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))

- 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 5 (u, q, z, x, c, k)

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)

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

CKLA (K)

Unit 8, Week 1 (consonant blends)

Fundations (1st)

Unit 7, Week 1 (open-syllable)

Fundations (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.
- The story should have an interesting plot with a sequence of clearly connected events (do not end the story with "the end")

Lesson 49 (single consonant ending)

Reading Horizons (1st)

Lesson 107 (single consonant ending)

Reading Horizons (K)

Orientation

Fundations (3rd)

"Pax, the fox, met a cat."

"He said, 'Can you help me find a gem?'"

"The cat said, 'I can, but it is far from here.'"

"Pax said, 'I will go with you, then.'"

"They set off on a long trip."

"The cat led him to a vast rock."

"Pax said, 'Is the gem in this rock?'"

"The cat said, 'Yes, but we need to dig it out.'"

"They dug and then they found the gem."

"Pax said, 'I am glad we found it. Thank you, cat.'"

"He met a cat. Pax said, "Can you help me get a bell?""

"Pax said, ''Is the bell in this rock?''"

"The cat said, "Yes, let us dig to get it.""

"They dug and dug. It was a big job for them!"

They got the bell! Pax said, "I am glad we got it." He felt glad. 

Pax, the fox, is in the den. He sees a cat and asks for help. Will the cat help Paz?

Pax, the fox, lives in a cozy den. One day, he meets a cat and asks for help to find a hidden gem. Will Pax and the cat manage to find the gem? Read to find out what happens on their big trip!