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

Lesson 19 (spelling with c and k)

- 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/)

CKLA (1st)

Unit 1, Lessons 6-10 (review)

CKLA (2nd)

- 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 2, Week 2 (consonant review)

Fundations (1st)

Unit 1, Week 1 (review)

Fundations (2nd)

Unit 3, Week 6 (review)

Fundations (K)

Lesson 6 (spelling with c and k)

Reading Horizons (2nd)

Lesson 62 (c and k)

Reading Horizons (K)

short e

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 38 (Short A, I, O Review)

UFLI

Orientation

Fundations (3rd)

Kip the raindrop sat on a red  pet.  Kip was sad.  The sun was hot. Kip saw a  big, red  bug.  The bug had six legs. The bug sat on the pet with Kip. Kip and the bug had fun.  Kip saw a  lot of fog.  The fog was in the  sky. Kip did not get wet. Kip got big. Kip and the bug had a  pic.  Kip and the bug sat in a  cab.  The cab had a  cap. The cab  got Kip to a  flower. Kip met his kin.


Kip sat on Cam, a red pet. The sun was hot. 

Kip saw a big, red bug. The bug had a cap.