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 56 (o_e /ō/)

- 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 2 ( /oe/, /ue/ )

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 8-11 (o_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 17-21 (o_e /oe/)

CKLA (K)

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

Fundations (1st)

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

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 59 (o_e)

Reading Horizons (1st)

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

Fundations (3rd)

Unit 9, Week 3 (long o: o_e)

Benchmark (K)

Unit 2, Week 1 (long o: oa, o, oe, ow, o_e)

Benchmark (2nd)

"Blake the snake woke in his hole."

"He rose from his bed, not much rest."

"Blake rode out of his hole, set on a quest."

"His hope was to find a nice meal."

"He met a frog at the pond, it was real."

"Blake made a joke, the frog gave a croak."

"He chose not to eat the frog, it was his new pal."

"Home he went with no meal, his belly did wail."

"He dove in his hole, in search of some food."

"Blake found a mole, it was good."

"He ate the mole, his belly was full."

"Blake dozed off in his hole, quite content."

"He rose from his bed with not much rest."

"Blake rose from his hole and set on a quest."

"Blake spoke to the frog and made a joke."

"He chose not to get the frog. It was his pal."

"He went back in his hole. He did not mope."

Blake the snake rose from his hole. He set on a quest for grub. Will Blake find food or go home hungry?

Blake the snake woke up in his cozy hole feeling very hungry. He set out on a quest to find some grub but ended up meeting a frog, his friend, at the pond. Will Blake choose friendship over his rumbling tummy? Read to find out what Blake decides to do!