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 1, Lesson 24 (nn, pp, rr, tt, zz, /k/)

- 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 8, Week 1 (consonant blends)

Fundations (1st)

Unit 4, Week 1 (-s, -es, -ing, -ed, -er, -est)

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 30 (-ck)

Reading Horizons (2nd)

Lesson 109 (spelling with -ck)

Reading Horizons (K)

- 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")

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

Tig the pig sat on a log.  Tig had a sock. The sock was thick.  "I can mend this," said Tig. Tig had a kit. Tig can fix the sock. Tig gets a tin of tacks.  Tig stuck a tack in.  Tig stuck two tacks in.  Tig stuck six tacks in. The sock is stuck to the log! "Oh no!" said Tig.  Tig tugged and tugged. Pop! The sock rips. Tig grabs his cup. Tig fills his cup. Tig sips milk from his cup.  Tig sits on the log. Tig is glad.


Scott the pig sat on a log. He had a sock.

The sock felt thick and had a rip. "I can mend this," said Scott.

Scott had a kit. He can fix the sock with the kit.

Scott gets a tin of tacks. He stuck a tack in.

Scott stuck two tacks in. Scott stuck six tacks in.

The sock is stuck to the log! "No!" says Scott.

Scott fills his cup. He sips milk from his cup.

Scott sits on the log. "I will mend the sock next time!" Scott says.