UFLI

- 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")

Lesson 67 (Closed/Closed)

- Use mostly 1 syllable words in the story except for skill words, custom words, character, setting, and character name.
- Use dialogue when possible
- Vary sentence patterns (simple, compound, and complex)
- Use connecting words and subordinating conjunctions (while, when, as, until, etc.)
- Use the following story structure: 1-2. Introduce character and set the scene, 3-5. Introduce the problem. 6-7. Provide a bit of detail. 8-10. Solve the problem. 11-12. Wrap things up.

Unit 5, Lesson 21 (Tricky Spelling ‘a’)

CKLA (2nd)

- Only use 1 syllable words in the story except for skill words, custom words, character, setting, and character name.
- Use dialogue when possible
- Vary sentence patterns (simple, compound, and complex)
- Use connecting words and subordinating conjunctions (while, when, as, until, etc.)
- Use the following story structure: 1-2. Introduce character and set the scene, 3-5. Introduce the problem. 6-7. Provide a bit of detail. 8-10. Solve the problem. 11-12. Wrap things up.

Unit 15, Week 1 and 2 (ou, oo, ue, ew)

Fundations (2nd)

- Use 3-10 words per sentence.
 - Generate 10-15 sentences
 - Vary sentence structure and composition through a 'show not tell' story style. 
 - Use dialogue and sensory details to support the 'show not tell' style.
 - Use mostly 1-syllable words
 - The story should have a cohesive flow with a problem and solution.

Lesson 121 (the schwa)

Reading Horizons (1st)

- Use mostly 1 syllable words in the story except for skill words, custom words, character, setting, and character name.
- Vary sentence patterns (simple, compound, and complex)
- Use connecting words and subordinating conjunctions (while, when, as, until, etc.)
- Implement "show, not tell" descriptive techniques, incorporating sensory details (how things feel, sound, look, etc.)
- Use dialogue
- There should be a clear problem and solution

Lesson 89 (multisyllabic words: the schwa)

Reading Horizons (2nd)

adjusting pronunciation

Reading Partners

Unit 5, Week 1 (schwa)

Fundations (3rd)

"Otto was absent from his crib."

"He made a rapid exit to the backyard."

"In the backyard, Otto found a rocket."

"Otto had a habit of being curious."

"He climbed into the rocket's cabin."

"The rocket had a valid ticket for a comet."

"Otto felt a bit upset but decided to go until the comet."

"With a loud clash, the rocket's engines lit and Otto was off."

"Otto wore a helmet for safety."

"As he approached the comet, the sunset was beautiful."

Chip the chipmunk was packing for a picnic.


He put nuts, muffins, and a small sandwich into his basket.


He grabbed a soft blanket with his basket and ran to the grass.

But when Chip turned and got to the hilltop, the basket was missing!


“I must have dropped it!” Chip said. 



He looked next to a cactus, but it was not there.


There was a swish close to the anthill. It was his pal, Robin the rabbit!

Robin had found the basket by a cabin. “Thank you!” said Chip with a big smile. 



They got out the blanket and had their picnic on the grass. Chip felt glad for his pal. 

Chip the chipmunk packs for a picnic. He loses his basket on a hilltop. Can Robin the rabbit help find it?

Chip the chipmunk was excited for a picnic. But when he reached the hilltop, he realized his basket was missing! Will Chip find his basket and enjoy the picnic? Read to find out what happens next!