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 47 (th /th/ (unvoiced))

- 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 15 (-s)

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)

Lesson 88 (-s)

Reading Horizons (K)

Reading Partners

Unit 2, Week 1 (suffixes)

Fundations (3rd)

"Kath, the sloth, is on a path."

"Kath sees a bath on the path."

"She tugs at the bath with fun."

"A moth flits by as she tugs."

"Kath wraps the bath in a cloth."

"The cloth is thin, but strong."

"Kath thinks and then hops in."

"With a thud, the bath rolls."

"The bath hits a thick log."

"Kath gets out, not mad, just glad."

"A moth flits next to Kath as she drags the bath."

Kath gets in the cloth, glad she had a bath. 

Kath the sloth is on a path. She sees a bath on the path. What will Kath do with the bath?  

Kath the sloth finds a bath on her path through the forest. As she tries to enjoy her bath, it suddenly starts to roll away! Will Kath be able to stop the bath or will her day end with a splash? Read to find out what happens on Kath's wild ride!