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, Lessons 16-17 (wh /w/)

- 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)

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 19

Reading Horizons (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 92 (Vowel Teams Review 2)

UFLI

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

Fundations (3rd)

Unit 7, Week 2 (inflectional endings with spelling changes, contractions with 'll, 've, 'm )

Benchmark (2nd)

Finn the whale swam.  He saw some white whales. When Finn swam down, he saw a big wheel.  Which wheel is this? Finn gave a whiff.  He saw two wheels!  Why are there wheels here? Finn gave the wheels a whack. Whoosh! The wheels zoomed. While Finn watched, the white whales whisked the wheels.  Finn said, "How nice!" He swam to meet the whales.


Whiskers was a white mouse who lived in a house under a tree. 

One morning, there was a soft whisper outside. "Whoo. Whoo." 

Whispers peeked outside and saw the wind. "Is it safe to be outside?" he said. 

He ran outside on a whim. When he was outside, he got a whiff of some nuts. 

Whiskers ran after the smell. As he ran, there was a loud whack! 

He jumped and gave a whimper. Then he saw a wheel fall from a cart.  

"Whoosh!" went the wind. Whiskers kept running. He was close to the smell. 

He took a quick glance and saw it - nuts sitting on a rock. But next to the nuts stood a cat! 

Whiskers froze. It was a trap. His nose twitched. He had to act fast. He ran back to the cart. 

He gave the cart a whack. The wheel on the other side of the cart rolled off and came close to the cat. 

The cat ran off. Whiskers grabbed the nuts and ran home. 

"That was close!" he said with a big smile. 

Whiskers is a white mouse who lived under a tree. One morning, he heard a whisper and saw the wind. What will Whiskers do when he smells nuts and sees a trap?

Whiskers is a small white mouse who lives in a cozy house under a tree. One morning, Whiskers hears a mysterious sound and decides to venture outside, only to find a tempting scent of nuts and face a sudden danger. Will Whiskers manage to outsmart the lurking cat and get to the nuts safely? Read to find out if Whiskers' quick thinking saves the day!