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 4

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 25 (/s/ and /z/)

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 4, Week 1 (-s, -es, -ing, -ed, -er, -est)

Fundations (2nd)

Review and Transfer Day 8 (plurals, doubles, -ed)

Reading Horizons (1st)

Reading Partners

Lesson 107 (single consonant ending)

Reading Horizons (K)

Unit 2, Week 1 (suffixes)

Fundations (3rd)

"Trish is a slim shrimp in a stream."

"She has a wish to see the big sea."

"One day, she saw a big ship pass by."

"Trish felt a rush of joy and swam fast."

"She saw a dish with a fish on the ship."

"The ship had a crash and began to sink."

"Trish swam in a dash to help the fish."

"She helped the fish jump off the ship."

"Trish and the fish swam back to the stream."

"Trish felt a clash of joy and relief."

"Trish sees a big ship pass and gets her wish."

"On the ship, she sees a dish with a fish in it."

"With a dash, Trish swims fast to help the fish."

"Trish felt glad to help the small fish."

Trish is a slim shrimp in a stream. She has a wish to see a big ship. What will happen when Trish sees the ship?

Trish is a slim shrimp who lives in a lively stream. She dreams of seeing a big ship one day. What will happen when Trish finally spots a ship and it starts to sink? Read to find out how Trish's adventure unfolds!