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 54 (a_e /ā/)

- 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 11, Week 1 (vowel-consonant-e syllable)

Fundations (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 10, Lessons 7-10 (a_e /ae/)

CKLA (K)

Unit 2, Lessons 3-5 (a_e)

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 114 (a-e /ā/)

Reading Horizons (K)

Lesson 58 (a_e)

Reading Horizons (1st)

Unit 6, Week 1 (one-syllable v-e words)

Fundations (2nd)

- Use the following story structure: 1-2. Introduce character, 3-5. Introduce the problem. 6-7. Provide a bit of detail. 8-10. Solve the problem. 11-12. 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 2, Lesson 1 (/ae/, /ie/ )

CKLA (2nd)

Unit 3, Week 1 (v-e syllables, multisyllabic words)

Fundations (3rd)

Unit 1, Week 3 (long a: a, ai, ea, ay, a_e)

Benchmark (2nd)

"Shane the snake was in a cave."



"Shane saw a bat on top of a black case."



"He tapped the case."



"The case was full of grapes."



"Shane ate some grapes and felt his hunger fade."



"But then, Shane heard a bang."



"He saw a rat and had to chase it away from the grapes."



"Shane felt brave and then ate more grapes."



"He saw a name on the case. It was his pal's name, the ape."



"Shane felt glad that his pal gave him grapes." 



"He went back to his safe cave. One day, he will thank the ape."

"There was a bat on top of a black case."

"He saw a name on the case. The case was from his pal, the ape."

"Shane felt glad that his pal gave him grapes." 

"But then, there was a bang. It was a rat. 

The rat wanted grapes. Shane had to chase the rat from the grapes."

"Shane felt brave and then ate more grapes."

Shane the snake was in a cave. He saw a case full of grapes. What will Shane do when he sees the rat?

Shane the snake finds a mysterious case in a cave. Inside the case are delicious grapes, but suddenly, Shane hears a surprising noise! Who else wants the grapes, and can Shane keep them safe? Read to find out how Shane's adventure unfolds!