UFLI

- 3-5 word sentence-like phrases.
- Use the following story structure (1. Introduce the character. 2. Provide a bit of detail. 3. Character performs an action. 4. Provide a bit of detail. 5. Wrap things up).
- Only use 1 syllable words in the story except for custom words, character, setting, and character name.
- Repeat words and vary sentence structure slightly.
- The phrases should be sensible to a young, learning, easily confused reader.
- Do not end the story with "the end"

Lesson 23 (h /h/)

- 3-5 word sentence-like phrases.
- Use the following story structure (1. Introduce the character. 2. Provide a bit of detail. 3. Character performs an action. 4. Provide a bit of detail. 5. Wrap things up).
- Only use 1 syllable words in the story except for custom words, character, setting, and character name.
- Repeat words and vary sentence structure slightly.
- The phrases should be sensible to a young, learning, easily confused reader.
- Do not end the story with "the end".

s pronounced /z/

Reading Partners

Unit 9, Week 2 (closed syllables)

Fundations (1st)

Unit 8, Lesson 1-9 (tricky words and review)

CKLA (K)

- 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")

Unit 1, Lesson 25 (/s/ and /z/)

CKLA (1st)

- 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.
- The story should have an interesting plot with a sequence of clearly connected events (do not end the story with "the end")

Review and Transfer Day 10 (S Blends)

Reading Horizons (K)

Lesson 35 (-s)

Reading Horizons (1st)

Lesson 15 (-s)

Reading Horizons (2nd)

Unit 4, Week 1 (-s, -es, -ing, -ed, -er, -est)

Fundations (2nd)

Unit 1, Lesson 5 (s, z, m, r, w, y, x, qu)

CKLA (2nd)

Unit 2, Week 1 (suffixes)

Fundations (3rd)

Unit 1, Week 1 (short vowels, blends, consonant digraphs)

Benchmark (2nd)

"Rob, the cub, sat."

"Rob, the cub, is in a box."

"Rob, the cub, sips milk."

"Rob, the cub, has a map."

"Rob, the cub, met a bug."

"Rob, the cub, digs in mud."

"Rob, the cub, naps on mat."

"Rob, the cub, sees a bird."

"Rob, the cub, sits on a log."

"Rob, the cub, has a red ball."

"Rob, the cub, plays with a cat."

"Rob, the cub, is not sad."

Stef is a hen. Stef hunts bugs but bumps into pigs. Can Stef find a snug spot to rest?

Stef is a happy hen who loves to hum and hunt bugs. But one day, while Stef is enjoying the sun, she gets bumped by some playful pigs! What will Stef do to find peace again? Read to find out how Stef solves her problem!