Reading Horizons (K)

- 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.
- The story should have an interesting plot with a sequence of clearly connected events (do not end the story with "the end")

Review and Transfer Day 8 (l blends)

- 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 1, Lesson 5 (s, z, m, r, w, y, x, qu)

CKLA (2nd)

Lesson 10 (bl, cl, fl, gl, pl, sl)

Reading Horizons (2nd)

Unit 1, Lessons 21-22 (vowel sound review)

CKLA (1st)

- 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 8, Lesson 1-9 (tricky words and review)

CKLA (K)

Unit 8, Week 1 (consonant blends)

Fundations (1st)

Unit 1, Week 1 (review)

Fundations (2nd)

Lesson 27 (gl, pl, sl)

Reading Horizons (1st)

initial blends

Reading Partners

- 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"

Lesson 27 (l /l/ Part 2)

UFLI

Orientation

Fundations (3rd)

Tim is a dog. He is big and glum. His fur is tan.

Tim ran to a club. The club is flat. Tim saw a blob.

He dug in the sand. The blob was a slug. Tim did not like it.

Tim fled the blob. He met a slim cat. The cat was glad.

Tim and the cat ran. They had lots of fun. The day was hot.

Tim felt glad at last. The sun set in the west. Tim took a nap.

Tim, the Cat, and the Slug