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 18 (n /ng/)

- 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)

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 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)

Lesson 80 (er /er/)

UFLI

Unit 9, Week 1 (r-controlled sounds)

Fundations (3rd)

Unit 3, Week 3 (r-controlled vowels: er, ir, ur)

Benchmark (2nd)

Chip the chipmunk sat by the bank of the lake.  He saw two skunks. The skunks honked.  "Why do you honk?" Chip said. One skunk winked. "We honk because we think your trunk is pink!" the skunk said. Chip blushed. He did not think his trunk was pink.  He looked in the lake.  His trunk was not pink. It was brown! Chip thanked the skunks.  He was so glad.


Chip the chipmunk lived close to the river bank. He liked to hide his nuts in a trunk under a big tree. 

One morning, Chip ran to his trunk to get a snack. When he unlocked it, he was hit by a funk!

The trunk stunk! Chip blinked and said, "What is that smell? This has to be a prank!"

He looked inside the trunk, and in the corner, he found a skunk.

The skunk felt bad and said, "I had a bit of a panic."

Chip felt anger, but he stopped. He said to the skunk, "Thanks for being frank. I think we can fix this."

Chip ran to get some planks. He made a bunk for the skunk to sleep in outside. 

Then, he filled his trunk with a pink rose, a white rose, and a red rose. After some time, the smell was gone.  

The skunk thanked Chip. From then on, Chip and the skunk were good pals.  

Chip the chipmunk stashed nuts in a trunk. He sniffs a stink from his trunk! What will Chip find?

Chip the chipmunk has a special trunk where he keeps his nuts. One day, he finds that his trunk stinks because a skunk has snuck inside! Will Chip find a way to fix the smelly problem without losing a new friend? Read to find out how Chip handles this stinky surprise!