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 17 (b /b/)

- 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)

short i

Reading Partners

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, 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")

Review and Transfer Day 4 (u, q, z, x, c, k)

Reading Horizons (1st)

Unit 1, Lesson 4 (th, n, ng, sh, ch)

CKLA (2nd)

Orientation

Fundations (3rd)

Unit 6, Week 3 (d)

Benchmark (K)

Unit 1, Week 1 (short vowels, blends, consonant digraphs)

Benchmark (2nd)

Lab, a big dog, sat on the mat.  Lab got a cab.  The cab had a  bib in it.  Lab put the bib on. Did Lab fit in the cab?  The bib was bad. Lab got out of the cab. Lab got in a tub.  The tub was in a bog.  A bug was on the bog.  "Go on, bug!" Lab said to the bug. Lab got out of the tub.  Lab got a bun.  Lab took a bit.  Lab sat on a bin.  A cat sat on a mat.  The cat had a bat.  The cat hit at the bat.  Lab got up.  Lab got a sub.  Lab and the cat sat in the sun.  Lab and the cat had fun! 


Bud is a big dog. Bud got a bib. Can Bud nap in it?

Bud is a big, friendly dog who loves adventures. One day, Bob puts a bib on Bud, but Bud feels sad and thinks the bib is bad. Will Bud ever see the bib the way Bob does? Read to find out what changes his mind!