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.
- 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 12, Week 1 (two syllable words with closed syllables)

- 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")

Unit 4, Lessons 8-19 (two-syllables)

CKLA (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 5, Week 1 (syllable division)

Fundations (2nd)

Use 3-10 words per sentence.
 - Generate 12-18 sentences
 - Vary sentence structure and composition through a 'show not tell' story style.
 - Use dialogue and sensory details to support the 'show not tell' story style. 
 - Use mostly 1-syllable words
 - The story should have a cohesive flow that has logical events that relate to one main problem and solution.

Review and Transfer Day 25

Reading Horizons (1st)

- Use mostly 1 syllable words in the story except for skill words, custom words, character, setting, and character name.
- Vary sentence patterns (simple, compound, and complex)
- Use connecting words and subordinating conjunctions (while, when, as, until, etc.)
- Implement "show, not tell" descriptive techniques, incorporating sensory details (how things feel, sound, look, etc.)
- Use dialogue
- There should be a clear problem and solution

Review and Transfer Day 19

Reading Horizons (2nd)

- 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.

word analysis check

Reading Partners

Lesson 67 (Closed/Closed)

UFLI

Patrick the bobcat was sad.  He hid his face.  His friend the fox saw him.  Fox went to his friend.  "Why are you sad?"  "I want to play baseball, but I have no mitt," said Patrick.  Fox had an idea.  He ran fast to the store.  He got his friend a mitt.  Patrick was so happy!  He hugged his friend. 


Patrick the bobcat sits on the hilltop at sunset.

Patrick is sad. He is in a fishing contest with Ostrich, but he does not have a rod.

Fox runs to his pal on the hill. "Why are you sad, Patrick?" Fox asks.

""There was a mixup at the shop," says Patrick. "I do not have a rod for the fishing contest.""

"I can help!" says Fox, as he runs off to inspect the hilltop for some things for his project.

Fox gets a long branch and some string from a nest. He links the string to the end of the branch.

The rod is now intact. Fox hands it to Patrick.

"Fox, you did it!" says Patrick. "How did you invent such a helpful object?" he asks. 

"I did it all for you my friend!" says Fox. 

Patrick hugs Fox. "Thank you, friend! Now I can be in the contest!""