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 13, Week 1 (suffixes -s, -ed, -ing in multisyllable words)

- 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 2, Lessons 12-16 (review)

CKLA (2nd)

Unit 6, Week 2 (multisyllabic v-e words)

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 99 (Suffixes; -s/-es)

UFLI

Kevin is an athlete. He likes to run fast. One day, Kevin was distracted. He saw a mantis on the track. His tactics were disrupted. Kevin made mistakes in his race. He was panicking. His coach was discussing his projects. Kevin inspected his shoes. He needed to fix them. Kevin tried new tactics. He was not distracted now. Kevin finished the race with a smile.

Kevin and his classmates are athletes. They will sprint in a contest.

Bob helps prep the athletes for the contest. He tells them the best tactics to win.

Kevin is with Bob on the track. Just when he is about to sprint off, Kevin gets distracted.

Kevin spots an insect on the track and mistakes it for an object. He stops and inspects it.

""Kevin," says Bob, "This is not how I instructed you to sprint. Do not get distracted!""

Kevin shakes off the mishap and gets back to his prep for the contest.

At the contest, Kevin has strong instincts and runs as fast as he can. He ends up finishing with the best time!