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 45 (sh /sh/)

- 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 3

Reading Horizons (2nd)

- 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 24 (nn, pp, rr, tt, zz, /k/)

CKLA (1st)

- 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".

Unit 9, Lessons 1-23 (tricky words and review)

CKLA (K)

Unit 8, Week 1 (consonant blends)

Fundations (1st)

Unit 1, Week 2 (c, k, ck /k/)

Fundations (2nd)

Review and Transfer Day 6 (l- and r-blends)

Reading Horizons (1st)

Review and Transfer Day 9 (l- and r-blends)

Reading Horizons (K)

Reading Partners

Orientation

Fundations (3rd)

"Pam, the hen, sat on a mat."

"She had a plan to fix her shed."

"With a grip, she got a dish."

"Pam went to the shed and fell."

"She let out a loud, 'Cluck!'"

"But Pam did not give up and got back up."

"She took the dish to the shed."

"Then, Pam used the dish to catch a leak."

"At last, Pam's shed was dry."

"Pam sat back on her mat, glad."

"Pam had a plan and got a red dish. Pam did a dash."

"Pam had a crash and fell as she ran to the shed."

Pam, the hen, sat on a mat. Her shed is wet. What will Pam do?

Pam the hen was happy sitting on her mat. But then, she found a leak in her shed! Can Pam fix the leak with just a red dish? Read to find out how Pam solves her problem!