UFLI

- 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.

Lesson 88 (Vowel Teams Review 1)

word analysis check

Reading Partners

- Use 3-10 words per sentence.
 - Generate 10-15 sentences
 - Vary sentence structure and composition through a 'show not tell' story style. 
 - Use dialogue and sensory details to support the 'show not tell' style.
 - Use mostly 1-syllable words
 - The story should have a cohesive flow with a problem and solution.

Review and Transfer Day 21 (jobs of y)

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 24

Reading Horizons (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 11, Week 1 (ee, ea, ey: 1-syllable)

Fundations (2nd)

Unit 5, Lesson 22 (Tricky Spelling ‘e’)

CKLA (2nd)

Unit 10, Week 3 (oo, igh, "d" syllable exception, "d" syllable + suffix)

Fundations (3rd)

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

Benchmark (2nd)

"May, the cheetah, loves to play in the grasslands."

"She loves to run and jump, and feels the bright sun on her coat."

"Her speed was a sight to behold, like a beam of light."

"One day, May met a small snail on the trail."

"May, with her keen sight, could see the snail was in pain."

"She decided to help and said, ''I will not rest until you are well.''"

"May found a leaf and made a bed for the snail."

"She stayed by its side, even when the sky turned gray."

"Days turned into weeks, and the snail began to regain its strength."

"May's care and love had helped it heal, like a ray of hope."

"May knew then that helping others was her true aim."

"From that day, May spent her days helping those in need."

"May the cheetah loves to play in the grasslands."

"She loves to run and jump. May feels the bright sun on her coat."

"Her speed was a sight to behold, like a beam of light."

"One day, May met a small snail on the trail."

"May, with her keen sight, could see the snail was in pain."

"She chose to help and said, "I will not rest until you are well.""

"May found a leaf and made a bed for the snail."

"She stayed by its side, even when the sky turned gray."

"Days turned into weeks. The snail began to regain its strength."

"May's care and love had helped it heal, like a ray of hope."

"May knew that helping others was her true aim."

"From that day, May spent her days helping those in need."

May loves to play in the grasslands. She meets a snail in pain on the trail. How will May help the snail heal?

May, the cheetah, is the fastest animal in the grasslands. One day, she meets a snail who is hurt and needs help. Will May be able to care for the snail and make a new friend? Read to find out how May's kindness changes her life!