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 mostly 1 syllable words in the story except for skill words, custom words, character, setting, and character name.
- Vary sentence patterns (simple, compound, and complex)
- Use connecting words and subordinating conjunctions (while, when, as, until, etc.)
- Implement "show, not tell" descriptive techniques, incorporating sensory details (how things feel, sound, look, etc.)
- Use dialogue
- There should be a clear problem and solution

Review and Transfer Day 23

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

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. 

Fuzz trots close to a fern and gave it a sniff. 

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

So, Fuzz gave a tug and a fern came up from the soil. 

Fuzz gave a shrug. "I hope that is not bad," she said, "I like this fern."

She held on to the fern and showed her herd.

From his perch, Bert the frog, gave a shout, "Careful with the ferns, Fuzz. Ask before you take a fern! Ferns take time to get big." 

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

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!