Superkids (2nd)

Warm Up (blends, open and closed syllables, CVCe)

- 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)

- 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, Lessons 12-16 (review)

CKLA (2nd)

E2E Test Scope

E2E Test Sequence

- 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, 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)

Unit 1, Week 1

RedThread (K)

- 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 11 (phonetic skills 1-3)

Reading Horizons (1st)

Review and Transfer Day 6

Reading Horizons (2nd)

Review and Transfer Day 15 (2-3 consonant endings)

Reading Horizons (K)

Reading Partners

Kit the black lab sits. Kit is sad. Kit mopes. "What can I do?" asks Kit. "I am so sad."

Kit sees a big bin. Kit sniffs the bin. What is in the bin? Kit sniffs and sniffs. Kit hides in the bin.

"Kit! Kit!" says Mom. "What are you up to?" Mom peeks in the bin. Kit is not in the bin. "Kit hides!" says Mom. Mom looks and looks.

Kit jumps up. "Bam!" Kit acts like a big bug. Mom claps. "What a fun trick!" says Mom. Kit is not sad. Kit is a fun black lab.

Kit sniffs and sniffs. Kit hides in the bin.

"What are you up to?" Mom peeks in the bin.

Kit is not in the bin. "Kit hides!" says Mom.