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 92 (-oll)

- Use the following story structure: 1-2. Introduce character, 3-5. Introduce the problem. 6-7. Provide a bit of detail. 8-10. Solve the problem. 11-12. 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 4, Lesson 8 (/oe/: 'o')

CKLA (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 14, Week 1 (1-syllable baseword review)

Fundations (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 4, Week 1 (-s, -es, -ing, -ed, -er, -est)

Fundations (2nd)

Review and Transfer Day 8 (plurals, doubles, -ed)

Reading Horizons (1st)

Lesson 18 (-all, -oll)

Reading Horizons (2nd)

- 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

Unit 2, Week 1 (suffixes)

Fundations (3rd)

Unit 2, Week 1 (long o: oa, o, oe, ow, o_e)

Benchmark (2nd)

Kim the troll rolls a ball at the mall.  The ball rolls to a stall.  Kim rolls the ball past a man and his pet cat.  Kim trolls the man with a bad act.  The man yells.  Kim rolls the ball up to a wall.  A troll tolls a bell.  Kim asks if she can roll the ball with him. The troll lets Kim roll the ball. Kim trolls the man with the ball. The man huffs.


The ball twists and bumps on the steps. Then, it rolls and drops in the pond.

Nash runs to the pond, but his ball is lost.

Then, Nash spots Kim the troll. She has his ball.

""To get the ball, you must pay a toll!"" 

The toll is six bags of twigs. Kim and the other trolls will use the twigs to fix the shed.

Nash scans the pond. He lifts twigs and fits them in six bags.

The troll tosses Nash his ball and lifts up the bags of twigs. 

Nash is glad to have his ball, but he will not roll it!