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 55 (i_e /ī/)

- Use the following story structure: 1-2. Introduce character, 3-5. Introduce the problem. 6-7. Provide a bit of detail. 8-10. Solve the problem. 11-12. 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 2, Lesson 1 (/ae/, /ie/ )

CKLA (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 2, Lessons 6-7 (i_e)

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 10, Lessons 11-16 (i_e /ie/)

CKLA (K)

Unit 11, Week 1 (vowel-consonant-e syllable)

Fundations (1st)

Unit 6, Week 1 (one-syllable v-e words)

Fundations (2nd)

Unit 3, Week 1 (v-e syllables, multisyllabic words)

Fundations (3rd)

Unit 2, Week 3 (long i: ie, i, y, igh, i_e)

Benchmark (2nd)

"Clive, the fox, likes to bike."

"He rides his bike on the ice."

"Clive sees a hive on his ride."

"He says, 'I will not dive into that hive.'"

"But he sees a prize in the hive."

"Clive has a plan and gets a long stick."

"He uses the stick to swipe the prize."

"The bees do not like this and give chase."

"Clive has to bike fast to hide from the bees."

"He gets to his den and is safe with his prize."

"He says, 'I will not dive into that hive.'"

"Clive has a plan and gets a long stick."

"The bees do not like this and chase Clive."

"He gets to his den and is safe with his prize."

Clive, the fox, likes to bike. He sees a prize in a hive on his ride.  What will Clive do when he sees the hive?

Clive the fox loves to ride his bike, even on the icy paths. One day, he spots a hive during his ride and sees something shiny inside. What will Clive do to get the prize without upsetting the bees? Read to find out how Clive's icy adventure unfolds!