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 46 (th /th/ (voiced))

- 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")

Unit 1, Lesson 20 (tricky spelling 's')

CKLA (2nd)

Lesson 7 (voiced and voiceless th)

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 8, Lesson 1-9 (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)

Lesson 35 (-s)

Reading Horizons (1st)

Reading Partners

Lesson 64 (voiced th)

Reading Horizons (K)

Unit 2, Week 1 (suffixes)

Fundations (3rd)

"Seth, the crab, can dig in the sand."

"He digs a pit that is big."

"Seth finds a twig in the sand."

"This twig can help him dig."

"Seth puts the twig in the pit."

"He then fills the pit with sand."

"Seth sees a bug on the sand."

"He says, 'Bug, this pit is not for you.'"

"The bug goes to an other pit."

"Seth says, 'Now, I can rest.'"

Sal sees bugs on the sand paths. The bugs get next to Sal.

"He says, ''Bugs, this pit is not for you.''"

Sal can dig in the sand. He digs a pit that is big. Will the bugs let Sal rest in his pit?

Sal loves to play and dig in the sand. One day, he decides to create a big pit and finds a helpful twig. Will Sal manage to enjoy his new pit alone, or will the bugs have other plans? Read to find out what happens on the sandy paths!