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 34 (tw, dw, sw)

- 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 25 (/s/ and /z/)

CKLA (1st)

Unit 1, Lesson 5 (s, z, m, r, w, y, x, qu)

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 9, Lessons 1-23 (tricky words and review)

CKLA (K)

Unit 8, Week 1 (consonant blends)

Fundations (1st)

Unit 1, Week 1 (review)

Fundations (2nd)

Lesson 14 (-sk, -sp, -st, tw, dw, sw)

Reading Horizons (2nd)

Lesson 72 (digraphs review)

Reading Horizons (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"

Lesson 36 (Short I Review)

UFLI

Orientation

Fundations (3rd)

Unit 7, Week 2 (l)

Benchmark (K)

Ben the duck sat on a twig.  He was sad.  His twin brother, Tom, had his red hat. Ben did not. "Tom," Ben quacked, "lend me your hat!" Tom just grinned.  He swam swiftly in the pond.  Ben felt a bit glum. Then, Ben saw a bright red hat. It was on a bush!  He got it.  He felt much better. He ran to Tom.  "Look!" Ben cried. "I got a hat, too!"  Tom laughed. They both had red hats.  They swam and played, happy as could be.


His twin, Tom, had a red hat. Ben did not. 

Ben was sad. "I wish I had a red hat," he said.

The red hat was in the pond. Ben swam fast to get it.

Tom swam up. He was sad. "I lost the red hat," he said.

Ben did not wish to have the hat if Tom was sad.

Tom was glad to get his hat! Ben was glad to help!