UFLI

- 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 85 (ee /ē/, ea /ē/, ey /ē/)

- Use mostly 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 5, Lesson 21 (Tricky Spelling ‘a’)

CKLA (2nd)

- 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 19

Reading Horizons (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 121 (the schwa)

Reading Horizons (1st)

Unit 10, Week 2 (/e/: ee, ea, ie)

Fundations (3rd)

Unit 9, Week 2 (schwa)

Benchmark (2nd)

"Bree the seal loved to swim in the sea."

"One day, Bree found a shiny bead in the sea."

"She picked it up and swam back to the shore."

"Once on the shore, Bree noticed a small pea plant."

"She decided to plant the bead next to the pea plant."

"Each day, she would swim to the shore and water the pea plant."

"One day, Bree noticed a small green leaf on the bead plant."

"Bree was happy and decided to have a beach party."

"At the party, Bree's friends were amazed by the bead plant."

"Bree was proud and happy. She realized that with care and love, even a bead can grow into a plant."

"Bree the seal loved to swim in the sea."

"Once, Bree discovered a shiny seed in the sea."

"She picked it up and swam back to the shore."

"Once on the shore, Bree saw a small pea plant."

"She chose to plant the seed next to the pea plant."

"Each day, she would swim to the shore and water the seed."

"After a while, Bree noticed a small green leaf where the seed was planted."

"Bree was happy and chose to have a beach party to mark the seed becoming a plant."

"At the party, her friends were amazed by her small plant."

"Bree was happy. She realized that with some love, any seed can become a plant."

Bree the seal loved to swim in the sea. She found a shiny seed there. What will Bree do with her new find?

Bree the seal finds a shiny seed while swimming in the sea. She decides to plant it next to a pea plant on the shore. What will happen to the shiny seed as Bree takes care of it? Read to find out if Bree’s seed will grow into a beautiful plant!