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 3, Lessons 1-4 (/oo/ (food))

- 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 5-6 (tricky spelling 'oo')

CKLA (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.

Unit 15, Week 1 and 2 (ou, oo, ue, ew)

Fundations (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 103 (oo as in moon)

Reading Horizons (1st)

Lesson 71 (oo as in moon)

Reading Horizons (2nd)

Reading Partners

- 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 90 (oo /ū/)

UFLI

Unit 10, Week 1 (Review vowel teams and /a/: ay, ai, eat, eigh)

Fundations (3rd)

Unit 6, Week 1 (vowel teams /oo/: oo, ui, ew, ue, u, ou, oe, u_e)

Benchmark (2nd)

Fran the hen sat in the coop.  The moon shone in the room.  Fran felt the cool air.  "Hoo hoo!" she said.  Fran had a broom. She sweeps the coop. Dust flies in the air. Fran saw a boot. The boot was too big!  Fran felt a chill.  She went to roost. 


It felt cool in the coop and Fran felt a chill.

""Hoo, hoo!" Fran said, with a hop. "I will sweep the coop.""

Zoom! Fran runs with the broom in the coop. 

Fran gets a scoop of dust and puts it in the trash.

"Not mine," Fran said. The boot will not move.

Fran the hen is in the coop. What will Fran do to stay warm?

The air is cool and Fran the hen is in her coop. Read to find out what Fran will do to stay warm!