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 73 (y /ī/)

- 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")

-y ending

Reading Partners

- 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.

Review and Transfer Day 21 (jobs of y)

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

Review and Transfer Day 23

Reading Horizons (2nd)

Unit 4, Lessons 6-7 (/ie/: 'y', changing y to i))

CKLA (2nd)

"Tyler, my python, loves to bask in the sun."

"She tries to fly when she sees a bird in the sky."

"But she can't fly, so she just looks at the sky."

"Sometimes, she loves to play and tries to spy on me."

"She tries to hide, but I can see her by the tree."

"At night, she likes to curl up and sleep by my bed."

"When she is hungry, she tries to pry open a can."

"But she can't, so I help her and feed her by hand."

"Tyler is shy, but she is my best pal."

"I love my python, Tyler, and she loves me too."

"She sees a bird in the sky. She wants to fly."

"But she can't fly. So, she just looks at the sky."

"Sometimes, she loves to play and spy on me."

"She hides. But, I can see her by the tree."

"At night, she likes to curl up and nap by my bed."

"When she is hungry, she wants to pry open a can."

"But she can't, so I help her. I give her snacks by hand."

Ryan, my dog, loves to bask in the sun. She wants to fly when she sees a bird in the sky. What will Ryan do since she can't fly?

Ryan is a playful dog who loves to soak up the sunshine. She dreams of flying like the birds she sees in the sky, but she can't. What will Ryan do to feel as free as a bird? Read to find out how Ryan's adventures unfold!