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 37 (Short O Review)

- 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".

s pronounced /z/

Reading Partners

Unit 8, Week 2 (digraph blends)

Fundations (1st)

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

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, 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")

Review and Transfer Day 10 (S Blends)

Reading Horizons (K)

Lesson 35 (-s)

Reading Horizons (1st)

Review and Transfer Day 3

Reading Horizons (2nd)

Unit 1, Week 1 (review)

Fundations (2nd)

Orientation

Fundations (3rd)

"Max, the frog, has a big job."



"He has to hop to the top of the log."



"But he slips and flops."



"Max sees a log, and has a plan."



"He will hop from log to log to get to the top."



"Max does not stop, he hops and hops."



"At last, Max is at the top."



"Max did his job, and he is glad."



"Max, the frog, can do any job."



"He is the best frog in the pond."

"He will hop from log to log to get to the top."

Max the frog has a big job. He slips and flops on the logs. Can Max hop to the top?

Max the frog has a big job to do. He needs to hop to the top of the logs, but he keeps slipping and flopping. Will Max find a way to reach the top without falling? Read to find out how Max tackles his challenge!