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 45 (sh /sh/)

- 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 1, Lesson 25 (/s/ and /z/)

CKLA (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")

Unit 1, Lesson 20 (tricky spelling 's')

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 9, Lessons 1-23 (tricky words and review)

CKLA (K)

Unit 8, Week 2 (digraph blends)

Fundations (1st)

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

Fundations (2nd)

Unit 2, Week 1 (suffixes)

Fundations (3rd)

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

Reading Horizons (1st)

Review and Transfer Day 4

Reading Horizons (2nd)

Lesson 108 (digraph ending)

Reading Horizons (K)

Reading Partners

Unit 1, Week 2 (closed & open syllables, initial 3-letter blends)

Benchmark (2nd)

Pat the penguin is in the igloo. Pat wants a fresh fish. Pat sees a dish on the shelf. "Is that a fish?" Pat says. No, it is not a fish. It is a shell. Pat shrugs. Pat will go to the shop. Pat shuts the igloo. A gust of wind hits Pat. It is slush on the sands. Pat sees a ship at the docks. "I wish for a fish," Pat says. A man on the ship has a fish! He gives the fish to Pat. "Gosh, yes!" says Pat. Pat has a fresh fish.

Pat is in the igloo. Pat has a wish for fresh fish.

Pat sees a dish on the shelf. "Is that a fish?" Pat says.

Pat shuts the igloo. A gust of wind hits Pat.

A man on the ship has a fish! "I wish for a fish," Pat says.

He gives the fish to Pat. "Gosh, yes!" says Pat.