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, Lesson 15 (aw /aw/)

- 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 3, Lesson 19 (/aw/: 'aw', 'au')

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 16, Week 1 (aw, au)

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.

Review and Transfer Day 19 (special vowel sounds)

Reading Horizons (1st)

Lesson 65 (special vowel sounds: aw)

Reading Horizons (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 93 (au /aw/, aw /aw/, augh /aw/)

UFLI

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

Fundations (3rd)

Unit 6, Week 3 (/o/: aw, au, al, (w)a)

Benchmark (2nd)

Shawn the fawn saw a hawk at dawn.  The hawk had a prawn in its claws. "I saw you get that prawn from the lawn," Shawn said. The hawk yawns.  "No, I got it from the lake," the hawk said.  Shawn looks. He saw no flaw in the hawk's words. Shawn draws a bug with a straw.  The hawk drops the prawn. Shawn grabs the prawn.  "Yum!" Shawn said.


It was dawn. Shawn the fawn stood next to the lawn. 

Shawn saw a bug crawl on the moist grass.

Shawn saw the hawk swoop and land next to him. 

"Look at that prawn! Where did you get it?" Shawn said. 

"It is not from this lawn. It is from the lake. The lake took time to thaw," said the hawk.

The hawk gave a yawn and let the prawn drop from its claws. 

The hawk gave a nod and said, "You can have it. I can go back to the lake and get another prawn." 

"Aw thanks!" Shawn said. He was glad to have the prawn and had a plan to draw it. 

Shawn the fawn stood by the lawn at dawn. He saw a hawk. What does the hawk have in its claws?

Shawn the fawn is up early by the lawn. He spots a hawk who has something in its claws. Will Shawn get to see what the hawk has? Read to find out what happens next!