Lesson 1 (a)

Lesson 2 (m)

Lesson 3 (s)

Lesson 4 (t)

Lesson 5 (VC & CVC Words)

Lesson 6 (p)

Lesson 7 (f)

Lesson 8 (i)

Lesson 9 (n)

Lesson 10 (a, i)

Lesson 11 (Nasalized A (an, am))

Lesson 12 (o /ŏ/)

Lesson 13 (d /d/)

Lesson 14 (c /k/)

Lesson 15 (u /ŭ/)

Lesson 16 (g /g/)

Lesson 17 (b /b/)

Lesson 18 (e /ĕ/)

Lesson 19 (Short Vowel Review)

Lesson 20 (-s /s/)

Lesson 21 (-s /z/)

Lesson 22 (k /k/)

Lesson 23 (h /h/)

Lesson 24 (r /r/ Part 1)

Lesson 25 (r /r/ Part 2)

Lesson 26 (l /l/ Part 1)

Lesson 27 (l /l/ Part 2)

Lesson 28 (w /w/)

Lesson 29 (j /j/)

Lesson 30 (y /y/)

Lesson 31 (x /ks/)

Lesson 32 (qu /kw/)

Lesson 33 (v /v/)

Lesson 34 (z /z/)

Lesson 35 (Short A Review)

Lesson 36 (Short I Review)

Lesson 37 (Short O Review)

Lesson 38 (Short A, I, O Review)

Lesson 39 (Short U Review)

Lesson 40 (Short E Review)

Lesson 41 (Short Vowel Review (all))

Lesson 42 (FLSZ Spelling Rule)

Lesson 43 (-all, -oll, -ull)

Lesson 44 (ck /k/)

Lesson 45 (sh /sh/)

Lesson 46 (th /th/ (voiced))

Lesson 47 (th /th/ (unvoiced))

Lesson 48 (ch /ch/)

Lesson 49 (Digraphs Review 1)

Lesson 50 (wh /w/, ph /f/)

Lesson 51 (ng /ŋ/)

Lesson 52 (nk /ŋk/)

Lesson 53 (Digraphs Review 2)

Lesson 54 (a_e /ā/)

Lesson 55 (i_e /ī/)

Lesson 56 (o_e /ō/)

Lesson 57 (VCe Review 1; e_e /ē/)

Lesson 58 (u_e /ū/, /yū/)

Lesson 59 (VCe Review 2)

Lesson 60 (_ce /s/)

Lesson 61 (_ge /j/)

Lesson 62 (VCe Review 3; Exceptions)

Lesson 63 (-es)

Lesson 64 (-ed)

Lesson 65 (-ing)

Lesson 66 (Syllables)

Lesson 67 (Closed/Closed)

Lesson 68 (Open and Closed)

Lesson 69 (tch /ch/)

Lesson 70 (dge /j/)

Lesson 71 (tch, dge Review)

Lesson 72 (Long VCC: -ild, -old, -ind, -olt, -ost)

Lesson 73 (y /ī/)

Lesson 74 (y /ē/)

Lesson 75 (-le)

Lesson 76 (Ending Patterns Review)

Lesson 77 (ar /ar/)

Lesson 78 (or /or/, ore /or/)

Lesson 79 (ar, or, ore Review)

Lesson 80 (er /er/)

Lesson 81 (ir /er/, ur /er/)

Lesson 82 (Spelling /er/: er, ir, ur, w + or)

Lesson 83 (R-Controlled Vowels Review)

Lesson 84 (ai /ā/, ay /ā/)

Lesson 85 (ee /ē/, ea /ē/, ey /ē/)

Lesson 86 (oa /ō/, ow /ō/, oe /ō/)

Lesson 87 (ie /ī/, igh /ī/)

Lesson 88 (Vowel Teams Review 1)

Lesson 89 (u /oo/, oo /oo/)

Lesson 90 (oo /ū/)

Lesson 91 (ew /ū/, ui /ū/, ue /ū/)

Lesson 92 (Vowel Teams Review 2)

Lesson 93 (au /aw/, aw /aw/, augh /aw/)

Lesson 94 (ea /ĕ/, a /ŏ/)

Lesson 95 (oi /oi/, oy /oi/)

Lesson 96 (ou /ow/, ow /ow/)

Lesson 97 (Vowel Teams and Diphthongs Review)

Lesson 98 (kn /n/, wr /r/, mb /m/)

Lesson 99 (Suffixes; -s/-es)

Lesson 100 (-er, -est)

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"

- 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")

ee, ea

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.
- 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 3 (v-e words with suffix -s)

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 11-16 (i_e /ie/)

CKLA (K)

Unit 5, Lesson 11 (t, tt, ed /t/)

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 116 (i-e /ī/)

Reading Horizons (K)

Lesson 60 (i_e)

Reading Horizons (1st)

- Only use 1 syllable words in the story except for skill words, custom words, character, setting, and character name.
- Use dialogue when possible
- Vary sentence patterns (simple, compound, and complex)
- Use connecting words and subordinating conjunctions (while, when, as, until, etc.)
- Use the following story structure: 1-2. Introduce character and set the scene, 3-5. Introduce the problem. 6-7. Provide a bit of detail. 8-10. Solve the problem. 11-12. Wrap things up.

Review and Transfer Day 8

Reading Horizons (2nd)

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

Fundations (2nd)

Unit 2, Lesson 1 (/ae/, /ie/ )

CKLA (2nd)

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

Fundations (3rd)

"Clive, the fox, likes to bike."



"He rides his bike on the ice."



"Clive sees a hive on his ride."



"He thinks, 'I will not dive into that hive.'"



"But he sees a prize in the hive."



"Clive has a plan and gets a long stick."



"He uses the stick to swipe the prize."



"The the bees do not like this and chase Clive."



"Clive has to bike fast to hide from the bees."



"He gets to his den and is safe with his prize."

"He thinks, "I will not dive into that hive.""

"But as he rides by, he sees a prize in the hive."

"Clive has a plan. He gets a long stick."

"He takes the stick and swipes the prize."

"The bees do not like this. They chase Clive."

"Clive has to hide from the bees. He bikes fast with his prize."

"He gets to his den. Clive is safe with his prize."

Clive the fox likes to bike. He sees a prize in a hive while riding on the ice. What will Clive do to get the prize without a sting from the bees?

Clive the fox loves to ride his bike. One chilly day, while biking on the ice, he spots a hive with a shiny prize inside. Will Clive manage to get the prize without getting stung by the angry bees? Read to find out how Clive's icy adventure unfolds!

The Hive