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 3 (two syllable words ending in -ic)

- 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)

Unit 2, Lessons 12-16 (review)

CKLA (2nd)

- 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 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

Lesson 101 (decoding exceptions: long to short)

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

Unit 2, Week 2 (long e: ee, ea, e, y, ey, ie, e_e, plurals)

Benchmark (2nd)

Sonic the ant had a plan. He wanted to go on a picnic. "Come, let's go!" he said to his friend. They packed a mat and some snacks. The sun was hot in the tropic land. "Watch the traffic," Sonic warned. They dodged a big plastic bag. "Look, a relic!" his friend pointed out. They stopped to see the old stone. "Let's not panic," Sonic said. They reached the spot to sit and eat. "What a fun topic for our day!" Sonic smiled.

Sonic the ant has an epic plan. He will make a picnic for his friend.

Sonic gets a fabric mat and some snacks, and drops them in his bag.

"Here we come!" he says. His friend, Eric, claps. 

""Grab a hat, Sonic!" says Eric. "The sun is hot in the tropic land.""

Sonic and Eric frolic on the path to the picnic.

Then, they spot a plastic bag blocking the path. Eric is frantic!

"Do not panic!" says Sonic, and the ants jump over the bag.

At last, they make it to the picnic spot.

Sonic takes out the mat and Eric sets up the snacks. The picnic will be epic!