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 30 (y /y/)

- 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 9, Lessons 1-23 (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, Lessons 21-22 (vowel sound review)

CKLA (1st)

Unit 1, Week 1 (review)

Fundations (2nd)

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

Fundations (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 49 (single consonant ending)

Reading Horizons (1st)

Orientation

Fundations (3rd)

Unit 8, Week 2 (y)

Benchmark (K)

Ted is a bat.  
Ted can sit.  
I see Ted.  
Ted is on a pumpkin.  
The bat is big.  
Can Ted fit?  
Ted did nap.  
I see a fig.  
Ted can act.  
Ted is in a den.  
The sun is up.  
Ted is not sad.  

Sid ran to the pumpkin. He said, “Can I get it?”

“Not yet,” said Dad. “Let’s get a bag.”

Dad lent a hand. Tug! Tap! Dad got it in the bag.

He felt glad. Yum! Mom had a yam and the pumpkin.

Sid sees a big pumpkin. He wants to bag it. Can Sid and Dad lug it home?

Sid spots a huge pumpkin glowing in the sun. He wants to take it home, but Dad says they need a bag first. How will Sid and Dad manage to get such a big pumpkin into the bag? Read to find out how Sid's pumpkin adventure unfolds!