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 18 (e /ĕ/)

- 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 4 (e, w, d, l, y)

Reading Horizons (2nd)

Unit 2, Week 2 (consonant review)

Fundations (1st)

Unit 1, Week 1 (review)

Fundations (2nd)

short e

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.
- 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)

- 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 4 (th, n, ng, sh, ch)

CKLA (2nd)

Orientation

Fundations (3rd)

Peg is a monkey.
Peg has a net.
Peg can get a bug.
Peg did get ten bugs!
Peg is sad.
Peg will nap. 
Peg is a good pet. 


Peg got a net. Peg can get a bug. Peg got ten! What will Peg do with the bug?

Peg has a new net and she's ready for a big adventure. She catches not just one, but ten bugs to keep as pets! Will Peg be able to take care of all her new bug friends? Read to find out how Peg manages her busy, buggy day!