Illustration of an owl wearing a graduation cap and holding a pointer. The owl stands next to the word 'Fundations,' spelled with three tiles 'f,' 'u,' and 'n,' and a fourth tile with 'o' seems to be jumping into place. 'Wilson Language Basics' is written below.'
Fundations® Resource

Fundations Pre-K Activity Set

Begin to establish the alphabetic principle and written language skills.

A teacher sits at a round table showing a flashcard with the letter m to three young students who are working on their own tasks. The classroom is decorated with educational posters, including an alphabet chart on the wall.


The Fundations® Pre-K Activity Set provides an introduction, or “pre-dose,” to the letter sound and writing skills that are taught to mastery in the Fundations Level K program. This activity set supports students’ emerging understanding of the alphabetic principles of letter-sound associations and alphabetical order and the written language skill of manuscript letter formation. It is not intended to provide a full pre-K literacy curriculum.

Our Pre-K Activity Set follows the same principles of instruction as all of our other programs: explicit, systematic, interactive, and multisensory. Activities offer ample opportunities for students to practice and receive feedback.

Two young girls are smiling and holding up puzzle pieces with the letter A and a drawing of an apple. They are standing in a classroom, with other children and educational materials in the background.

Alignment to Standards

The Fundations Pre-K Activity set aligns with the NAEYC Early Learning Program Accreditation Standards and Assessment Items, Head Start Early Learning Outcomes Framework/Preschooler Domain of Literacy, and the skills identified by the National Early Literacy Panel as strong predictors for later literacy development.


Explicit and direct instruction is conducted in a whole-class setting in the first semester and a combination of whole-class and small-group settings in the second semester.

The amount of time for daily activities will vary, depending on where the class is in the school year and the number of students in small groups. Once students have learned many of the letters, more time will be needed for the activities, but it should not take any longer than 10-15 minutes for the whole-group instruction and 5-10 minutes for each small-group instruction (added in the second semester).

A teacher stands in front of a classroom pointing to a board with letters and pictures using a pointer. She is smiling and wearing a beige blazer over a black dress. A group of young students is seated on the floor facing her, paying attention.