CKLA (K)

- 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 10, Lesson 1-2 (ee /ee/)

- 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 2, Lessons 1-2 (ee)

CKLA (1st)

- 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 2, Lessons 3-4 (/ee/)

CKLA (2nd)

Unit 11, Week 1 (ee, ea, ey: 1-syllable)

Fundations (2nd)

- Only use 1 syllable words in the story except for skill words, custom words, character, setting, and character name.
- Use dialogue when possible
- Vary sentence patterns (simple, compound, and complex)
- Use connecting words and subordinating conjunctions (while, when, as, until, etc.)
- Use the following story structure: 1-2. Introduce character and set the scene, 3-5. Introduce the problem. 6-7. Provide a bit of detail. 8-10. Solve the problem. 11-12. Wrap things up.

Lesson 73 (ea, ee)

Reading Horizons (1st)

Lesson 45 (phonetic skill 5: ea and ee)

Reading Horizons (2nd)

ee, ea

Reading Partners

Lesson 85 (ee /ē/, ea /ē/, ey /ē/)

UFLI

Unit 2, Week 2 (long e: ee, ea, e, y, ey, ie, e_e, plurals)

Benchmark (2nd)

Jeff the elk sees a green tree.
He needs to sleep.
Jeff sees a green bed.
He can sleep here.  
Jeff sleeps and sleeps.
A bee sees Jeff.
The bee peeks at Jeff.
The bee greets Jeff.
Jeff sees the bee.
Jeff and the bee are friends.


The bee sits on Jeff. Jeff and the bee go on the trek.
