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 32 (qu /kw/)

- 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".

final blends

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, Lessons 26-32 (review)

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")

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 2, Week 1 (suffixes)

Fundations (3rd)

"Sal the fox has a map."

"Sal is at the big oak."

"Sal digs and finds a bag."

"He opens the bag and sees gold."

"Sal is glad and does a jig."

"Sal runs to his den with the gold."

"Sal hides the gold in a pit."

"Sal sits and looks at his gold."

"Sal has a plan to guard his gold."

"Sal is not sad, he is glad."

Ben and the dog fix the quilt and do not quit. 

Ben and the dog sit on the couch. Ben grips and spins the quilt. Will the quilt rip?

Ben loves to play with his dog. But one day, while playing, they accidentally rip a quilt! Will Ben and his dog be able to fix it? Read to find out how they solve this problem!