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)

- 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 9, Week 2 (closed syllables)

Fundations (1st)

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 8 (plurals, doubles, -ed)

Reading Horizons (1st)

Lesson 8 (ch, sh)

Reading Horizons (2nd)

Pat is an arctic fox. Pat has a snug igloo. He wants to fish. Pat gets his dish. He sees a big fish. "Gosh, what a big fish!" he yells. He will dash to get it. Splash! The fish is so fast. Pat slips in the slush. He gets a gash on his shin. "Ouch!" yelps Pat. He goes back to his igloo. Dad helps Pat scrub the gash. Dad gets him a fresh dish of fish. Pat is glad he has his dad.

He sees a big fish. "Gosh, what a big fish!" he yells.

The fish is so fast. Pat slips in the slush.

He gets a gash on his shin. "Ow!" yelps Pat.

He trots back to his den. Dad helps Pat scrub the gash.

Dad gets him a fresh dish of fish. Pat is glad he has his dad.