Benchmark (K)

Unit 10, Week 1 (long i: i_e)

Unit 2, Week 3 (long i: ie, i, y, igh, i_e)

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 2, Lessons 6-7 (i_e)

CKLA (1st)

- 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 2, Lesson 1 (/ae/, /ie/ )

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 10, Lessons 11-16 (i_e /ie/)

CKLA (K)

Unit 11, Week 1 (vowel-consonant-e syllable)

Fundations (1st)

Unit 6, Week 1 (one-syllable v-e words)

Fundations (2nd)

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

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 60 (i_e)

Reading Horizons (1st)

- 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)

Lesson 116 (i-e /ī/)

Reading Horizons (K)

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 55 (i_e /ī/)

UFLI

Mike is an ant. Mike likes to ride his bike. He has a red bike. He can ride for miles and miles. "I like my bike!" said Mike.

One day, Mike went for a ride. He went down a big lane. The lane had a wide side. Mike saw a big pile of grime. "Yuck!" said Mike. He did not like the grime. He had to ride in it. His bike got grime on the side.

Mike went home. He had to wipe his bike. He got all the grime off. Mike can ride his bike in the sun. He has a big smile.

Mike is an ant. Mike likes to ride his bike.

He has a red bike. He can ride for miles and miles.

One day, Mike went for a ride. He went down a big lane.

The lane had a wide side. Mike saw a big pile of grime.

He did not like the grime. He had to ride in it.

His bike got grime on the side. Mike went home.

He had to wipe his bike. He got all the grime off.

Mike can ride his bike in the sun. He has a big smile.