Reading Horizons (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.
- The story should have an interesting plot with a sequence of clearly connected events (do not end the story with "the end")

Lesson 33 (scr, spr, str, spl, squ)

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

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

CKLA (1st)

Unit 14, Week 1 (1-syllable baseword review)

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

Fundations (2nd)

Unit 2, Week 1 (suffixes)

Fundations (3rd)

Review and Transfer Day 7 (s- and w-blends)

Reading Horizons (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"

Lesson 53 (Digraphs Review 2)

UFLI

Mac is a rat. Mac is a strong rat. He has a big task. Mac must scrub the pots. He scrubs and scrubs. The pots still have scraps. Mac is stressed. He gets a long string and a twig. Mac strips the scraps off the pots with the string and the twig. Mac grins. The pots are all set.

He has a big task. Mac must scrub the pots.

He scrubs and scrubs. But the pots still have scraps.

Mac is stressed. The pots have lots of scraps in them! He gets a long twig.

Mac strips the scraps off the pots with the twig. He grins.