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 42 (FLSZ Spelling Rule)

- 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)

- 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 1 (ff, ll, ss)

Fundations (2nd)

Unit 9, Week 2 (closed syllables)

Fundations (1st)

final blends

Reading Partners

- 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 8 (plurals, doubles, -ed)

Reading Horizons (1st)

- Only use 1 syllable words in the story except for skill words, custom words, character, setting, and character name.
- Use dialogue when possible
- Vary sentence patterns (simple, compound, and complex)
- Use connecting words and subordinating conjunctions (while, when, as, until, etc.)
- Use the following story structure: 1-2. Introduce character and set the scene, 3-5. Introduce the problem. 6-7. Provide a bit of detail. 8-10. Solve the problem. 11-12. Wrap things up.

Lesson 35 (phonetic skills 1–3)

Reading Horizons (2nd)

Lesson 107 (single consonant ending)

Reading Horizons (K)

Unit 8, Lesson 12 (nn, pp, rr, ss, tt, zz)

CKLA (K)

Jeff the fox sat by a bush. He saw a big bug. "I will nab it!" said Jeff. The bug was fast. Jeff had to act swift. He ran past the bush. 

The bug hid by a rock. Jeff did not give up. He went to the rock. He gave a sniff. He found the bug! Jeff felt bliss. 

A bell rang from a hill. Jeff heard it. "I must go," he said. He left the bush. He ran to the hill. 

The bug was safe. Jeff did not catch it. But Jeff was not sad. He had fun by the bush.

"''A den! I can nap in the den!" said Tess." 

Tess the fox sat on a log. The wind was big and the sun was dim. Will Tess find a snug spot to nap?

Tess the fox finds herself feeling chilly and hungry on a frosty day. She decides she needs to find food and a warm place to rest. Will Tess be able to catch her grub and find a cozy spot to nap? Read to find out how Tess solves her chilly problem!