Fundations (1st)

- 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 (ff, ll, ss)

- 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 23 (ck, bb, dd, ff, gg, ll, mm, ss)

CKLA (1st)

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

CKLA (2nd)

Unit 9, Lessons 1-23 (tricky words and review)

CKLA (K)

Unit 2, Week 1 (ff, ll, ss)

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 39 (-ell, -ill, -ull)

Reading Horizons (1st)

Lesson 19 (-ell, -ill, -ull)

Reading Horizons (2nd)

Lesson 94 (-ell, -ill, -ull)

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 42 (FLSZ Spelling Rule)

UFLI

Tess the gull sat on the hill.  She had a pill in her bag.  Tess did not want this pill!  "Yuck!" she said.  "This pill is for Gus."  Gus had a bad cough.  He was ill.  Tess would get him well.  She would hop off the hill and run to Gus.  Tess would help her pal. 


Gill got the pill. He did toss it to Tess.