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 46 (-nk and -ng with digraphs and blends)

- 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/)

CKLA (1st)

Unit 1, Lesson 21 (tricky spelling 'n')

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 8, Week 2 (digraph blends)

Fundations (1st)

Unit 2, Week 2 (am, an, -nk, -ng)

Fundations (2nd)

Lesson 26 (-nk and -ng with digraphs and blends)

Reading Horizons (2nd)

- 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")

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 52 (nk /ŋk/)

UFLI

Unit 1, Week 2 (a /o/, glued sounds)

Fundations (3rd)

Frank the skunk sat on the red swing.  He swung and swung.  When he flung a chunk of grass, it stunk!  "Gosh," said Frank.  "This grass stunk!" He slid from the swing and ran to the big trunk.  He thinks he can stash the grass in the trunk.  Frank lifts the lid.  The trunk is full of skunks! "What a prank!" said Frank.  He blinks. The skunks blink. Frank thinks this is the best prank!


Clank! Clunk! Frank clung to the swing. "Help!" yelled Frank.

The swing fell with a crash and flung Frank into the mud.

Frank brushed chunks of mud from his skin. Then, he got up.

"I must fix this swing!" said Frank. He got an ax and went to the pond. 

There were big logs on the bank of the pond.

Frank swung his ax to chop the logs into planks.  

Frank got the planks on the swing. The swing was fixed!

Frank got on the swing. He was glad it was fixed!