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 86 (oa /ō/, ow /ō/, oe /ō/)

Unit 5, Lessons 7-10 (Schwa /ə/: ‘a’, ‘e’)

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)

Unit 13, Week 1 (oa, oe, ow)

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 121 (the schwa)

Reading Horizons (1st)

Unit 10, Week 1 (Review vowel teams and /a/: ay, ai, eat, eigh)

Fundations (3rd)

Unit 9, Week 2 (schwa)

Benchmark (2nd)

"Noah the toad needed to cross the lake. He saw a boat."

"Noah hopped onto the boat. It began to float."

"Noah felt the boat sway. He started to row."

"Then Noah saw a rainbow. He felt so happy."

"Suddenly, the boat began to rock. There was a loud croak."

"It was a frog! Noah let out a relieved groan."

"The frog offered to help. They both began to row."

"Finally, they reached the other side. Noah said thank you and hopped off the boat."

"Noah looked back. He saw the boat floating away."

"Noah felt glad. He had crossed the lake."

Moe the toad needed to cross the lake. He discovered a boat."

Moe hopped on the boat. It began to float."

Moe felt the boat sway. He started to row."

"Then Moe discovered a rainbow. He felt so happy."

"Suddenly, the boat began to rock. There was a croak."

"The frog offered to help. They both began to row."

"Finally, they reached the other side. Moe said thank you and hopped off the boat."

"Moe looked back. He observed the boat floating away with the frog."

"Moe felt glad. He had crossed the lake."

Moe the toad needed to cross the lake. He discovered a boat and began to row. Will Moe make it to the other side safely?

Moe the toad needed to cross a big lake. He found a boat and hopped in, but the ride wasn’t as smooth as he hoped. What happens when Moe meets a frog on his rocky journey? Read to find out how they work together on their adventure across the lake!