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 51 (ng /ŋ/)

- 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")

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 1, Lessons 26-32 (review)

CKLA (1st)

- 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 13 (-ng)

Reading Horizons (K)

Review and Transfer Day 9 (-nk, -ng)

Reading Horizons (1st)

Review and Transfer Day 5

Reading Horizons (2nd)

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

Fundations (2nd)

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

CKLA (2nd)

Unit 2, Week 1 (suffixes)

Fundations (3rd)

"Ying, the frog, can sing."

"The song is long."

"The king of the swamp said, 'It is wrong.'"

"Ying did not stop. He sang his song."

"The king was mad. He rang a gong."

"The loud bang did not scare Ying. He sang on."

"Then, a bird with a long wing flew in."

"The bird said, 'I like your song, Ying.'"

"The king felt bad. He let Ying sing."

"Ying's song filled the swamp. It was a good thing."

"The frog king rings his gong with the song."

"Ying does not stop. He sings and sings."

Ying the frog can sing. His song brings joy to the swamp. What will happen when the bird hears Ying's song?

Ying the frog loves to sing his long song in the swamp. But when the frog king starts to join in, Ying faces a new challenge. Will Ying's voice stand out with the king singing too? Read to find out if Ying can keep singing his special song!