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.
- 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 4 (m /m/, f /f/, v /v/)

Unit 1, Lesson 5 (s, z, m, r, w, y, x, qu)

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 1, Week 1 (review)

Fundations (2nd)

Lesson 13 (w, d)

Reading Horizons (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")

Review and Transfer Day 1

Reading Horizons (2nd)

Lesson 52 (d)

Reading Horizons (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"

Lesson 19 (Short Vowel Review)

UFLI

short i

Reading Partners

Orientation

Fundations (3rd)

Unit 1, Week 1 (short vowels, blends, consonant digraphs)

Benchmark (2nd)

Tim the cat sat on a mat.  Tim had a map.  The map had a dot on it.  "I can dig at the dot," Tim said.  Tim got a pan and a tin can.  Tim can dig in the pan with the tin can.  Tim did not dig a pit.  Tim did not find a  gift. Tim did find a  fig! "A fig is not bad," Tim said. Tim had a fig and a nap.


Tim Can Dig