UFLI

- 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 53 (Digraphs Review 2)

- 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 1 (-s, -es, -ing, -ed, -er, -est)

Fundations (2nd)

Unit 9, Week 1 (closed syllables)

Fundations (1st)

- 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 25 (/s/ and /z/)

CKLA (1st)

Reading Partners

- 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")

Lesson 49 (single consonant ending)

Reading Horizons (1st)

Review and Transfer Day 6

Reading Horizons (2nd)

Review and Transfer Day 10 (digraph, -tch endings)

Unit 9, Lessons 1-23 (tricky words and review)

CKLA (K)

Lesson 113 (phonetic skills 1-3)

Reading Horizons (K)

Unit 1, Lesson 20 (tricky spelling 's')

CKLA (2nd)

Unit 2, Week 1 (suffixes)

Fundations (3rd)

Wiggles is a small caterpillar. He lives on a big pink flower. One day, Wiggles sees Chad. Chad is stuck on a thick branch. "Help me!" says Chad. Wiggles thinks fast. He brings a strong stick. Wiggles and Chad push the stick. The branch shifts and Chad is free. Chad and Wiggles sing a song. They are now good chums. The sun sets, and they rest on the flower.

"It is Earth Day!" says Shan. He has a plan to help pick up trash.

He sits with a map. He has a fun job. His map helps him get all of the trash.


With a bag on his back and a map in hand, Shan sets off. He sings a song and picks up trash. 

He picks up a glass and a tin can. Then he spots a plum that went bad. He sets all of the trash in his bag.


Shan splits the trash in bins. The glass and the cans get set in a recycle bin.

Scraps such as the plum, get set in a compost bin, which can help plants get big.

"It is fun to pick up and split the trash. I am glad to help!" says Shan.


Shan has a plan to help Earth. He has a map and a bag. Can Shan pick up all the trash?

Shan is excited because it's Earth Day, and he has a special plan. He wants to clean up the park using his map and make sure no trash is left behind. What challenges will Shan face as he tries to sort the trash correctly? Read to find out how Shan's Earth Day adventure turns out!