CKLA (1st)

- 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 6, Lesson 1 (c /s/)

- 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)

- 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 118 (decoding skill 2: two consonants)

Reading Horizons (1st)

- 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 19

Reading Horizons (2nd)

word analysis check

Reading Partners

Lesson 117 (Signal Vowels: c /s/, g /j/)

UFLI

Unit 9, Week 1 (r-controlled sounds)

Fundations (3rd)

Unit 5, Week 1 (VCe & consonant -le syllables)

Benchmark (2nd)

Ace the rat sat on the ice.  He saw two mice. "Do you have the rice?" Ace said. The mice had no rice. Ace felt glum. He had no spice to add to the rice.  Ace looked. He saw a sack.  When Ace looked in the sack, he saw the rice and the spice! Ace had lots of choices. He chose to dance with grace.


Grace lived in a snug home. She danced all the time.

Grace would spend time dancing in the backyard.

One morning, her pal, Beth, gave her advice about a concert for dancers. "All of the best dancers will be there," Beth said.

The concert was a fresh concept, but Grace felt timid.

Beth gave Grace some good advice: "Just give it your best and have fun!" 

Grace danced all week. She spun, bounced, and jumped with grace.

At last, the concert came. The stage was big, and the space was filled. Pals came to see Grace perform.

Grace went to the center of the stage. She had to brace herself, but this was what she had acted out many times.

Her pals, Beth and Bruce, gave a clap. "She is so graceful!" they said.

Grace felt proud and like a princess. The concert was a success! 

Grace lived in a snug home and loved to dance. One day, Ace told her about a big dance concert. Will Grace overcome her timid feelings and shine at the concert?

Grace loves to dance in her backyard every day. One day, her friend Ace tells her about a big dance concert happening soon, but Grace feels nervous about performing in front of many people. Will Grace overcome her fears and dance at the concert? Read to find out how Grace's big day turns out!