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 7-12 (or /or/)

- 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 11 (/or/, /ar/)

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)

Review and Transfer Day 15

Reading Horizons (2nd)

or, ore, oar

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 90 (oo /ū/)

UFLI

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

Fundations (3rd)

Unit 4, Week 1 (r-controlled vowels: or, oar, ore)

Benchmark (2nd)

York the stork sat at the marsh.  He had a short, red cord. "I need a fork," York said.  He saw a horn.  York did not need a horn.  He saw some corn. York did not need corn.  He saw a fork by the reeds.  York had his cord and fork.  He made a sport.  York had fun at the marsh.


It was cool in the marsh, and a storm was in the north.

""I will make a fort," said York. "It will be safe and strong.""

He got some sticks, a cord, and a box of tools.

York went to look for more tools. He made it a sport.


He gave a snort. He did not use the horn for his fort. 

Soon, he found some sticks that were worn. 

He was torn. The sticks were too worn to use, but it was all he had.

York set a cord around the worn sticks. It did the trick.

York the stork sat in the marsh. A storm is coming. Will York be able to make a fort?

York the stork loves his home in the cool marsh. But with a storm brewing, he decides to build a protective fort. Will York manage to make his fort strong enough before the storm hits? Read to find out if York stays safe and dry!