Reading Horizons (K)

- 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 77 (br, cr)

Lesson 7 (voiced and voiceless th)

Reading Horizons (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 1, Lessons 21-22 (vowel sound review)

CKLA (1st)

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

CKLA (K)

Unit 8, Week 1 (consonant blends)

Fundations (1st)

Unit 1, Week 1 (review)

Fundations (2nd)

Lesson 25 (th, ch, sh, wh, ph)

Reading Horizons (1st)

Reading Partners

- 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 49 (Digraphs Review 1)

UFLI

Orientation

Fundations (3rd)

Brad the crab was on a big hunt. He had a plan to find a new crop. "I can do it," Brad said. His pal, Bret, was there to help. They went past the bog and the hut. "What is that?" asked Bret. It was a big croc on the path! 

"Do not brag," said Brad. "We must be quick." They hid in a crib by the big rock. The croc did not see them. "Phew," said Bret. Then, Cris, a fun crab, came by. "I have a map," he said. They all went to the spot on the map. 

Brad was glad. They found a vast crop of soft mint. "This is it!" he said. All three crabs had a fun feast. They were the best band of crabs.

"Do not brag!" said Bret. They hid by the big shed.

They went to the spot on the map to get the crop.