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 48 (ch /ch/)

- 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")

ch, tch

Reading Partners

- 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 111 (consonant digraph endings)

Reading Horizons (K)

Lesson 54 (blends and consonant digraph endings)

Reading Horizons (1st)

Lesson 32 (phonetic skill 2)

Reading Horizons (2nd)

- 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".

Unit 1, Week 2 (c, k, ck /k/)

Fundations (2nd)

- Use the following story structure: 1-2. Introduce character, 3-5. Introduce the problem. 6-7. Provide a bit of detail. 8-10. Solve the problem. 11-12. 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 2, Lessons 12-16 (review)

CKLA (2nd)

Unit 2, Week 1 (suffixes)

Fundations (3rd)

"Beth the skunk has a big itch."

"She can't reach it with her paw."

"So, she sits on a bench."

"Then, she has a hunch."

"She will use a stick."

"But the stick is too thick."

"So, she finds a twig."

"With the twig, she can reach."

"Now, Beth can munch her lunch."

"She wants to munch on her lunch. Then, she hears a small "thump"."

"She thinks the chick wants to munch on her lunch."

"Kath checks with the chick. The chick says, "Yes, I want lunch.""

"As such, Kath shares her lunch with the chick."

"Crunch! The chick has a bunch of Kath's nuts."

"The chick is glad. Kath is glad to help."

Kath the sloth sits on a bench. She hears a thump as she munches her lunch. What will Kath discover?

Kath the sloth is enjoying a quiet day on a bench. Suddenly, she hears a 'thump' and notices a little chick looking hungry. Will Kath share her lunch with the new friend? Read to find out how their friendship blooms!