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 81 (l- and r- blends with digraphs)

Lesson 8 (ch, sh)

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 47 (th /th/ (unvoiced))

UFLI

Orientation

Fundations (3rd)

Unit 1, Week 2 (closed & open syllables, initial 3-letter blends)

Benchmark (2nd)

Trish the sloth loved to relax. She would sit by the pond. The wind would brush her soft fur. One day, Trish saw a big crash nearby. She felt a rush of worry. "What if it is a bad clash?" she thought. She decided to hop over and check. Trish was swift for a sloth. She found a plush toy in the trash. It was a plush crab. Trish felt glad. She gave it a big hug and sat back by the pond.

"What did I do with my plush dog, Beth?" said Trish.

""Smith, did you spot Beth? She is my plush dog. Beth has tan and blush cloth.""

""Yes!" said Smith. "It was in the trash!""

She got to the trash. The plush dog was in the can!

The plush dog had a bath in the pond. Trish felt glad!