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 16 (g /g/)

- 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 2, Week 2 (consonant review)

Fundations (1st)

Unit 1, Week 1 (review)

Fundations (2nd)

- 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 1

Reading Horizons (2nd)

Unit 3, Weeks 1-2 (review)

Fundations (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 6-10 (review)

CKLA (2nd)

Orientation

Fundations (3rd)

Tig is a pig. Tig got a mug. Tig dug a pit. Tig put mud in the mug. The mud is for the pit. Tig got in the pit. Tig is sad. 


Tig is a pig. Tig dug a pit. Can Tig fix the mud in the mug?

Tig is a playful pig who loves to explore. One day, Tig finds a mug and decides to dig a pit, but ends up getting mud all over the mug. What will Tig do with a muddy mug and a big pit? Read to find out how Tig's muddy adventure turns out!