Brandie McNabb has been an educator for over two decades, teaching second-grade English Language Arts (ELA) at Rollins Place Elementary in Zachary, Louisiana. For the past four years, she and her colleagues have been using Fundations® to transform their approach to literacy instruction. Here, Brandie shares insights, challenges, and inspiring moments from her Fundations journey.
I’m starting my 22nd year of teaching this school year. We’ve been using Fundations for the past four years, and we love it! It’s been amazing to see how the kids learn to make words, put them together, and use their knowledge to tackle bigger words they’ll encounter in second grade. It’s so much more effective than just memorizing a set list of words.
The biggest surprise for me has been with the parents. Many parents expect a set list of spelling words, which is how most of us were taught. I spend time explaining that instead of memorizing, we’re teaching children how to build and understand words. Once parents see their children breaking words apart, identifying sounds, and using what they’ve learned to spell and write independently, they buy into the process. Watching that shift happen is really special.
There’s one student I’ll never forget. Her mother, a teacher in our district, told me her daughter struggled with spelling and writing and was painfully aware of it. She lacked confidence and rarely shared her work.
By the second nine weeks, I started to see a change: she was holding her head up a bit more. By the third nine weeks, she was sharing her writing aloud, working with partners, and even smiling as she wrote. For one project—a class book—she confidently completed her page in a day, a task I thought might take significant coaching. Her mother later told me how much her daughter missed our approach after moving on to another grade that didn’t use Fundations. That kind of transformation reminds me why I teach.
They love it! For them, it’s like solving a puzzle. Instead of just memorizing spelling words, they get to analyze and dissect them. They even enjoy tackling challenge words and multisyllablic words. It’s so rewarding to see them having fun with spelling and building their understanding of how words are made.
I love its structure and flexibility. The program provides clear daily plans but also allows for adjustments if needed. The additional word lists and activities in the back of each Unit are incredibly helpful, whether for extra practice or for challenging students who are ready for more.
Most importantly, I love how Fundations gives students a deeper understanding of sounds and word structure. It’s like number sense in math—once they understand the “why,” everything else starts to click.
I’ve seen tremendous improvements. Students are applying what they learn in their everyday writing—spelling Trick Words correctly, using the right letters for sounds, and breaking apart words with confidence. It’s exciting to see them carry these skills over into their assignments and tests, and even their parents are noticing the difference.
At the beginning of the school year, I always tell parents, “Don’t fight me—there’s a method to the madness!” It’s not what they’re used to, but I encourage them to give it a few months and see the results. Once they see their children’s progress, they understand the value of the program.
Change can be hard, especially for teachers who’ve been using the same methods for years. But the success of our students speaks for itself. Seeing parents recognize their children’s progress and watching kids grow more confident as readers and writers makes it all worthwhile.
The students. Every year, there’s at least one student who reminds me why I do this. And hearing positive feedback from parents is the cherry on top. Plus, I genuinely enjoy teaching Fundations—it’s the part of my day I look forward to most. Whether we’re marking up words, practicing sentences, or using magnetic Fundations Letter Boards, it’s always engaging and fun for both my students and me.