Fundations (K)

- 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 3 (ck /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.
- 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 26-32 (review)

CKLA (1st)

Unit 1, Lesson 11 (bb, cc, ck, dd, ff, gg, ll)

CKLA (2nd)

Unit 8, Lessons 10-11 (bb, dd, ff, gg, cc, ck, ll, mm)

CKLA (K)

Unit 3, Week 2 (ck)

Fundations (1st)

Unit 1, Week 1 (review)

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.
- The story should have an interesting plot with a sequence of clearly connected events (do not end the story with "the end")

Lesson 51 (-ck)

Reading Horizons (1st)

Lesson 29 (phonetic skill 1)

Reading Horizons (2nd)

Lesson 109 (spelling with -ck)

Reading Horizons (K)

- 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 49 (Digraphs Review 1)

UFLI

Orientation

Fundations (3rd)

Chad the chick had a shock.  His pal Jon hid his hat.  Chad had to get it.  He took a quick peek.  The hat was thick and red.  "Quack, quack," said Chad.  "Whack!" Jon hit the hat.  He did not chuck it to Chad.  Chad got his hat.  He gave Jon a hug. 


Chad the Chick and the Red Hat