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 48 (ch /ch/)

- 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, Lessons 26-32 (review)

CKLA (1st)

ch, tch

Reading Partners

- 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, Week 2 (digraph blends)

Fundations (1st)

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

CKLA (K)

- 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")

Lesson 111 (consonant digraph endings)

Reading Horizons (K)

Lesson 54 (blends and consonant digraph endings)

Reading Horizons (1st)

Lesson 32 (phonetic skill 2)

Reading Horizons (2nd)

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

Fundations (2nd)

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

Fundations (3rd)

"Chad, the yak, did not chat much."

"But he had a big chin and a rich tan."

"One day, Chad had a hunch."

"He saw a chip on the branch of a big ash."

"Chad had a plan to get that chip."

"He took a run and did a big leap."

"With a pinch, he got the chip."

"He felt a rush of joy."

"At lunch, Chad did munch on that chip."

"Chad, the yak, did not chat much, but he did have a big day."

"Chuck is a yak. He is tall with a tan chest."

"He did not chat much. But, he loved to eat lunch."

"Chuck loved to crunch and munch on shrubs."

"Chuck had a hunch. He had a plan to get the chip."

"He ran fast to the branch. Chuck did a big jump."

"Chuck sat on a bench with his chip and his lunch."

"Crunch! The chip was gone and so was his lunch."

"Chuck felt glad to have such a good lunch."

Chuck the yak loved to munch on shrubs. One day, he saw a chip on a branch. What plan will Chuck hatch to get that chip?

Chuck the yak loves to munch on shrubs all day. One day, he spots a tasty chip on a branch and has a clever plan to grab it. Will Chuck's big jump help him get the chip and make his lunch even better? Read to find out what happens next!