UFLI

- Use the following story structure (1. Introduce the character (referencing name and type exactly as provided). 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 type, 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"

Lesson 44 (ck /k/)

- 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 8, Week 1 (consonant blends)

Fundations (1st)

Unit 8, Lessons 10-11 (bb, dd, ff, gg, cc, ck, ll, mm)

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 3

Reading Horizons (2nd)

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

Fundations (2nd)

Unit 1, Lesson 11 (bb, cc, ck, dd, ff, gg, ll)

CKLA (2nd)

Orientation

Fundations (3rd)

"Sam, the dog, sat in the sun."



"He felt a bump on his pad."



"Sam got up."



"It was a jug, stuck in the mud."



"He gave it a tug, but it did not move."



"Sam had a plan, he went to get a stick."



"With a quick jump, he hit the jug with the stick."



"The jug did a flop and popped out of the mud."



"Sam felt glad, he had got the jug out."



"He went back to his spot in the sun, glad and snug on his pad."

"He gave it a tug, but it was still in the mud."

"Buck had a plan. He went to get a stick."

"With a quick flick, he hit the jug with the stick."

"The jug did a flop. Pop! It was not stuck in the mud."


"He went back to his spot in the sun. Buck was snug on his mat."

Sam the dog sat in the sun. He felt a bump on his pad. What will Sam do to fix his snug spot?

Sam the dog loves to relax in the sunny spot. One day, he feels a strange bump under his paw—it's a jug stuck in the mud! What will Sam do when his first tug doesn't free the jug? Read to find out how Sam solves this muddy problem!