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 61 (_ge /j/)

- 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.

ge, gi, gy

Reading Partners

- 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 5, Lesson 9 (g, j /j/)

CKLA (1st)

Lesson 69 (another sound for c and g: review)

Reading Horizons (1st)

- Use mostly 1 syllable words in the story except for skill words, custom words, character, setting, and character name.
- Vary sentence patterns (simple, compound, and complex)
- Use connecting words and subordinating conjunctions (while, when, as, until, etc.)
- Implement "show, not tell" descriptive techniques, incorporating sensory details (how things feel, sound, look, etc.)
- Use dialogue
- There should be a clear problem and solution

Review and Transfer Day 23

Reading Horizons (2nd)

Unit 12, Week 1 (c: /s/ & g: /j/)

Fundations (3rd)

Unit 5, Week 1 (VCe & consonant -le syllables)

Benchmark (2nd)

"Joe the whale is in a huge cage."



"He is not a fan of the cage. Joe feels rage."



"Paige the fish sees Joe."



"'You are in a cage!' she says. 'Yes, I am,' says Joe. 'But I will forge a way out.'"



"George the crab walks by. 'Joe, you are in a cage!' he says. 'Yes, but I will change this,' Joe says."



"Sage, the old fish, swims to the cage. 'Joe, use your rage to change the cage,' says Sage."



"Joe takes a plunge at the edge of the cage. He uses his huge size to forge a way out."



"The cage cannot hold him. With a huge charge, Joe breaks free!"



"'Joe is safe!' says Paige. 'Joe is free!' says George."



"Sage, the old fish, smiles and swims away."

"Bob the whale swam. He got stuck in a huge cage."

"He is not a fan of the cage. It is too small. Bob feels rage."

""Bob! You are stuck in a cage!" she says. "Yes, I am," says Bob. "But I will get out!""

"Clive, a crab, walks by. "Bob, you are in a cage!" he says. "Yes, but I will change this," Bob says."

"Grace, a wise old fish, swims to the cage. "Bob, use your rage to escape from that cage!" says Grace."

"Bob takes a dive to the edge of the cage. He shakes the cage with his fin."

"The cage can not hold him. With some more shakes, Bob escapes!"

"Bob is safe!" says Grace. "Bob is free!'' yells Clive.

"Grace and Clive dance. Bob smiles and waves to his pals. He swims away, glad." 

Joe the whale swims in a huge cage.
He feels rage as the cage is too small.
Can Joe forge a way to escape?

Joe the whale is swimming happily when he suddenly gets trapped in a huge cage. He doesn't like the cage at all, and it makes him feel very angry. What will Joe do to escape from the cage? Read to find out how Joe's adventure unfolds!