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 67 (ch)

- 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 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)

Unit 5, Weeks 1-6 (review)

Fundations (K)

Lesson 21 (initial ch)

Reading Horizons (1st)

Lesson 8 (ch, sh)

Reading Horizons (2nd)

ch, tch

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 48 (ch /ch/)

UFLI

Orientation

Fundations (3rd)

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

Benchmark (2nd)

Chad the fox had a chip.  Chad had much to chop.  He had a log and a yam.  Chad did not chop the yam.  The fox did chop the log.  Chad was rich. Such a rich fox!  He had such a big grin.  Chad did not chug.


Chaz and Chad chat.  Chaz had a cup of milk with his chip.

The cup had too much milk. Chaz had to chug it.

Then, Chaz had his chip. "Yum! This chip is rich, Chad!"