UFLI

- 3-5 word sentence-like phrases.
- Use the following story structure (1. Introduce the character. 2. Provide a bit of detail. 3. Character performs an action. 4. Provide a bit of detail. 5. Wrap things up).
- Only use 1 syllable words in the story except for custom words, character, setting, and character name.
- Repeat words and vary sentence structure slightly.
- The phrases should be sensible to a young, learning, easily confused reader.
- Do not end the story with "the end"

Lesson 13 (d /d/)

- 3-5 word sentence-like phrases.
- Use the following story structure (1. Introduce the character. 2. Provide a bit of detail. 3. Character performs an action. 4. Provide a bit of detail. 5. Wrap things up).
- Only use 1 syllable words in the story except for custom words, character, setting, and character name.
- Repeat words and vary sentence structure slightly.
- The phrases should be sensible to a young, learning, easily confused reader.
- Do not end the story with "the end".

short i

Reading Partners

- Use the following story structure (1. Introduce the character. 2-3. Provide a bit of detail. 4. Character performs an action. 5-6. Provide a bit of detail. 7. Wrap things up).
- Only use 1 syllable words in the story except for custom words, character, setting, and character name.
- Use dialogue when possible
- The story should have an interesting plot with a sequence of clearly connected events (do not end the story with "the end")

Unit 1, Lesson 25 (/s/ and /z/)

CKLA (1st)

- Use the following story structure (1. Introduce the character. 2-3. Provide a bit of detail. 4. Character performs an action. 5-6. Provide a bit of detail. 7. Wrap things up).
- Only use 1 syllable words in the story except for custom words, character, setting, and character name.
- The story should have an interesting plot with a sequence of clearly connected events (do not end the story with "the end")

Review and Transfer Day 1

Reading Horizons (2nd)

Unit 2, Week 2 (am, an, -nk, -ng)

Fundations (2nd)

Unit 1, Lesson 5 (s, z, m, r, w, y, x, qu)

CKLA (2nd)

Unit 14, Week 1 (1-syllable baseword review)

Fundations (1st)

Unit 1, Week 2 (a /o/, glued sounds)

Fundations (3rd)

"Ted is a fat crab."

"Ted sat on a mat."

"I am at the map."

"Ted had a nap."

"Ted sat in the pit."

"Ted, tap the tin can."

"Ted, sip the sap."

"Ted, pat the ant."

"Ted, tip the pan."

"Ted, pin the map."

"Ted, fit in the tin."

"Ted, sit on the mat."

Pat sat on a mat. Pat sees an ant in the tin. What will Pat do?

Pat is a playful seagull. One day, Pat finds a map and decides to follow it. What surprises will Pat discover? Read to find out what happens on Pat's journey!