Fundations (2nd)

- 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 11, Week 2 (ee, ea, ey: 2+ syllables)

- 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, Lesson 22 (Tricky Spelling ‘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

Review and Transfer Day 19

Reading Horizons (2nd)

Lesson 85 (ee /ē/, ea /ē/, ey /ē/)

UFLI

Ashley the beaver was eating.  She was eating by the leafy creek.  She needed more wood for her dam.  Ashley was a busy beaver.  She kept seeking sticks.  Meanwhile, her teammate, Wesley, was sleeping.  Ashley felt uneasy.  She needed help!  She started creeping upstream. Peeking around a log, she saw a big, green tree. The deepest valley had the greenest trees. Ashley was speechless!  She eagerly reached for a branch.  Snap! The branch fell. Wesley, hearing the noise, woke up.  He saw Ashley beaming.  She had a big stick!  Wesley joined her, and they both kept working on their dam.


Ashley the beaver was eating by the leafy creek. She needed more sticks for her dam.

Ashley was an active beaver. She eagerly gathered sticks from the stream. Meanwhile, her playmate, Wesley, was sleeping.

Ashley felt uneasy. She needed help! She started creeping upstream.

Peeking over a log, she spotted the greenest tree! Ashley was speechless!

She eagerly reached for a branch. Snap! The branch fell.

Hearing the snap of the branch, Wesley woke up. He looked at Ashley who was beaming. She had a big stick!

Wesley came to help, and they both kept fixing their dam until it was done!