessly, applies -es rule automatically.
Proficient (2) Solves rungs with 1 prompt; correctly underlines basewords and circles suffixes; distinguishes -s from -es.
Needs Practice (1) Taps the entire word instead of baseword only; omits 'e' on -es plurals (e.g., branchs). Needs cue card.
Unit 2 Week 1 Synthesis Check:
"Ask: 'What are the two marking steps for a word with a suffix in Fundations?' Answer: '1. Underline the baseword with a neat horizontal line. 2. Circle the suffix with a clean loop!'"
Teacher Oral Diagnostic
-ing STANDING vowel suffix
-ed (/ɪd/) PLANTED past tense
-er / -est FASTER comparison
-ful / -less THANKFUL consonant suf.
-es rule BRANCHES after 'ch'
