UFLI

- 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 43 (-all, -oll, -ull)

- 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 21-25 (/aw/: 'a' + 'l' )

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 4, Week 1 (-s, -es, -ing, -ed, -er, -est)

Fundations (2nd)

Unit 2, Week 1 (suffixes)

Fundations (3rd)

- 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")

Review and Transfer Day 12 (Double L)

Reading Horizons (K)

Review and Transfer Day 8 (plurals, doubles, -ed)

Reading Horizons (1st)

Lesson 18 (-all, -oll)

Reading Horizons (2nd)

Unit 6, Week 3 (/o/: aw, au, al, (w)a)

Benchmark (2nd)

Jeff is a small squirrel.  He sees the tall trees.  The squirrel sees all the nuts.  Jeff can't go to the fall ball.  He has no vest.  Jeff looks. He sees a small, red vest.  The vest is full of spots. Yes! Jeff has a vest. He can go to the ball.


Jeff gets up. He has a big grin. The Fall Ball is at dusk!

He sees a tall tree. At the top, he spots a lot of nuts! 

Jeff jumps to the tree, but he slips and falls off. 

"Help!" he calls as he rolls from the top of the hill. 

"What can I do to help you?" Bill asks Jeff.

"I have to get nuts for the Fall Ball, but my leg is stiff. I can not get up the tall tree," Jeff yelps. 

"Let me help you!" begs Bill. "I am a small gull, but I can still help!" Jeff nods yes. 

Bill helps pull Jeff to the top of the hill. 

Jeff stops on the grass, and Bill lands at the top of the tree. 