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 2 (suffix -es)

- 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 3, Lesson 15 (suffix -es)

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 6, Week 1 (one-syllable v-e words)

Fundations (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.

Lesson 36 (phonetic skill 4: a, o, and i)

Reading Horizons (2nd)

adjusting pronunciation

Reading Partners

Lesson 63 (-es)

UFLI

Unit 3, Week 1 (v-e syllables, multisyllabic words)

Fundations (3rd)

Unit 5, Week 1 (VCe & consonant -le syllables)

Benchmark (2nd)

Dave the fox is in the woods. He passes by some tall grasses. Dave sees other foxes. They are his friends. Dave and his friends play. Dave tosses a stick. The stick lands in a bush. Dave's friend finds it. They all grin and hop. The foxes rest by some rocks. Dave misses his den. He decides to go back home.

Jane is a dog with glasses. She has glasses for each one of her dresses.

Jane puts on her red dress with white foxes. 

She checks the boxes for her red glasses. "Where could they be?" she asks as she tosses the boxes.

Jane checks in the grasses out back, but she does not see her red glasses.

"I must have left them on one of the buses when I came back from class," she thinks.

Jane sits on the step to mope. She misses her glasses. 

Then Jane spots Kate down on the path. The dogs are in some of the same classes.

Kate takes out red glasses and passes them to Jane.

"Jane, you left your glasses in math class! I got them for you!" Kate says.

Jane gasps! "My red glasses!" she yells. "Thank you!"

Jane puts on her red glasses and admires them. They look splendid with her red dress!