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")

Review and Transfer Day 12 (Double L)

- 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 5, Lesson 10 (review)

CKLA (1st)

Unit 2, Lessons 12-16 (review)

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 8, Week 2 (digraph blends)

Fundations (1st)

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

Fundations (2nd)

Lesson 40 (-ll with digraphs and blends)

Reading Horizons (1st)

Lesson 20 (-ll with blends and digraphs)

Reading Horizons (2nd)

- Use 3-10 words per sentence.
 - Generate 10-15 sentences
 - Vary sentence structure and composition through a 'show not tell' story style. 
 - Use dialogue and sensory details to support the 'show not tell' style.
 - Use mostly 1-syllable words 
 - The story should have a cohesive flow with a problem and solution.

Lesson 97 (Vowel Teams and Diphthongs Review)

UFLI

Reading Partners

Kit had a small shell.  The shell sat on a hill.  Kit spills krill on the shell.  A gull yells at Kit from the wall. Kit fills the shell with sand.  The gull falls from the wall.  Kit calls to the gull.  The gull had a small fish in its bill.  Kit will toss the fish to the gull.  The gull smells the fish.


There is krill on the shell. Kit dusts the shell and the krill falls.

A gull sits on a wall by Kit and yells. He smells the krill and would like the shell.

The gull dips and grabs the shell, but drops it in the sand.

Kit runs to get the shell. As she lifts it, sand spills out. 

The gull is still. This shell is for Kit. He can get the next one!