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 58 (u_e /ū/, /yū/)

- 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 14, Week 1 (1-syllable baseword review)

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 22-23 (u_e /ue/)

CKLA (K)

- 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.

Unit 6, Lesson 19 (n /n/, n /ng/)

CKLA (1st)

long u

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 118 (u-e /ū/, /yū/)

Reading Horizons (K)

Lesson 64 (vowels u and e)

Reading Horizons (1st)

Lesson 37 (phonetic skill 4: u and e )

Reading Horizons (2nd)

Unit 15, Week 1 and 2 (ou, oo, ue, ew)

Fundations (2nd)

Unit 10, Week 1 (Review vowel teams and /a/: ay, ai, eat, eigh)

Fundations (3rd)

Unit 6, Week 1 (vowel teams /oo/: oo, ui, ew, ue, u, ou, oe, u_e)

Benchmark (2nd)

"Jess had a cute tune."



"She would hum it in her den."



"One day, Jess met a frog on a twig." 



"The frog said, 'Can I join your tune?'"



"Jess said, 'Yes! You can use the flute.'"



"'But I can't play the flute,' said the frog."



"Jess said, 'Do not be sad! Then I can play the flute. You can hum the tune.'"



"Jess blew on the flute, and the frog sang."



"The frog's tune made the song so cute." 



"The frog said, 'Thanks, Jess. That was a blast!'" 

"Jess said, "Yes! You can use the flute.""

""But I can't play the flute," said the frog."

"Jess said, "Do not be sad! I can play the flute. You can hum the tune.""

"Jess blew on the flute. The frog sang to the tune."

"The frog's tune made the song so cute." 

"The frog said, "Thanks, Jess. That was a blast!"" 

Jess has a cute tune. She hums it in her den until she meets a frog. What will happen when the frog wants to join her tune?

Jess loves to hum a cute tune in her cozy den. One day, she meets a frog who wants to join in, but there's a problem: the frog can't play the flute Jess offers him. Will Jess find a way to make music with the frog? Read to find out how their song turns out!