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 47 (th /th/ (unvoiced))

- 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 24 (nn, pp, rr, tt, zz, /k/)

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 1 (consonant 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 107 (single consonant ending)

Reading Horizons (K)

Lesson 49 (single consonant ending)

Reading Horizons (1st)

Lesson 29 (phonetic skill 1)

Reading Horizons (2nd)

Unit 2, Week 1 (suffixes)

Fundations (3rd)

"Beth, the skunk, is fat."



"She likes to eat bugs."



"She sees a path."



"Beth skips to the path."



"She sees a thin cloth."



"Beth picks up the cloth."



"Beth wraps bugs in the cloth."



"With the cloth in hand, Beth skips back home"



"Beth is glad. She thanks the bugs."

"Beth picks up the cloth and has a plan."

"With the cloth in hand, Beth skips back to the den."

Beth is a plump skunk. She finds a thin cloth. What will Beth do with her find?

Beth is a plump skunk who loves big bugs. One day, she finds a mysterious thin cloth on a path. What will Beth do with the cloth she found? Read to find out how her discovery turns into an adventure!