Lesson 1 (a)

Lesson 2 (m)

Lesson 3 (s)

Lesson 4 (t)

Lesson 5 (VC & CVC Words)

Lesson 6 (p)

Lesson 7 (f)

Lesson 8 (i)

Lesson 9 (n)

Lesson 10 (a, i)

Lesson 11 (Nasalized A (an, am))

Lesson 12 (o /ŏ/)

Lesson 13 (d /d/)

Lesson 14 (c /k/)

Lesson 15 (u /ŭ/)

Lesson 16 (g /g/)

Lesson 17 (b /b/)

Lesson 18 (e /ĕ/)

Lesson 19 (Short Vowel Review)

Lesson 20 (-s /s/)

Lesson 21 (-s /z/)

Lesson 22 (k /k/)

Lesson 23 (h /h/)

Lesson 24 (r /r/ Part 1)

Lesson 25 (r /r/ Part 2)

Lesson 26 (l /l/ Part 1)

Lesson 27 (l /l/ Part 2)

Lesson 28 (w /w/)

Lesson 29 (j /j/)

Lesson 30 (y /y/)

Lesson 31 (x /ks/)

Lesson 32 (qu /kw/)

Lesson 33 (v /v/)

Lesson 34 (z /z/)

Lesson 35 (Short A Review)

Lesson 36 (Short I Review)

Lesson 37 (Short O Review)

Lesson 38 (Short A, I, O Review)

Lesson 39 (Short U Review)

Lesson 40 (Short E Review)

Lesson 41 (Short Vowel Review (all))

Lesson 42 (FLSZ Spelling Rule)

Lesson 43 (-all, -oll, -ull)

Lesson 44 (ck /k/)

Lesson 45 (sh /sh/)

Lesson 46 (th /th/ (voiced))

Lesson 47 (th /th/ (unvoiced))

Lesson 48 (ch /ch/)

Lesson 49 (Digraphs Review 1)

Lesson 50 (wh /w/, ph /f/)

Lesson 51 (ng /ŋ/)

Lesson 52 (nk /ŋk/)

Lesson 53 (Digraphs Review 2)

Lesson 54 (a_e /ā/)

Lesson 55 (i_e /ī/)

Lesson 56 (o_e /ō/)

Lesson 57 (VCe Review 1; e_e /ē/)

Lesson 58 (u_e /ū/, /yū/)

Lesson 59 (VCe Review 2)

Lesson 60 (_ce /s/)

Lesson 61 (_ge /j/)

Lesson 62 (VCe Review 3; Exceptions)

Lesson 63 (-es)

Lesson 64 (-ed)

Lesson 65 (-ing)

Lesson 66 (Syllables)

Lesson 67 (Closed/Closed)

Lesson 68 (Open and Closed)

Lesson 69 (tch /ch/)

Lesson 70 (dge /j/)

Lesson 71 (tch, dge Review)

Lesson 72 (Long VCC: -ild, -old, -ind, -olt, -ost)

Lesson 73 (y /ī/)

Lesson 74 (y /ē/)

Lesson 75 (-le)

Lesson 76 (Ending Patterns Review)

Lesson 77 (ar /ar/)

Lesson 78 (or /or/, ore /or/)

Lesson 79 (ar, or, ore Review)

Lesson 80 (er /er/)

Lesson 81 (ir /er/, ur /er/)

Lesson 82 (Spelling /er/: er, ir, ur, w + or)

Lesson 83 (R-Controlled Vowels Review)

Lesson 84 (ai /ā/, ay /ā/)

Lesson 85 (ee /ē/, ea /ē/, ey /ē/)

Lesson 86 (oa /ō/, ow /ō/, oe /ō/)

Lesson 87 (ie /ī/, igh /ī/)

Lesson 88 (Vowel Teams Review 1)

Lesson 89 (u /oo/, oo /oo/)

Lesson 90 (oo /ū/)

Lesson 91 (ew /ū/, ui /ū/, ue /ū/)

Lesson 92 (Vowel Teams Review 2)

Lesson 93 (au /aw/, aw /aw/, augh /aw/)

Lesson 94 (ea /ĕ/, a /ŏ/)

Lesson 95 (oi /oi/, oy /oi/)

Lesson 96 (ou /ow/, ow /ow/)

Lesson 97 (Vowel Teams and Diphthongs Review)

Lesson 98 (kn /n/, wr /r/, mb /m/)

Lesson 99 (Suffixes; -s/-es)

Lesson 100 (-er, -est)

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")

- 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)

"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!

An Apple Snack