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)

- 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.

Lesson 56 (adding suffixes -ed and -ing to phonetic skills 1–3)

Reading Horizons (2nd)

Unit 6, Lesson 19 (n /n/, n /ng/)

CKLA (1st)

Unit 14, Week 1 (1-syllable baseword review)

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

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)

word analysis check

Reading Partners

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

Fundations (3rd)

Unit 5, Week 1 (VCe & consonant -le syllables)

Benchmark (2nd)

"Channing, the duckling, was spending time by the lake."

"He was doing some thinking, looking at the calm water."

"Channing saw a twig floating and started fishing it out."

"He got the twig and started dancing, feeling glad."

"Then he saw a skunk, it was sleeping by a tree."

"Channing was asking himself if he should wake the skunk."

"He decided not to and went back to his twig, landing softly."

"He spent his day pulling out twigs and dancing, feeling happy."

"As the day was ending, Channing was resting by the lake."

"He looked at the lake and thought, 'What a great day!'"

"Bud saw a twig and began fishing it from the lake."

"He got the twig. He did a jig and began clapping."

"There was a skunk, it was resting by a trunk."

"Bud was asking if he should wake the skunk."

"He chose not to and went back to the twig."

"He spent his day pulling twigs from the lake and clapping. 

"As the day was ending, Bud was resting by the lake."

"He looked at the lake and said, 'What a fun day!'"

Bud was fishing by the lake. He saw a skunk resting. What will Bud do next?

Bud was spending a fun day by the lake. He found joy in pulling twigs from the water, but then he spotted a sleeping skunk! What will Bud do about the skunk near the trunk? Read to find out what happens next in Bud's lakeside adventure!