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 45 (sh /sh/)

- 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)

- 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, Lessons 1-23 (tricky words and review)

CKLA (K)

Unit 8, Week 2 (digraph blends)

Fundations (1st)

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 113 (phonetic skills 1-3)

Reading Horizons (K)

Lesson 50 (digraph ending)

Reading Horizons (1st)

Lesson 29 (phonetic skill 1)

Reading Horizons (2nd)

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

Fundations (2nd)

Orientation

Fundations (3rd)

"Otto, the bear cub, has a wish."



"He wants to go on a ship."



"Otto packs his bag full of cash."



"He goes to the shop to buy a ship."



"The shop has a ship, but it is too big."



"Otto feels a bit sad, but he has a plan."



"He buys a small ship and a map."



"Otto sets off on his trip, with a big grin."



"He has a lot of fun on his ship."



"Otto felt glad with his small ship."

"With his cash, he gets a small ship and a map."

Josh packs his bag and sets off on his trip. 

Josh said, "I am glad I got the small ship."

Otto, the cub, has a wish.  
He wants to go on a ship.  
What plan will Otto act on?

Otto, the cub, dreams of a grand adventure. He wants to sail the seas, so he sets out to buy a ship. But what happens when the only ship at the shop is too big for him? Read to find out how Otto's journey unfolds!