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 93 (-all, -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, Lessons 21-25 (/aw/: 'a' + 'l' )

CKLA (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".

Unit 9, Week 2 (closed syllables)

Fundations (1st)

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 43 (-all, -oll, -ull)

UFLI

Unit 2, Week 1 (suffixes)

Fundations (3rd)

Unit 6, Week 3 (/o/: aw, au, al, (w)a)

Benchmark (2nd)

Kip the horse can roll a small ball.  He calls to his pal, Ben.  Ben sits by the wall.  Kip and Ben toss the ball in the hall.  The small ball rolls and rolls.  It hits the wall and falls.  Ben and Kip go to the mall.  Kip begs to stop at a stall.  Kip calls from the stall, "Look at all the small balls!" Ben said, "The small balls fall from the walls!" Kip grabs a small red ball. He can roll the ball in the halls of the mall.


Kip stands in his stall. It is hot and damp.

"Let me out, Ben!" Ben tugs and lets Kip out.

Kip hits the ball. It bumps the wall and falls.

The ball rolls and rolls. It stops in the hall.

There are steps in the hall. It is the troll! Kip must get to his stall. 

Ben helps Kip get in his stall. Then, Ben runs out.

The troll gets to the stall. He drops the small ball in the stall for Kip.