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.
- 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, Lessons 17 (/ch/, /sh/))

Unit 1, Week 1 (short a, s /z/, ck /k/)

Benchmark 1st

Unit 1, Week 1 (short vowels, blends, consonant digraphs)

Benchmark (2nd)

Unit 1, Week 1 (Alphabet Review)

Benchmark (K)

Unit 1, Lesson 5 (s, z, m, r, w, y, x, qu)

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 1 (consonant blends)

Fundations (1st)

Unit 1, Week 1 (review)

Fundations (2nd)

Orientation

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")

Lesson 25 (th, ch, sh, wh, ph)

Reading Horizons (1st)

Lesson 8 (ch, sh)

Reading Horizons (2nd)

Lesson 107 (single consonant ending)

Reading Horizons (K)

Pat is a porcupine. Pat is at the circus. Pat had a spot on a bench. "Gosh," said Pat. Pat saw a chimp on a swing. The chimp did a flip. Pat saw a big tent and a fun frog. The frog had a red sash. The chimp and the frog did a jig. Pat got up from the bench to get a snack. Pat got some chips and a pop. Pat had to rush back. "I wish I had a sash," said Pat. The frog gave Pat a sash. Pat was so glad.

Pat saw a chimp on a swing. The chimp did a flip.

Pat saw a big tent and a fun frog. The frog had a red sash.

The chimp and the frog did a jig. Pat got up from the bench to get a snack.

Pat got some chips and a pop. Pat had to rush back.

"I wish I had a sash," said Pat. The frog gave Pat a sash.