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 31 (x /ks/)

- 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 5 (u, q, z, x, c, k)

Reading Horizons (2nd)

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, Lesson 25 (/s/ and /z/)

CKLA (1st)

Unit 8, Week 1 (consonant 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")

Lesson 35 (-s)

Reading Horizons (1st)

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

CKLA (K)

Lesson 88 (-s)

Reading Horizons (K)

Unit 2, Week 1 (suffixes)

Fundations (3rd)

Unit 9, Week 1 (x, z)

Benchmark (K)

Ken: Look!  A big, red box!
Sam: I see six packs of wax!
Ken: Let's mix the wax to fix the sax.
Sam: Did you say tax?  Is there a tax?
Ken:  Next time! First, we fix the sax. 
Sam: Hand me the texts from the box.
Ken: The sax is in my hands.
Sam: I see the text.  Flex the sax, Ken.
Ken: I see the dent!  The sax has a dent! 
Sam:  Mix the wax!  We can fix the dent!
Ken: You mix.  My job is to pay the tax. 


"Look! A big box!" says Ken. The box sits in the sun.

"Let's melt wax to fix the sax," says Max.

Ken and Max find a box. The sax inside has a dent. Can they fix it with wax?

Ken and his friend Max find a mysterious box in the sun. Inside the box, they discover a saxophone with a dent. Can Ken and Max fix the saxophone so they can play music together? Read to find out what happens when they try to repair it with wax!