Reading Horizons (K)

Review and Transfer Day 1 (a, m, s, t, p)

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

Benchmark (1st)

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

Benchmark (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 1, Lessons 6-10 (review)

CKLA (1st)

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".

Lesson 1 (a, m, s, t, p)

Reading Horizons (2nd)

review

Reading Partners

- 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 11 (Nasalized A (an, am))

UFLI

Sam is a pig. Sam sat on a mat. Sam is a pal to Pam. Pam is a pal to Sam. Pam sat on the mat. Sam and Pam sat. Pam had a map. Sam had a map. Sam and Pam tap the map. The map is of sap.

A Map to the Mat