Fundations (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 4, Week 2 (-ed: /id/, /d/, /t/)

- 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")

Unit 1, Lesson 19 (past tense -ed)

CKLA (2nd)

- 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 4, Lesson 13 (-'ed')

CKLA (1st)

- 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 84 (adding suffixes -ed and -ing to phonetic skill 1)

Reading Horizons (1st)

- 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 56 (adding suffixes -ed and -ing to phonetic skills 1–3)

Reading Horizons (2nd)

Lesson 64 (-ed)

UFLI

Unit 2, Week 2 (1-1-1 spelling rule)

Fundations (3rd)

Chip the dolphin zipped and flipped. He fished and sipped. He dipped and nipped a fish.  He tugged and dragged it. Chip puffed. He had not planned to snag it! He wished he had skipped the big fish. Chip blushed. He dropped the fish. It plopped in the pond. He hopped and splashed.  Chip was thrilled.


He dipped and nipped a fish. Chip tugged and dragged the fish, but it was very strong. 

Chip puffed. He had not planned to snag such a big fish. 

He wished he had skipped the big fish. He blushed and dropped the fish. 

The fish plopped in the water and dashed off. 

Chip hopped and splashed in the water. He went fishing again.

Chip snagged another fish! He was thrilled!