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 71 (tch, dge Review)

- 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.

Lesson 56 (adding suffixes -ed and -ing to phonetic skills 1–3)

Reading Horizons (2nd)

- 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 5, Lesson 6 (ch, tch /ch/)

CKLA (1st)

- 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 85 (adding suffixes -ed and -ing to phonetic skills 2 and 3)

Reading Horizons (1st)

Unit 2, Week 1 (suffixes)

Fundations (3rd)

"Mason, the puffin, had a job to do."

"He needed to catch fish for his lunch."

"But, he had to dodge the big waves."

"Mason saw a hedgehog on the shore."

"He asked, 'Can you help me fetch fish?'"

"The hedgehog handed him a net."

"Mason jumped in and caught a big batch."

"He thanked the hedgehog and shared his catch."

"Mason felt happy, he had a full tummy."

"Every day, they met to catch fish together."

"He asked, ''Can you help me catch some fish?''"

"Mason jumped in and snatched a big batch of fish in the net."

"He thanked the hedgehog and shared his catch."

"From then on, Mason and the hedgehog met to catch fish."

Mason, the puffin, had a job to do. He needed to catch fish for his lunch, but he had to dodge the big waves. Can Mason fetch enough fish with help from a new pal?

Mason, the puffin, has a big task at the beach. He needs to catch fish for lunch, but big waves make it hard. Will Mason find a way to grab his fish without getting swept away by the waves? Read to find out how Mason solves his tricky problem!