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 49 (Digraphs Review 1)

- 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 8, Week 1 (consonant blends)

Fundations (1st)

Unit 9, Lessons 1-23 (tricky words and review)

CKLA (K)

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 109 (spelling with -ck)

Reading Horizons (K)

Lesson 51 (-ck)

Reading Horizons (1st)

Review and Transfer Day 4

Reading Horizons (2nd)

Unit 2, Week 1 (ff, ll, ss)

Fundations (2nd)

Orientation

Fundations (3rd)

"Jack, the elk, has a red ball."



"Jack can roll the ball down the hill."



"But, oh no! The ball did not stop."



"It hit a rock and went off track."



"Jack had to run fast to get the ball."



"He did not fuss. He was quick."



"Jack got the ball and he felt glad."



"He said, 'I will not let it roll off again.'"



"Jack played with the ball till the sun set."



"Then, he went back to his den."

""No!" says Jack. The ball did not stop."

"He said, "I am glad. I got the ball back!""

"Jack was with the ball till the sun set."

Jack the duck has a red ball.  
He can roll it till it hits a rock and goes off track.  
What will Jack do to get his ball back?

Jack the duck loves playing with his red ball. One day, the ball rolls away and gets lost! Will Jack be able to catch it before it's gone for good? Read to find out if Jack can save his favorite toy!