UFLI

- Use 3-10 words per sentence.
 - Generate 10-15 sentences
 - Vary sentence structure and composition through a 'show not tell' story style. 
 - Use dialogue and sensory details to support the 'show not tell' style.
 - Use mostly 1-syllable words 
 - The story should have a cohesive flow with a problem and solution.

Lesson 90 (oo /ū/)

- 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 3, Lessons 1-4 (/oo/ (food))

CKLA (1st)

- Use the following story structure: 1-2. Introduce character, 3-5. Introduce the problem. 6-7. Provide a bit of detail. 8-10. Solve the problem. 11-12. 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")

Reading Partners

- 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.

Unit 15, Week 1 and 2 (ou, oo, ue, ew)

Fundations (2nd)

- Use 3-10 words per sentence.
 - Generate 10-15 sentences
 - Vary sentence structure and composition through a 'show not tell' story style. 
 - Use dialogue and sensory details to support the 'show not tell' style.
 - Use mostly 1-syllable words
 - The story should have a cohesive flow with a problem and solution.

Lesson 103 (oo as in moon)

Reading Horizons (1st)

Review and Transfer Day 15

Reading Horizons (2nd)

Unit 2 Lessons 5-6 (tricky spelling 'oo')

CKLA (2nd)

Unit 10, Week 1 (Review vowel teams and /a/: ay, ai, eat, eigh)

Fundations (3rd)

Unit 6, Week 1 (vowel teams /oo/: oo, ui, ew, ue, u, ou, oe, u_e)

Benchmark (2nd)

Tim the raccoon loved to roam the marsh. One afternoon, he found a cool spot under a tree. "Whoo," he sighed, enjoying the shade.

Suddenly, a loud "choo" echoed. Tim's ears perked up. It was a sneeze from his friend, a small cockatoo named Coo. "What's wrong, Coo?" Tim asked.

Coo looked droopy. "I have the sniffles," she said. "My throat is sore."

Tim thought for a bit. "Let's find some soothing water," he suggested. They trooped to the marsh's edge. The water was smooth and cool.

Tim scooped some up. "Here, Coo," he said. "Sip this."

Coo drank the water. "Ah, that's better," she cooed. Her feathers fluffed as she felt the coolness spread.

"Let's rest," Tim said. They lay by the water, the moonlight shining above. "The night's bright," Tim noted.

Coo nodded. "Thanks, Tim," she said. "You're the coolest raccoon around."

Tim chuckled. "Anytime, Coo," he replied. They watched the stars, feeling calm and at peace.

Tim sees a zoo. In the zoo, he sees a coop.

Tim goes to the coop. He likes what he sees. 

Tim uses the broom to play with the chicks in the coop.

Tim is a dog. He likes to zoom. Will Tim have fun at the zoo?

Tim is a playful dog who loves to run fast. One day, while zooming around, he stumbles upon a mysterious zoo with a curious coop inside. Who could be hiding in the coop, and what adventures await Tim with a broom and some chicks? Read to find out what exciting discoveries Tim makes!