Lesson 1 (a)

Lesson 2 (m)

Lesson 3 (s)

Lesson 4 (t)

Lesson 5 (VC & CVC Words)

Lesson 6 (p)

Lesson 7 (f)

Lesson 8 (i)

Lesson 9 (n)

Lesson 10 (a, i)

Lesson 11 (Nasalized A (an, am))

Lesson 12 (o /ŏ/)

Lesson 13 (d /d/)

Lesson 14 (c /k/)

Lesson 15 (u /ŭ/)

Lesson 16 (g /g/)

Lesson 17 (b /b/)

Lesson 18 (e /ĕ/)

Lesson 19 (Short Vowel Review)

Lesson 20 (-s /s/)

Lesson 21 (-s /z/)

Lesson 22 (k /k/)

Lesson 23 (h /h/)

Lesson 24 (r /r/ Part 1)

Lesson 25 (r /r/ Part 2)

Lesson 26 (l /l/ Part 1)

Lesson 27 (l /l/ Part 2)

Lesson 28 (w /w/)

Lesson 29 (j /j/)

Lesson 30 (y /y/)

Lesson 31 (x /ks/)

Lesson 32 (qu /kw/)

Lesson 33 (v /v/)

Lesson 34 (z /z/)

Lesson 35 (Short A Review)

Lesson 36 (Short I Review)

Lesson 37 (Short O Review)

Lesson 38 (Short A, I, O Review)

Lesson 39 (Short U Review)

Lesson 40 (Short E Review)

Lesson 41 (Short Vowel Review (all))

Lesson 42 (FLSZ Spelling Rule)

Lesson 43 (-all, -oll, -ull)

Lesson 44 (ck /k/)

Lesson 45 (sh /sh/)

Lesson 46 (th /th/ (voiced))

Lesson 47 (th /th/ (unvoiced))

Lesson 48 (ch /ch/)

Lesson 49 (Digraphs Review 1)

Lesson 50 (wh /w/, ph /f/)

Lesson 51 (ng /ŋ/)

Lesson 52 (nk /ŋk/)

Lesson 53 (Digraphs Review 2)

Lesson 54 (a_e /ā/)

Lesson 55 (i_e /ī/)

Lesson 56 (o_e /ō/)

Lesson 57 (VCe Review 1; e_e /ē/)

Lesson 58 (u_e /ū/, /yū/)

Lesson 59 (VCe Review 2)

Lesson 60 (_ce /s/)

Lesson 61 (_ge /j/)

Lesson 62 (VCe Review 3; Exceptions)

Lesson 63 (-es)

Lesson 64 (-ed)

Lesson 65 (-ing)

Lesson 66 (Syllables)

Lesson 67 (Closed/Closed)

Lesson 68 (Open and Closed)

Lesson 69 (tch /ch/)

Lesson 70 (dge /j/)

Lesson 71 (tch, dge Review)

Lesson 72 (Long VCC: -ild, -old, -ind, -olt, -ost)

Lesson 73 (y /ī/)

Lesson 74 (y /ē/)

Lesson 75 (-le)

Lesson 76 (Ending Patterns Review)

Lesson 77 (ar /ar/)

Lesson 78 (or /or/, ore /or/)

Lesson 79 (ar, or, ore Review)

Lesson 80 (er /er/)

Lesson 81 (ir /er/, ur /er/)

Lesson 82 (Spelling /er/: er, ir, ur, w + or)

Lesson 83 (R-Controlled Vowels Review)

Lesson 84 (ai /ā/, ay /ā/)

Lesson 85 (ee /ē/, ea /ē/, ey /ē/)

Lesson 86 (oa /ō/, ow /ō/, oe /ō/)

Lesson 87 (ie /ī/, igh /ī/)

Lesson 88 (Vowel Teams Review 1)

Lesson 89 (u /oo/, oo /oo/)

Lesson 90 (oo /ū/)

Lesson 91 (ew /ū/, ui /ū/, ue /ū/)

Lesson 92 (Vowel Teams Review 2)

Lesson 93 (au /aw/, aw /aw/, augh /aw/)

Lesson 94 (ea /ĕ/, a /ŏ/)

Lesson 95 (oi /oi/, oy /oi/)

Lesson 96 (ou /ow/, ow /ow/)

Lesson 97 (Vowel Teams and Diphthongs Review)

Lesson 98 (kn /n/, wr /r/, mb /m/)

Lesson 99 (Suffixes; -s/-es)

Lesson 100 (-er, -est)

UFLI

Fundations (2nd)

- 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 17, Week 2 (-ckle, -le with suffixes)

Unit 5, Lessons 13-14 (ə/+/l/:‘el’,‘le’)

CKLA (2nd)

Use 3-10 words per sentence.
 - Generate 12-18 sentences
 - Vary sentence structure and composition through a 'show not tell' story style.
 - Use dialogue and sensory details to support the 'show not tell' story style. 
 - Use mostly 1-syllable words
 - The story should have a cohesive flow that has logical events that relate to one main problem and solution.

Review and Transfer Day 25

Reading Horizons (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.

Unit 10, Week 1 (Review vowel teams and /a/: ay, ai, eat, eigh)

Fundations (3rd)

Bubbles the cat loved to play. One day, he stumbled upon a yard full of bottles. He nudged one, and it rattled. "What is this?" Bubbles thought. He juggled a few marbles he found. They rolled and wobbled away. Bubbles giggled at the fun mess.

Suddenly, a big crab crawled over. "Who plays in my yard?" it asked. Bubbles was surprised but said, "I just found these." The crab chuckled, "These are my treasures." Bubbles mumbled an apology. He felt bad for the crab.

The crab looked at Bubbles and said, "Let's play together!" They tackled the clutter, making it neat. Bubbles admired how the crab handled the mess. They huddled and laughed. "I like this game," said Bubbles. 

The crab agreed, "Come by again!" Bubbles nodded, feeling happy. He learned to share and make friends. The day was full of fun and new pals.

Bubbles the cat liked to play. One day, he stumbled upon some bottles in the yard. He tapped one, and it rattled.

Then Bubbles found another object. "What is this?" Bubbles thought. He picked up some marbles and juggled them.

The marbles rolled and wobbled away. Bubbles giggled at the fun mess. Suddenly, a chipmunk holding a box crawled over.

""What did you find?" he asked. Bubbles said, "I just found these," pointing to the marbles. The chipmunk chuckled. "These are my things. Thanks for finding them. I keep leaving them all over!""

Bubbles felt bad for the chipmunk. "I can help you clean up!" he told the chipmunk. 

Bubbles and the chipmunk tackled the clutter together. Little by little, they found all of the objects and put them away.

"Thank you, Bubbles!" said the chipmunk.  "Come by again!" Bubbles nodded.

Bubbles went home and settled into his bed for a nap. He was happy that he could help out the chipmunk. Bubbles enjoyed making a new friend! 

Bubbles Cleans Up