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 16-19 (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 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.

Lesson 103 (oo as in moon)

Reading Horizons (1st)

Lesson 71 (oo as in moon)

Reading Horizons (2nd)

ou, ow

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 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)

Moon the dog looks at the zoo.  The zoo is cool. Moon has a book.  He looks at the book.  Moon yawns. He is so tired.  Moon sees a pool.  He jumps in the pool to cool down from the hot sun.  Moon had fun at the zoo!


At dawn, Moon the dog stood by the gate of the zoo. 

In his pouch, Moon had a book with a bunch of zoo facts. 

"There are a lot of paws and claws at the zoo," Moon said. 

Moon took the book from his bag. The book helped him pick where to go next in the zoo.

Moon saw hens in his book, so he went to the hen coop.

Just then, there was a big drop next to the pond. 

Moon set his snout close to the grass and saw a fawn in the pond. 

"Help! I can't swim!" the fawn gave a shout. 

Zoom! Moon ran to the pond. Then, he swam to help the fawn. 

As Moon got the fawn out of the pond, a hawk gave a loud "Caw". Some scouts gave a shout to Moon, "Woo! Good job! You saved the fawn!" 



The mom stood on the grass lawn and took the fawn. "Moon, you are the best," she said.

Moon gave a nod and had a big yawn. He was spent.

Moon the dog stood by the zoo gate. He found a fawn stuck in the pond. Can Moon save the fawn?

Moon the dog starts his day at the zoo with a special book of zoo facts. While exploring, he hears a cry for help coming from the pond—it's a fawn in trouble! Will Moon be able to save the day? Read to find out how Moon's adventure unfolds!