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 5, Lesson 20-22 (review)

- 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 4, Lessons 1-2 (/er/: 'er', 'ur', 'ir')

CKLA (2nd)

Unit 15, Week 1 and 2 (ou, oo, ue, ew)

Fundations (2nd)

Unit 10, Week 3 (oo, igh, "d" syllable exception, "d" syllable + suffix)

Fundations (3rd)

- 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 121 (the schwa)

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)

- 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 92 (Vowel Teams Review 2)

UFLI

Unit 6, Week 1 (vowel teams /oo/: oo, ui, ew, ue, u, ou, oe, u_e)

Benchmark (2nd)

Lane sits on the bus.  She is not keen to go to school today. "I have a hunch I will miss naps," Lane says. Jen sits down. "No way," says Jen.  "School is a blast!"  Jen saw the zones for naps and the big bins of snacks. Jen hums. Lane looks at Jen.  When they get to school, Lane sees the hoops. She sees pups and a big, red, rubber duck. Lane smiles. School is fun!


One Monday morning, Lane woke from a deep sleep as the sun peeked in her bedroom.

She got out of bed and chose a cute red dress.

When she was dressed, Lane went to the living room.

As she sat down, Dad handed her a plate of food.

"Take a bite, Lane," Dad said with a hopeful look.

Lane nodded, but she did not take a bite. 

Mom saw that Lane was upset and came to help. "You are brave, Lane!" Mom said. "You will be just fine!" 

Lane did not feel brave, but she smiled at Mom and nodded. 

Then, she grabbed her backpack and hopped on her bike. 

Lane rode a mile, then stopped outside a big brick building. She bounded up the steps and went inside.

She passed room after room and then froze. Lane looked up at the name on the big wood door, then back down at her hands that had started to shake. 

Lane shook off her nerves and looked up. "You are brave!" she said to herself and entered the room. 

In the room, a man greeted her. "I am Mr. Jones," he said with a smile. "This is your first grade class. We are so glad you are here!"

Lane smiled back. Her nerves had faded, and she felt much better. It was time to rock first grade!