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 4, Lessons 1-3 (er /er/)

- 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, Lesson 10 (/er/)

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 91 (er, ur)

Reading Horizons (1st)

Lesson 60 (r-controlled vowel: er, ur, ir)

Reading Horizons (2nd)

er, ir, ur

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 92 (Vowel Teams Review 2)

UFLI

Unit 9, Week 1 (r-controlled sounds)

Fundations (3rd)

Fern is a sheep in the herd.  She spots some lush, green ferns. "I like ferns," Fern says.  She snips a fern.  Fern tugs the fern from the soil.  The roots made a  loud pop!  Fern shrugs.  "Why?" she says.  Fern feeds her sheep the fern. The herd hems and hums.


Fuzz and the herd rest close to a berth of ferns. 

""I like ferns," she says. "They are soft and cool.""

So, Fuzz tugs, and a fern pops up from the soil. 

Fuzz shrugs. "I hope that is not bad," she says. "I like this fern."

She picks up the fern and brings it to her herd.

From his perch, Bert the frog shouts, “Do not grab the ferns, Fuzz. You must ask to take a fern! Ferns need time to get big.”


""Sorry, Bert," Fuzz says, "Next time, I will check in with you.""

Fuzz is a sheep in a herd. She likes ferns. What will Fuzz do when she sees a fern?

Fuzz is a friendly sheep who loves ferns. One day, she decides she wants a fern all to herself. What will Fuzz do to get the fern she wants? Read to find out what Fuzz learns from her fern adventure!