UFLI

- 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 89 (u /oo/, oo /oo/)

- 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 5, Lesson 22 (Tricky Spelling ‘e’)

CKLA (2nd)

Unit 15, Week 1 and 2 (ou, oo, ue, ew)

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)

- 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 10, Week 3 (oo, igh, "d" syllable exception, "d" syllable + suffix)

Fundations (3rd)

Unit 6, Week 2 (vowel teams /oo/: oo, u)

Benchmark (2nd)

"Goodwin, the woodpecker, lived in a wooden tree on a farm."

"Using his sharp beak, he began to dig a nook in the old tree."

"He took a moment to rest, looking at the sun setting in the sky."

"The next morning, Goodwin woke up and looked out from his nook."

"He saw a brook nearby and decided to go for a drink."

"As he sipped the water, he saw a fish and his eyes lit up."

"Goodwin quickly flew back to his nook and grabbed a worm."

"With the worm, he flew back to the brook and stood on a rock."

"He threw the worm into the brook and soon, the fish took the bait."

"Goodwin quickly dove in, making a big splash and caught the fish."

"He flew back to his nook, his beak full of fresh fish."

"Goodwin had a good meal and felt content. He looked at the sunset and smiled."

"Goodwin lived in a wooden tree on a farm."

"Using his sharp beak, he began to dig a nook in the old tree."

"He took a moment to rest, looking at the sun setting in the sky."

"The next morning, Goodwin woke up and looked out from his nook."

He looked at a brook and went for a drink.


As he sipped the water, he spotted a fish and lit up.


Goodwin went back to his nook and grabbed a worm.


With the worm, he went to the brook and stood on a rock.


He dropped the worm into the brook, and before long, the fish took the bait.


Goodwin dove in, made a big splash, and got the fish.


He went back to his nook, his beak full of fresh fish.


Goodwin had a good meal and felt glad. He looked at the sunset and smiled.



Goodwin lived in a wooden tree on a farm. He began to dig a nook in the old tree. Will Goodwin catch a fish with his clever plan?

Goodwin is a clever bird who lives in a cozy tree nook on a bustling farm. One day, he spots a fish while drinking at a nearby brook and comes up with a plan to catch it. Will Goodwin's clever idea work to catch the fish? Read to find out how Goodwin's day at the brook turns out!