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 5, Week 2 (-ful, -less, -ment, -ness, -ish, -en, -able)

- 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.

Unit 5, Lessons 7-10 (Schwa /ə/: ‘a’, ‘e’)

CKLA (2nd)

- 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)

- 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

Lesson 89 (multisyllabic words: the schwa)

Reading Horizons (2nd)

- 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 96 (ou /ow/, ow /ow/)

UFLI

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

Fundations (3rd)

Unit 5, Week 3 (vowel teams /ou/: ou, ow)

Benchmark (2nd)

Callum the dog had a reddish tint to his fur.  He had a fondness for the softness of his bed. His stillness and restfulness were palpable.  He was thankful for the freshness of the water in his tub. But a sudden wildness took hold! Callum jumped out. He had a selfish streak of childish boldness.  He went from helpful to helpless in his quickness. "My goldfish!" he barked. Callum's fondness for his goldfish was unstoppable. He was a good dog.


Callum, the golden dog, had a restful nap in his bed.

When he got up, he went in the bath to freshen up. 

Callum was thankful for the freshness of the hot water. It felt blissful. 

But then, Callum felt a sudden wildness come over him. He jumped out of the tub and ran about!

Callum was drenched! He ran with such swiftness as water dripped from his golden locks. Callum was unstoppable!

All of a sudden, Callum could not see! He felt helpless!

Callum stopped running and sat down. "Where am I?" he asked. Had he gotten himself stuck?

The children tugged the rag off of Callum. They were just trying to be helpful! Callum could see again!

The kids patted Callum until his golden locks were soft and spotless.

Callum was very thankful for their kindness, but now he felt as if he could use another nap!