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 21 (-s /z/)

- 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 6, Weeks 1-2 (-s suffix with nouns)

Fundations (1st)

Unit 8, Lesson 1-9 (tricky words and review)

CKLA (K)

- 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 1, Lesson 25 (/s/ and /z/)

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 88 (-s)

Reading Horizons (K)

Lesson 35 (-s)

Reading Horizons (1st)

Lesson 15 (-s)

Reading Horizons (2nd)

Unit 4, Week 1 (-s, -es, -ing, -ed, -er, -est)

Fundations (2nd)

Unit 1, Lesson 20 (tricky spelling 's')

CKLA (2nd)

Unit 2, Week 1 (suffixes)

Fundations (3rd)

Unit 6, Week 3 (d)

Benchmark (K)

Tom sits on a mat.  
A bat is in a den.  
Tom sees a pig.  
The bat naps on a cot.  
Tom taps the bat.  
The pig digs in the mud.  
Tom nods at the pig.  
The bat gets a fig.  
Tom pats the pig.  
The bat sees a bug.  
Tom bids the bat.  
The bat sobs a bit.

Tom sees a pig in the den. The pig digs in mud. Will Tom and the pig be friends?

Tom meets a friendly pig in his dad's den. He and the pig share a fun day playing and finding food. But why does Tom feel sad when he says goodbye? Read to find out what happens between Tom and the pig!