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 56 (o_e /ō/)

- 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 5, Lesson 1 (p, pp /p/)

CKLA (1st)

Unit 5, Lesson 10 (review)

Unit 2, Lessons 12-16 (review)

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 1 (vowel-consonant-e syllable)

Fundations (1st)

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

Fundations (3rd)

- 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 36 (phonetic skill 4: a, o, and i)

Reading Horizons (2nd)

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

Benchmark (2nd)

Lane was at camp. She had a **robe** and a big **cone**. Lane did not **mope**. She had a big **hope** for fun. She ran on a **slope** to the lake. The lake had big **stones**. Lane put her **robe** on a rock. She saw a **mole** dig a **hole**. The **mole** did not **cope** with the sun. Lane had a plan. She put her big **cone** on the **mole**. The **mole** gave a big grin!

Lane woke up with the hot sun. It was time to go to camp.

Cole was at the lake. He had a sad look. 

Lane got close to Cole. "Are you sad?" she said.

""Yes," said Cole. "My raft broke. I can't go in the lake."" 

Lane froze. She felt bad for Cole. "You can still swim in the lake," she said.

"Nope," said Cole. "That is not as much fun as my raft," he said in a sad tone.

"We can go for a walk or dig a hole," said Lane.

""Nope," said Cole. "It is too hot for that.""

Lane sat on a rock to think. She did hope she could help Cole.

"Where is that rope we had for the tug game?" she said to Cole. 

Cole got the rope from the grove and gave it to Lane. 

Lane made a twist at the end of the rope. Then, she swung the rope up to hang on a branch. 

""Look, Cole!" she said. "We have a rope swing!""

Cole gave Lane a big smile. "Lane, you are the best!" he said. Then, he got on the rope, rose up, and fell in the lake with a big splash!