UFLI

- 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")

Lesson 64 (-ed)

- 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.

er, ir, ur

Reading Partners

Unit 7, Lessons 12-21 (review /ae/, /oe/)

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 12 (phonetic skill 4)

Reading Horizons (1st)

Unit 7, Week 1 (open-syllable)

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, Lessons 12-16 (review)

CKLA (2nd)

Lesson 55 (three sounds of -ed: -ed as /ĭd/)

Reading Horizons (2nd)

Unit 9, Week 1 (r-controlled sounds)

Fundations (3rd)

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

Benchmark (2nd)

"Mildred the mole woke up."



"She jumped up, brushed her hair, and washed her face."



"Mildred packed her bag. She rushed out of her hole."



"With a map, she hunted for food."



"Mildred picked ripe grapes and added them to her bag."



"She lifted a stone and found bugs."



"Mildred thanked the bugs and rushed home."



"At home, she munched on grapes and bugs."



"Mildred washed her face, then rested."



"After her rest, Mildred blinked, then jumped up with a new plan."



"'I will plant my own food!' she said. Mildred checked her bag and found some grapes she had missed." 



"She walked outside and chose a spot near her hole."



"She dug small holes and planted the grapes. 'Now I do not have to go far to hunt!' said Mildred."

"Beth packed her bag. She rushed out of her hole."

"Beth picked ripe grapes. She added them to her bag."

"At home, she munched on grapes and bugs."

"After her rest, Beth blinked. She jumped up with a new plan."

""I will plant my own food!" she said. Beth checked her bag. She got some grapes she had missed." 

"She left her hole and chose a spot by her home."

"She dug small holes and planted the grapes. "Now I do not have to go far to hunt!" said Beth. She was glad."

Mildred the mole woke up and packed her bag for a hunt. She hunted for food and picked ripe grapes. What will Mildred plant near her hole?

Mildred the mole has a big day ahead of her as she wakes up in her cozy hole. Today, she decides to go on a hunt for her own food, but she faces a little problem—what if she could find a way to have food close by all the time? Will Mildred's new plan to plant her own food work out as she hopes? Read to find out how Mildred solves her food hunt challenge!