UFLI

- 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 79 (ar, or, ore Review)

- 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 8, Week 1 (ar, or)

Fundations (2nd)

word analysis check

Reading Partners

- Use 3-10 words per sentence.
 - Generate 10-15 sentences
 - Vary sentence structure and composition through a 'show not tell' story style. 
 - Use dialogue and sensory details to support the 'show not tell' style.
 - Use mostly 1-syllable words
 - The story should have a cohesive flow with a problem and solution.

Lesson 121 (the schwa)

Reading Horizons (1st)

Unit 5, Lesson 22 (Tricky Spelling ‘e’)

CKLA (2nd)

Waddle the penguin sat on a big ice block. "I want to go on a trek!" he said. The stars twinkled in the sky. "Where do you want to go?" asked his friend, a seal. "To the land of Holi," said Waddle. "What is Holi?" asked the seal. "I do not know," Waddle said. "But it sounds fun!" They both laughed. 

They packed nuts and set off. The shoreline was far, and the path was long. "Look, a sandbar!" said Waddle. They hopped and skipped over it. Soon, they saw a big park. The stars shone bright above. Waddle was happy. He had found a new place to explore.

Nora sat at a desk in a small class. Next to the desk, there was a big book with a photo on it. She held an arm up and asked, "Who is this?" 

Miss Clark gave a smile. "That is a photo of Amelia Earhart. She was a brave pilot. She was the first to go on a nonstop solo trip across the Atlantic. She was a hero and did what no one had done before."

Nora gasped. "She must have had a strong plane!" 

Miss Clark gave a nod. "Yes, she did. She loved to explore and had a lot of grit and skill. She set a lot of records. But once, she went on a trip and did not make it back." 

Nora felt a chill. "Did she get lost in a storm or tornado and crash?" 

""Some think she ran short of gas and crashed," Miss Clark said. "People have made landmarks in support of Amelia's brave trips.""

Nora sat still.  She opened the book with a map of where Amelia went. The map had lots of dots, lines, and marks. 

Once class ended, Nora went home and ran past the yard. "Mom! I want to fly just like Amelia!"

Mom gave a smile. "You can! But there is a lot to study. A pilot has to study for a long time. They study maps and wind." 

"Nora got a pad and a pen. "I will make a plan and try my hardest!" On the pad, she made a jet in the sky. She smiled and felt bold. She would study hard to be a pilot - just like Amelia."

Nora sat in class with a big book. She looked at a photo of a woman and asked, "Who is she?" What will Miss Clark tell Nora about the brave woman in the book?

Nora sees a picture of a brave pilot named Amelia Earhart in her classroom. She learns about Amelia's daring flights and mysterious disappearance. Will Nora follow in Amelia's footsteps and chase her own dreams of flying? Read to find out how Nora's new hero inspires her future plans!