Logic of English® Foundations systematically and explicitly teaches the skills needed for reading and spelling. Some children begin to put more pieces together before being taught all of the phonograms and spelling rules. These students continue to benefit from Foundations lessons. Not only are Foundations lessons enjoyable, but the concepts taught in Foundations also help accelerate reading and spelling more complex words.

If your student is already reading fluently, consider the tips below for increasing the challenge as they move through the Foundations lessons. 

Tips for Increasing the Challenge of Foundations

• Adjust the Starting Point

• For students already reading, it may be appropriate to skip Foundations A and move quickly through Foundations B. See Starting Foundations With Children Who Are Already Reading or our Starting at Foundations B Assessment for more information.

• Adjust the Pace
• Consider teaching multiple lessons per day, if that feels appropriate.
• Skip or shorten practice activities for skills the child has mastered.
• Do not skip Foundations B, as much of the instruction will be necessary for spelling and reading more complex words. 
• For a strong reader, it may be appropriate to move quickly through Foundations B.
• Consider skipping the Foundations B Readers, if you like. 
• Have the student read the Foundations B Readers: Young Artist Series, as these texts are a bit more complex and are great comprehension work.  
• Focus on mastering the phonograms, spelling rules, and linguistic concepts taught in level B as quickly as possible and then moving on to the more advanced concepts in Foundations C and D.

• Complete the Challenge Callouts 
• Complete the violet-colored "Challenge" callouts in the Foundations Teacher's Manuals.
• The callouts provide a variety of ideas for giving students an extra challenge with various skills.
• Shift the Focus to Spelling
• Incorporate more practice with spelling for those who are ready. Spelling uses the same knowledge of phonograms and rules as reading, but it requires a deeper level of mastery.
• Use any Foundations blending or reading game to increase the challenge by having the student hear and write the target words instead. 
• Play spelling games more often (or choose more challenging words) for a student ready for an extra challenge. 
• Consider giving informal quizzes on some of the spelling words they are learning. However, do not add this extra task for students who are still developing reading fluency. 
• Read, Read, Read!
• Encourage students who can read comfortably to read widely and use their phonogram knowledge to think about the words they encounter!
• Identify phonograms in words with your student. The phonograms are everywhere, and verbally-minded students often find it fascinating to apply what they have learned to the world around them. 
• While we strongly recommend only requiring developing readers to read phonics-controlled texts, once students take off in reading and are comfortable reading texts that are not phonics controlled, they should be encouraged to read as much as possible. These students do not need to be limited to phonics-controlled texts. 
• We recommend using the Foundations C and D readers, as these are integral to the comprehension sections of the lessons.