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 76 (Ending Patterns Review)

- 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)

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)

- 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)

-y ending

Reading Partners

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

Fundations (3rd)

Unit 2, Week 3 (long i: ie, i, y, igh, i_e)

Benchmark (2nd)

"Kyle, the eagle, lives in the sky."

"Each day, he flies high and looks for food."

"One day, Kyle finds a goldfish in a pond."

"He waits slyly, ready to swoop down and grab it."

"Kyle dives down and grabs the goldfish."

"But the fish is slippery and it escapes."

"Kyle feels a little sad but does not give up."

"He decides to try again."

"This time, Kyle spots a wildcat near a bush."

"He decides to play a prank on it."

"Kyle flies down and gives the wildcat a little jolt."

"The wildcat jumps and runs away in fear."

"Kyle laughs and feels happy again."

"He continues his search for food."

"Kyle spots a family having a picnic."

"He sees a slice of apple pie and decides to take it."

"Kyle swoops down and grabs the pie."

"The family is surprised but laughs at the sight."

"Kyle enjoys his apple pie in the sky."

"He feels content and ready for another day of adventure."

Brody is in the sky. He flaps and looks for a snack.

He drops low and snatches it, but the fish slips and gets lost! 

Then he spots a chubby cat in the grass. He zips low and bumps the cat.

Brody is a bit grumpy. But he is not done. He flaps on.

Next, he sees some kids with a nice lunch.

He spots a slice of an apple snack. He dives, picks it up, and zips off. 

The kids smile as they see Brody fly off.

Then, he jumps up to fly in the sky. With a full belly, Brody flaps off to rest.

Brody is in the sky. He flaps and looks for a snack but slips up.  What will Brody spot next?

Brody the bird is soaring high in the sky. He's on a hunt for something tasty to eat, but he keeps running into trouble! Will Brody find the perfect snack, or will his adventures leave him hungry and grumpy? Read to find out how Brody's day turns out!