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 7-8 ('oo' review)

- 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 72 (oo as in look)

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 89 (u /oo/, oo /oo/)

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)

Jon sat by the brook.  The sun was hot.  He saw a big fish.  Jon took a look.  The fish had a hook and a boot! "Look!" he said.  Jon took the boot from the fish.  The fish said, "Woo hoo!"  Jon put the boot in the brook. The fish did a loop.


It was noon, and Jon sat next to the brook.

Dad took the pole and set it in the brook.

Then, the pole shook. The fish bit the hook. 

The fish gave a spin and did a big loop. 

But Dad held on to the fish and the pole. 

Then, Dad took the hook off of the fish. 

Jon and Dad fish by the brook. The fish bites the hook. Will Dad be able to get the fish?

Jon and his dad go fishing by the cool, bubbling brook. When Jon spots a big fish, Dad tries to catch it with his fishing pole. Will they manage to reel in the fast-swimming fish? Read to find out what happens on their fishing adventure!