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 25 (r /r/ Part 2)

- 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 4, Week 1 (-s, -es, -ing, -ed, -er, -est)

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.
- 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 8, Week 2 (digraph blends)

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")

Review and Transfer Day 3

Reading Horizons (2nd)

s pronounced /z/

Reading Partners

Unit 6, Lessons 8-15 (initial and final consonant clusters)

CKLA (K)

Lesson 35 (-s)

Reading Horizons (1st)

Lesson 88 (-s)

Reading Horizons (K)

Unit 1, Lesson 5 (s, z, m, r, w, y, x, qu)

CKLA (2nd)

Orientation

Fundations (3rd)

Brent is a snowman. He has a big grin. Brent likes to grip his hat. 

He drops a twig. Brent sees a frog. The frog hops on a log. 

Brent frets a bit. He wants to grab the twig. The frog drifts away. 

Brent is glad. He can grab the twig now. 

Brent grins at the frog. He is a happy snowman.

Brad Drips and Drops