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 89 (double s, f, z)

Unit 1, Lesson 12 (pp, tt, ss, zz, mm, nn, rr)

CKLA (2nd)

Lesson 16 (double s, f, z)

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, Lesson 25 (/s/ and /z/)

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 8, Lesson 12 (nn, pp, rr, ss, tt, zz)

CKLA (K)

Unit 8, Week 2 (digraph blends)

Fundations (1st)

Unit 2, Week 1 (ff, ll, ss)

Fundations (2nd)

Lesson 36 (double s, f, z)

Reading Horizons (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"

Lesson 42 (FLSZ Spelling Rule)

UFLI

Unit 2, Week 1 (suffixes)

Fundations (3rd)

Unit 1, Week 1 (short vowels, blends, consonant digraphs)

Benchmark (2nd)

Jeff is a cat. Jeff likes to nap on a cliff. The cliff is stiff and high. One day, Jeff saw a jazz band. The jazz was loud and fun. Jeff made a fuss to join. He did a flip to the grass. The band had a brass horn. Jeff gave it a tap. It made a big puff sound. Jeff did not miss a beat. He felt the bliss of the jazz. Jeff was the boss of fun.

Then he has a nap on the grass. It is bliss!

There is a blast and a puff. Jeff pops up!