UFLI

- 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 42 (FLSZ Spelling Rule)

- 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 25 (/s/ and /z/)

CKLA (1st)

- 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")

Unit 1, Lesson 12 (pp, tt, ss, zz, mm, nn, rr)

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, Lesson 12 (nn, pp, rr, ss, tt, zz)

CKLA (K)

Unit 8, Week 2 (digraph blends)

Fundations (1st)

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

Reading Horizons (1st)

Review and Transfer Day 4

Reading Horizons (2nd)

Review and Transfer Day 12 (Double L)

Reading Horizons (K)

Unit 2, Week 1 (suffixes)

Fundations (3rd)

Fran the crab sees the hill.
Fran will cross to the hill.
The grass is stiff.
The moss is thick.  
Fran digs and digs.
Fran sees a big shell.
Fran will lug the shell.
Fran fills the shell.
Fran has less stress.
Fran is in bliss.


Fran the crab sees the hill. Fran will cross to the hill. The grass is stiff. The moss is thick. Fran digs and digs. Fran sees a big shell. Fran will lug the shell. Fran fills the shell. Fran has less stress. Fran is in bliss.

Summary:
Fran the crab sees a hill. The moss is thick and the grass is stiff. What will Fran do to cross?

Fran the crab spots a distant hill and decides to explore. As she travels, she encounters stiff grass and thick moss that make her journey tough. What will happen when Fran finds a big shell along the way? Read to find out how Fran's discovery might change her adventure!