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 74 (y /ē/)

- 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 4, Lesson 17 (/ee/: 'y', 'ey')

CKLA (2nd)

- 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 84 (y as long e)

Reading Horizons (2nd)

Unit 7, Week 3 (y, ly, and ty as suffix)

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 117 (y as long e)

Reading Horizons (1st)

Unit 6, Week 1 (open syllables, sounds of c and g)

Fundations (3rd)

"Remy, the monkey, loved his tiny branch."

"Every day, he would study the city below."

"Remy saw many things, but only one made him happy."

"It was a candy shop, full of many sweet treats."

"Remy loved the candy shop, it was his easy escape."

"Remy was a sappy monkey, always dreaming of candy."

"One day, Remy decided to visit the candy shop."

"He made his way down, it was a bumpy road."

"Finally, he reached the candy shop, feeling lucky."

"Remy was happy, he got his candy, and returned to his tiny branch."

"From that day, Remy was not just a sappy monkey, but a happy, candy-loving monkey."

He swung from branch to branch in the canopy and saw a shiny red box.

Remy opened the box. "Candy!" he yelled. He put the candy to his lips. 

He began to study the box. It said, "For the ants. Do not eat!"

"This candy is not for me," Remy said. He felt sad and was still hungry. 

Just then, his pal, Betsy came by with a bag of candy. 

The candy was so tasty and he was glad for his pal Betsy. 

Remy felt hungry and wanted something yummy. He found a shiny box in the canopy. What will Remy discover inside the box?

Remy the monkey woke up feeling very hungry one morning. As he searched for food, he found a shiny red box that was full of candy, but it tasted terrible! What will Remy do now that he's still hungry and the candy wasn't good? Read to find out how Remy's morning turns into a sweet surprise!