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 50 (wh /w/, ph /f/)

- 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")

Reading Partners

- 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 9, Week 2 (closed syllables)

Fundations (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 113 (phonetic skills 1-3)

Reading Horizons (K)

Review and Transfer Day 10 (single consonant, digraph, -tch endings)

Reading Horizons (1st)

- 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 35 (phonetic skills 1–3)

Reading Horizons (2nd)

"Beth the skunk, sat on a twig."

"She saw a big ball which was red."

"It rolled and hit a tin can."

"Beth let out a whiff of fear."

"Then she felt a whiz pass by."

"It was a fox, which made Beth hide."

"The fox sniffed, then ran off."

"Beth felt a whack of relief."

"She went back to sit on the twig."

"He saw a big ball roll, which was red."


"On a whim, he went to get it. Then, he felt a whiz of air pass."


"Phil got a whiff of a fox, which made him hide."


"Phil saw the fox with the red ball whip past him."


"The fox was quick. Phil did not get to the ball." 


"Phil went back to the bench to look at the fox."


Phil the cat sat on a bench. He saw a big red ball roll by. But there was a fox! Who will get the ball?

Phil the cat loves to sit on a bench in the park. One day, he sees a big, red ball roll by and decides to chase after it. But what happens when a quick fox zips by? Read to find out who gets the ball!