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, Lessons 23 (ck, bb, dd, ff, gg, ll, mm, ss)

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 20 (tricky spelling 's')

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, Lessons 13-20 (review)

CKLA (K)

Unit 8, Week 1 (consonant blends)

Fundations (1st)

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

Fundations (2nd)

Review and Transfer Day 4

Reading Horizons (2nd)

Review and Transfer Day 12 (Double L)

Reading Horizons (K)

s pronounced /z/

Reading Partners

Unit 2, Week 1 (suffixes)

Fundations (3rd)

Fran the crab sat on the moss.  A gull sat on a log.  The gull had a fish in his gill. Fran had less.  "I will get a fish," Fran said.  She saw a fish swim past.  Fran grabs the fish. The fish slips and spills from her grip.  

"I miss the fish," Fran tells the gull. The gull drops his fish. "I will toss you this," the gull said. Fran grabs the fish.  "You are a good friend," Fran tells the gull.


"You are a grand pal," Fran tells the gull.

Fran the crab sat on the moss. He had less grub than the gull. What will Fran do to get some grub?

Fran the crab feels a bit sad seeing the gull with more food. He decides he needs to find some grub too. Will Fran succeed in his quest for a tasty snack? Read to find out how Fran's day turns out!