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 82 (Spelling /er/: er, ir, ur, w + or)

- 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)

Unit 9, Week 2 (schwa)

Benchmark (2nd)

Seth the duck wants to be a baker.  He stirs the batter in a bowl.  Seth adds a pat of butter. He sees his friend, Curtis. Curtis is an otter. "Look, a spider!" Seth chirps.  Curtis sees the spider's web.  "He's a worker!" Curtis says.  Seth nods.  He understands.  Every one has work to do.  Seth takes the bread from the oven.  "Want to share my work?" Seth asks.  "Yes!" yells Curtis. The friends munch and munch. 


Seth the duck is a baker. He stirs the batter. Seth adds a pat of butter.

He sees his friend, Curtis. Curtis is an otter. "Look, a spider!" Seth chirps.

Curtis sees the spider's web. "He's a worker!" Curtis says.

Seth nods. He understands. Everyone has work to do.

Seth takes the pan from the oven. "Want to try my work?" Seth asks.