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 75 (-le)

- 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 123 (final consonant -le)

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 92 (final consonant -le: l as part of a blend)

Reading Horizons (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.

Unit 17, Week 1 (consonant-le syllable)

Fundations (2nd)

Unit 5, Lessons 13-14 (ə/+/l/:‘el’,‘le’)

CKLA (2nd)

Unit 9, Week 1 (r-controlled sounds)

Fundations (3rd)

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

Benchmark (2nd)

"Nicole the turtle got a new cycle."

"She was very gentle with her cycle."

"Nicole loved to ride in the middle of the day."

"But one day, she hit a pebble and fell."

"She was in a puddle, but she was able to stand up."

"She looked at the cycle and saw a problem."

"The handle was broken, she felt a little baffle."

"She went to the jungle to find Miles, who could fix it."

"Miles, the male eagle, was able to mend the handle."

"Nicole was so happy, she gave a gentle giggle."

"Nicole had purple bike. It had a nice sparkle."

"Nicole loved to ride in the middle of the day."

"But one day, she hit a pebble. She wobbled. Nicole fell into a puddle!"

"She looked at the bike. Nicole gave the handle a small wiggle."

"The handle was broken. She felt a little sniffle. It would be a puzzle to fix it."

"She went into the jungle to fix her bike. Eve saw Nicole with her broken handle."

"Eve was able to mend the handle with tape. The handle was stable."

"Nicole was so glad that the handle was fixed. She was able to ride her bike again."

Nicole the turtle loved her new cycle. One day, she hit a pebble and fell into a puddle, and broke her cycle's handle. Will Nicole be able to fix her cycle and ride again?

Nicole the turtle loves to ride her shiny, new purple cycle. One sunny day, she hits a pebble, wobbles, and tumbles into a puddle, breaking her cycle's handle. Who will help Nicole fix her beloved cycle? Read to find out how Nicole's adventure unfolds!