CKLA (2nd)

- 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 1, Lesson 4 (th, n, ng, sh, ch)

Unit 1, Lessons 21-22 (vowel sound review)

CKLA (1st)

- 3-5 word sentence-like phrases.
- Use the following story structure (1. Introduce the character. 2. Provide a bit of detail. 3. Character performs an action. 4. Provide a bit of detail. 5. Wrap things up).
- Only use 1 syllable words in the story except for custom words, character, setting, and character name.
- Repeat words and vary sentence structure slightly.
- The phrases should be sensible to a young, learning, easily confused reader.
- Do not end the story with "the end".

Unit 9, Lessons 1-23 (tricky words and review)

CKLA (K)

Unit 2, Week 2 (am, an, -nk, -ng)

Fundations (2nd)

- 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.
- The story should have an interesting plot with a sequence of clearly connected events (do not end the story with "the end")

Lesson 25 (th, ch, sh, wh, ph)

Reading Horizons (1st)

Review and Transfer Day 2

Reading Horizons (2nd)

Lesson 72 (digraphs review)

Reading Horizons (K)

Reading Partners

- 3-5 word sentence-like phrases.
- Use the following story structure (1. Introduce the character. 2. Provide a bit of detail. 3. Character performs an action. 4. Provide a bit of detail. 5. Wrap things up).
- Only use 1 syllable words in the story except for custom words, character, setting, and character name.
- Repeat words and vary sentence structure slightly.
- The phrases should be sensible to a young, learning, easily confused reader.
- Do not end the story with "the end"

Lesson 49 (Digraphs Review 1)

UFLI

Unit 1, Week 2 (a /o/, glued sounds)

Fundations (3rd)

Hank the ant had a job at the bank.  Hank had a tin can. The can had cash in it. Hank put a lid on the can.  “This cash is not for you,” Hank said to a bug. The bug had a tan hat. Hank put the can up on a shelf. Then Hank got a nap.  A cat got in the bank. The cat saw the can.  The cat did not get the can. Hank had shut the can.  The cat did a hop on the can. Thud! The cat ran. Hank did not see the cat. Hank got up. "Gosh," Hank said. Hank is a good ant.


Hank had a job at the bank. Hank had a tin can.

The can had cash in it. Hank put a lid on the can.

“This cash is not for you,” Hank said to a bug. The bug had a tan hat.

Hank got the can up on a shelf. Then Hank had a nap.

But a cat got in the bank! The cat saw the can.

The cat did not get in the can. Hank had shut the can.

Hank got up. "Gosh!" Hank said. "What was that?"