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 65 (voiceless th)

- 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 5 (s, z, m, r, w, y, x, qu)

CKLA (2nd)

Unit 1, Lessons 18-19 (th)

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 1-9 (tricky words and review)

CKLA (K)

Unit 3, Week 1 (wh, ch, sh, th)

Fundations (1st)

Unit 1, Week 1 (review)

Fundations (2nd)

Lesson 20 (voiced and voiceless th)

Reading Horizons (1st)

Lesson 7 (voiced and voiceless th)

Reading Horizons (2nd)

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 1 (short vowels, blends, consonant digraphs)

Benchmark (2nd)

Seth is a big bear.  Seth had a bath with Beth.  The bath was damp and thin.  Seth had a math test.  He went to sit with Kath.  Thud! The cat had a nap on the mat.  The cat sat with Thad.  Seth saw a moth on the path.


Seth on the Path