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 26 (l /l/ Part 1)

- 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)

Lesson 14 (l, y)

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, Lessons 21-22 (vowel sound review)

CKLA (1st)

Unit 8, Week 1 (consonant blends)

Fundations (1st)

Unit 8, Lesson 1-9 (tricky words and review)

CKLA (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")

Lesson 88 (-s)

Reading Horizons (K)

Unit 2, Week 1 (suffixes)

Fundations (3rd)

Unit 7, Week 2 (l)

Benchmark (K)

Al is a lad. He has big legs. Al likes to lift logs. He lifts a lot. 

Al sees a lamp. The lamp is on a log. Al lifts the lamp. He lets it sit on the log.

A frog hops by. Al grins and nods. Let's rest, says Al. Al and the frog sit by the lamp.

Les gets the last lamp. He lifts it and drops it in his bag.

Les is a boy. He has a list with a lamp. Can Les get a lamp?

Les is a young boy with a special task. He needs to find a new lamp for his loft, but the one he picks doesn't work well. What will Les do when the last lamp he bought is too dim for his room? Read to find out how Les solves this lighting dilemma!