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 63 (e_e)

- 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, Lessons 3-4 (/ee/)

CKLA (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")

Unit 11, Week 2 (vowel-consonant-e syllable)

Fundations (1st)

- 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 6, Week 1 (one-syllable v-e words)

Fundations (2nd)

- 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.

Lesson 37 (phonetic skill 4: u and e )

Reading Horizons (2nd)

Reading Partners

Lesson 64 (-ed)

UFLI

Unit 3, Week 1 (v-e syllables, multisyllabic words)

Fundations (3rd)

Unit 5, Week 1 (VCe & consonant -le syllables)

Benchmark (2nd)

Eve the grebe is here.  She had a red raft.  Pete the kid is here as well. "Let me on the raft!" said Pete.  Eve said, "Not on these rafts!"  Pete is sad. He sits on the sand.  Eve had one theme.  Helping Pete is the theme. Eve lets Pete on the raft. These themes are fun.  Pete and Eve drift on the raft.


"Here, you can have these!" Eve said as she sent some rafts to Steve.

One raft made it on land. Steve got on and went in the pond.

He basked in the sun on the raft. Steve was glad to rest.

Then, Steve felt his legs get wet! He sat up fast!

The raft was sinking! "Help! Help!" yelled Steve. 

Eve was close by. "How can I help?" she called to Steve.

""The raft is sinking!" he said. "But you are small. How can you help me?""

Eve got a rope and passed it to Steve. She held one side and yanked the raft.

Eve helped Steve get the raft back on land. 

""That was a close call!" said Eve. "I think it is best if you rest on land!""

""Thank you!" Steve said to the grebe. "You are small, but you still helped me!""