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 65 (-ing)

- 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, Lessons 12-16 (review)

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.
- The story should have an interesting plot with a sequence of clearly connected events (do not end the story with "the end")

Lesson 32 (phonetic skill 2)

Reading Horizons (2nd)

Unit 4, Lessons 8-19 (two-syllables)

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

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 85 (adding suffixes -ed and -ing to phonetic skills 2 and 3)

Reading Horizons (1st)

"Fleming, the duckling, is spending his day at the pond."

"Look! Fleming is going fishing."

"He is thinking of catching a big fish."

"Fleming, being a small duckling, needs help."

"His friend, George, is calling him."

"George is helping Fleming with fishing."

"They are not just fishing but also singing."

"After fishing, Fleming is resting on a mat."

"George is telling Fleming a funny joke."

"Fleming is ending his day by looking at the setting sun."

"After fishing, Finn is resting on a mat."

"Finn is ending the day sitting next to the pond as the sun sets. 

Finn is at the pond. He is fishing for a big fish. Will Gus help Finn catch it?

Finn is excited to spend his day at the pond. Today, he hopes to catch a big fish, but he realizes he needs some help. Will Gus's joke and their singing make fishing even better? Read to find out what happens on their fun-filled fishing day!