CVC Practice (a, i)

Nasalized A (an, am)

o /ŏ/

d /d/

c /k/

u /ŭ/

g /g/

b /b/

e /ĕ/

Short Vowel Review (all)

-s /s/

-s /z/

k /k/

h /h/

r /r/ Part 1

r /r/ Part 2

l /l/ Part 1

l /l/ Part 2

w /w/

j /j/

y /y/

x /ks/

qu /kw/

v /v/

z /z/

Short A Review

Short I Review

Short O Review

Short A, I, O Review

Short U Review

Short E Review

FLSZ Spelling Rule

-all, -oll, -ull

ck /k/

sh /sh/

th /th/ (voiced)

th /th/ (unvoiced)

ch /ch/

Digraphs Review 1

wh /w/, ph /f/

ng /ŋ/

nk /ŋk/

Digraphs Review 2

a_e /ā/

i_e /ī/

o_e /ō/

VCe Review 1; e_e /ē/

u_e /ū/, /yū/

VCe Review 2

_ce /s/

_ge /j/

VCe Review 3; Exceptions

-ing

Syllables

Closed/Closed

Open and Closed

tch /ch/

dge /j/

tch, dge Review

Long VCC: -ild, -old,  -ind, -olt, -ost

y /ī/

y /ē/

Ending Patterns Review

ar /ar/

or /or/, ore /or/

ar, or, ore Review

er /er/

ir /er/, ur /er/

Spelling /er/: er, ir, ur, w + or

R-Controlled Vowels Review

ai /ā/, ay /ā/

ee /ē/, ea /ē/, ey /ē/

oa /ō/, ow /ō/, oe /ō/

ie /ī/, igh /ī/

Vowel Teams Review 1

u /oo/, oo /oo/

oo /ū/

ew /ū/, ui /ū/, ue /ū/

Vowel Teams Review 2

au /aw/, aw /aw/, augh /aw/

ea /ĕ/, a /ŏ/

oi /oi/, oy /oi/

ou /ow/, ow /ow/

Vowel Teams and Diphthongs Review

kn /n/, wr /r/, mb /m/

Suffixes; -s/-es

-er, -est

-less, -ful

Prefixes; un-

pre-, re-

dis-

Affixes Review

Doubling Rule: -ed, -ing

Doubling Rule: -er, -est

Drop E Rule

UFLI

- Use 3-5 words per sentence.
- Use a maximum of 7-10 sentences.
- 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.
- Repeat words and vary sentence structure slightly.
- Do not end the story with "the end"
- The sentences should be sensible to a young, learning, easily confused reader.

"Stef, the fox, sat on his red mat."

"He had a pen and a pad."

"Stef can bet he is the best."

"He set his pen on the pad."

"Stef gets a book from his den."

"He felt the sun's hot zest."

"Stef met a pet hen."

"The hen slept in the den."

"Stef left his den to get some food."

"Stef fed the hen and felt glad."

"Stef the Fox: A Tale of Friendship and Love"

"Ted, the crab, sat on the sand."

"Ted had a red hat and a map."

"Ted dug a pit in the sand."

"Ted hid a tin can in the pit."

"Ted met a fan and was glad."

"Ted and the fan had fun."

"Ted and the fan swam in the sea."

"Ted sat on a mat at sunset."

"Ted had a nap on the mat."

"Ted was not sad, Ted was glad."

Ted sat on the sand with a map and a red hat. He met a kid. What will Ted and the kid do next?

Ted is ready for a beach adventure with his red hat and a map. But when he hides a tin can in the sand, he meets a new friend. What will Ted and his new friend do? Read to find out what happens on their sandy adventure!

"Ted in the Sand"

"Max is a duck."

"Max has a red hat."

"Max can swim fast."

"Max plays in the mud."

"Max finds a big fish."

"Max sees a bug."

"Max naps in the sun."

"Max quacks at the fox."

"Max swims in the pond."

"Max is glad to be home."

"Adventures of Max, the Duck"

"Ron the duck had a job."

"Ron dug a pit by the pond."

"He hit a big, red pot."

"Ron was glad to find the pot."

"He saw a lot of gold in the pot."

"Ron had a top to put on the pot."

"He set the top on the pot."

"Ron was not mad, he was glad."

"He said, 'I love my job!'"

"Ron the duck, with his pot, by the pond."

"Ron the Duck and His Pond-Cleaning Job"

- Use 3-10 words per sentence. 
- Generate 8-12 sentences 
-Vary sentence structure and composition. Use dialogue when possible. 
- Only use 1-syllable words 
- The story should have a cohesive beginning, middle, and end (do not end the story with "the end") 

"Tyler, my python, loves to bask in the sun."

"She tries to fly when she sees a bird in the sky."

"But she can't fly, so she just looks at the sky."

"Sometimes, she loves to play and tries to spy on me."

"She tries to hide, but I can see her by the tree."

"At night, she likes to curl up and sleep by my bed."

"When she is hungry, she tries to pry open a can."

"But she can't, so I help her and feed her by hand."

"Tyler is shy, but she is my best pal."

"I love my python, Tyler, and she loves me too."

Ryan, my dog, loves to bask in the sun. She wants to fly when she sees a bird in the sky. What will Ryan do since she can't fly?

Ryan is a playful dog who loves to soak up the sunshine. She dreams of flying like the birds she sees in the sky, but she can't. What will Ryan do to feel as free as a bird? Read to find out how Ryan's adventures unfold!

"My Best Friend"

"Don, the cat, sat on a mat."

"Don saw a big, fat fox."

"Don hid in a pot."

"The fox did not stop."

"Don got up and ran."

"Don hid in a mud hut."

"The fox saw Don in the hut."

"Don ran out of the hut."

"Don got back on the mat."

"Don felt safe on the mat."

"Don the Cat's Adventure with the Fox"

- Use 3-8 words per sentence. 
- Vary sentence structure and composition. 
- Generate 8-10 sentences 
- Only use 1-syllable words 
- The story should have a plot (do not end the story with "the end")

"Ying, the frog, can sing."

"The song is long."

"The king of the swamp said, 'It is wrong.'"

"Ying did not stop. He sang his song."

"The king was mad. He rang a gong."

"The loud bang did not scare Ying. He sang on."

"Then, a bird with a long wing flew in."

"The bird said, 'I like your song, Ying.'"

"The king felt bad. He let Ying sing."

"Ying's song filled the swamp. It was a good thing."

Ying the frog can sing. His song brings joy to the swamp. What will happen when the bird hears Ying's song?

Ying the frog loves to sing his long song in the swamp. But when the frog king starts to join in, Ying faces a new challenge. Will Ying's voice stand out with the king singing too? Read to find out if Ying can keep singing his special song!

"Ying's Song"

"Rob, the tiger, is at the zoo."

"Rob has a map of the zoo."

"He plans to visit each den."

"Rob has fun and grins."

"Rob sees a big, red bus."

"He hops on the bus and sits."

"The bus takes Rob to the pond."

"Rob sees a frog and a fish."

"Rob has fun and does not stop."

"Rob is glad he got to see a lot."

"Rob the Tiger's Grand Zoo Adventure"

"Mike, a duck, has a kite."

"He likes to fly his kite by the lake."

"One day, he saw a lime on the path."

"He took a bite. It was quite tart."

"He saw a line of five ants."

"Mike had a plan. He gave them the lime."

"Then he went to fly his kite, full of life."

"The kite rose high, just like his vibe."

"He felt a chill, as the sun began to hide."

"Mike, the duck, said good night, and took a dive in the lake."

"He swam a mile, then went to his bed to rest."

"With a big smile, he thought, 'Today was the best.'"

Mike, a duck, has a kite. He likes to fly it by the lake. What will happen when Mike sees a lime on the path?

Mike, a cheerful duck, loves to fly his kite by the lake. One sunny day, he discovers a sour lime and a line of busy ants on his path. What happens when Mike decides to share his lime with the ants? Read to find out how Mike's day turns into his best day ever!

Mike by the Lake

"Skyler, the python, was not a wild child."

"He was rather mild and kind."

"One day, Skyler found an old bagel in the rocks."

"He was told not to eat food from strange places."

"But Skyler was hungry and took a big bite."

"His tummy started to feel funny."

"Skyler's mommy came to hold him."

"She told Skyler to always listen to what he was told."

"Skyler promised to be more mindful next time."

"From that day, Skyler became more careful with his food."

Jin found an old bagel in the rocks.  
He was hungry and took a big bite.  
What will happen to Jin after eating it?

Jin is a kind and gentle boy who usually follows the rules. One day, he finds an old bagel in the rocks and decides to eat it, even though he knows he shouldn't. What will happen to Jin after he takes a big bite? Read to find out how Jin learns an important lesson!

Jin's Lesson

"Fred, the red donut, is in bed."

"Fred gets up and sips his mug."

"He sets his mug on the desk."

"Fred then gets his pen and paper."

"He draws a jet with a big grin."

"Fred then gets a pet, a hen."

"Fred and the hen play in the den."

"At the end, Fred and the hen rest."

"Fred gets his blanket and tucks in the hen."

"Fred then goes to bed, yet again."

"Fred's Donut Day: A Tale of Friendship and Fun"

"Rod, the frog, has a job."

"Rod hops to the top of a log."

"Rod sees a big, red dot."

"Rod hops off the log to get the dot."

"Rod hops back to the log with the dot."

"Rod puts the dot on the log."

"Rod has a big grin on his face."

"Rod's job is done, he can now rest."

"Rod nods off to sleep on the log."

"Rod dreams of his next job on the log."

"Rod the Frog and the Red Dot Job"

"Chad, the yak, did not chat much."

"But he had a big chin and a rich tan."

"One day, Chad had a hunch."

"He saw a chip on the branch of a big ash."

"Chad had a plan to get that chip."

"He took a run and did a big leap."

"With a pinch, he got the chip."

"He felt a rush of joy."

"At lunch, Chad did munch on that chip."

"Chad, the yak, did not chat much, but he did have a big day."

Chuck the yak loved to munch on shrubs. One day, he saw a chip on a branch. What plan will Chuck hatch to get that chip?

Chuck the yak loves to munch on shrubs all day. One day, he spots a tasty chip on a branch and has a clever plan to grab it. Will Chuck's big jump help him get the chip and make his lunch even better? Read to find out what happens next!

Chuck and the Chip

"Pax, the fox, has a map."

"Pax can win at any game."

"Pax digs a pit in the sand."

"The sun is hot, Pax sits."

"Pax sips milk from a tin can."

"Pax runs to the top of a hill."

"Pax sees a big, red crab."

"Pax and the crab play tag."

"Pax and the crab sit and grin."

"Pax, the fox, has a lot of fun."

"Pax the Fox's Seaside Adventure"

"Chuck, the skunk, is on the deck."

"Chuck sees a duck and says hi."

"Chuck and the duck sit and chat."

"They see a big, black bug and jump."

"Chuck and the duck kick the bug off the deck."

"Chuck and the duck have a snack on the deck."

"Chuck and the duck pack up and say bye."

"Chuck is glad to be back in his den."

"He will miss his pal, the duck."

"Chuck can't wait to go back to the deck."

Chuck is on the deck. He sees a duck. What will Chuck and the duck do next?

Chuck the skunk loves spending time on the deck. One day, he meets a new friend, a duck, but they soon face a scary, big, black bug. Will Chuck and the duck be brave together? Read to find out what happens on the deck!

Beck on the Deck

- Use 3-10 words per sentence.
- Generate 10-15 sentences
- Vary sentence structure and composition through a 'show not tell' story style. 
- Use dialogue and sensory details to support the 'show not tell' style.
- Use mostly 1-syllable words 
- The story should have a cohesive flow with a problem and solution.

"Moira, the cougar, loved to roam around her home in the mountains."

"Every day, she would find a new trail to explore."

"She would also stop to enjoy the view from high up."

"One day, she found a trail she had never seen before."

"It lead to a small creek, and she decided to explore it."

"She saw fish in the creek and birds flying above."

"Moira also found a tree with a hollow, perfect for a nap."

"She loved the sound of the creek as she took her nap."

"When she woke up, she felt refreshed and ready to continue her exploration."

"As she walked, she saw a rainbow in the sky."

"She decided to follow the rainbow to see where it led."

"At the end of the rainbow, she found a field full of wildflowers."

"Moira loved the smell of the wildflowers and decided to roll in them."

"She played in the field until she felt tired."

"Then, she headed back home, ready for another day of adventure tomorrow."

Audrey, the cougar, loved to roam around her mountain home. Every day, she found a new trail to explore. What will Audrey find next as she roams the creek? 

Audrey, the cougar, loves to explore the mountains where she lives. One day, she discovers a mysterious new trail that leads to a beautiful creek. What will Audrey find at the end of the rainbow she sees? Read to find out what surprises await her on this new adventure!

Headed to the Creek

- Use 2-8 words per sentence. 
- Generate 8-10 sentences 
- Only use 1-syllable words 
- The story should have a plot (do not end the story with "the end")

"Zed the fox has a red cap."

"He can hop and skip."

"Zed is at the pond."

"He sees a big fish."

"Zed has a plan."

"He gets a long stick."

"Zed dips the stick in the pond."

"The fish is on the stick."

"Zed lifts the fish from the pond."

"Zed is glad he got the fish."

"Zed the Fox and the Big Fish"

- Use 3-5 words per sentence.
- Use a maximum of 7 sentences.
- 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.
- Repeat words and vary sentence structure slightly.
- Do not end the story with "the end"
- The sentences should be sensible to a young, learning, easily confused reader.

"Ted is a fat crab."

"Ted sat on a mat."

"I am at the map."

"Ted had a nap."

"Ted sat in the pit."

"Ted, tap the tin can."

"Ted, sip the sap."

"Ted, pat the ant."

"Ted, tip the pan."

"Ted, pin the map."

"Ted, fit in the tin."

"Ted, sit on the mat."

Pat sat on a mat. Pat sees an ant in the tin. What will Pat do?

Pat is a playful seagull. One day, Pat finds a map and decides to follow it. What surprises will Pat discover? Read to find out what happens on Pat's journey!

Dan at the Mat

"Whit, the duck, sets off on a trip."

"Which path will Whit pick?"

"He sees a whip in the path."

"What is that in the path?" Whit asks.

"Whit picks it up with a quick flip."

"When did it get here?" Whit asks.

"Whiz! A bug zips past Whit."

"Whit tries to whip the bug."

"With a whack, Whit hits the bug."

"Whit did it! He lets out a happy whim."

Whit, the duck, goes on a trip. He finds a whip in his path. What will Whit do with it?

Whit, the duck, is excited for an adventure. He comes across a mysterious whip on his path. What will Whit do with the whip when a speedy bug zips by? Read to find out how Whit handles this surprising challenge!

Whit's Trip

"In the spring, Jung, the frog, was stuck in a pit."

"Jung had a plan. He took a big leap and hung on the rim."

"Jung did not let go. With a big push, he got out of the pit."

"Jung was glad. He sang a happy song."

"But then, Jung saw a big bug. It was on his lily pad!"

"With a swift swing, Jung swatted the bug away."

"Jung then took a deep breath. He was not scared of bugs."

"Jung felt brave. He was the king of his pond."

"That night, Jung slept well. He had a long day."

"In his dreams, Jung was still the king. He had a golden ring."

"King of the Pond"

"Joe the mole woke in his hole."

"He put on his robe and left his dome."

"Joe rode his stone to the zone."

"His mom had a note on the phone."

"Joe's mom said, 'Joe, the stove broke!'"

"Joe had hope. He said, 'Nope, I can fix it.'"

"He got a bone and some code."

"Joe wove in and out of the hole."

"He fixed the stove with a poke."

"Joe's mom said, 'Joe, you are brave!'"

"Then, they had cake at the cove."

"Joe chose to doze in his home."

Cole, the mole, woke in his hole. His mom left a note: "The stove broke!" Can Cole fix it with just a bone?

Cole, the mole, has a big challenge when he wakes up in his cozy hole. His mom leaves a note saying the stove is broken! Can Cole fix it with just a bone? Read to find out if Cole's clever idea works!

The Brave Mole

"Ken, the cat, hid in his den."

"Ken, the cat, had a big grin."

"Ken, the cat, did a quick flip."

"Ken, the cat, let out a loud 'meow'."

"Ken, the cat, saw a red fish."

"Ken, the cat, had a sip of milk."

"Ken, the cat, took a nap on a bed."

"Ken, the cat, had a fun trip."

"Ken, the cat, saw a twig and took a sniff."

"Ken, the cat, let out a soft purr and went to nap."

"Adventures of Ken the Cat"

"Nicole the turtle got a new cycle."

"She was very gentle with her cycle."

"Nicole loved to ride in the middle of the day."

"But one day, she hit a pebble and fell."

"She was in a puddle, but she was able to stand up."

"She looked at the cycle and saw a problem."

"The handle was broken, she felt a little baffle."

"She went to the jungle to find Miles, who could fix it."

"Miles, the male eagle, was able to mend the handle."

"Nicole was so happy, she gave a gentle giggle."

Nicole the turtle loved her new cycle. One day, she hit a pebble and fell into a puddle, and broke her cycle's handle. Will Nicole be able to fix her cycle and ride again?

Nicole the turtle loves to ride her shiny, new purple cycle. One sunny day, she hits a pebble, wobbles, and tumbles into a puddle, breaking her cycle's handle. Who will help Nicole fix her beloved cycle? Read to find out how Nicole's adventure unfolds!

Nicole's Bike

"Jake the ape ate his meal."

"Jake saw a cake."

"He had a plan to get the cake."

"Jake used a cane to reach the cake."

"He got the cake but it was a fake."

"Jake was in a daze."

"He saw a maze on a plate."

"Jake played the maze game."

"He won the game and felt brave."

"Jake the ape had a fun day."

"Jake the Ape's Adventurous Day"

"Ben, the bear, can jump."

"Ben is snug in his bed."

"Ben has a big red jug."

"Ben dug up a plum."

"Ben sat on a bump."

"Ben had a yum fish."

"Ben will just nap."

"Ben can pump air."

"Ben's drum is fun."

"Ben, the bear, is just glad."

"The Adventures of Ben the Bear"

"Toph, the bat, sits in his den."

"He has a small ball and a big wish."

"Toph will kick the ball out of the den."

"With a big puff, he kicks the ball."

"The ball rolls into the thick brush."

"Toph flies out to get his ball back."

"He sees the ball in the brush and dives."

"With a big sniff, he finds the ball."

"Toph picks up the ball and flies back."

"With a big grin, Toph is back in his den."

Toph, the bat, has a ball and a big wish. He kicks the ball out of his den and into the brush. Can Toph get his ball back from the thick brush?

Josh the bat loves playing in his cozy den. One day, he kicks his ball so hard it rolls into a mysterious bush! What will Josh find as he searches for his lost ball? Read to find out how Josh's adventure unfolds!

Josh and the Ball

- Use 3-5 words per sentence.
- Use a maximum of 5 sentences.
- 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.
- Repeat words and vary sentence structure slightly.
- Do not end the story with "the end"
- The sentences should be sensible to a young, learning, easily confused reader.

"I am at the zoo."

"I sit on a mat."

"I sip sap from an ant."

"I see a man with a map."

"I tap on the mat."

"I nap on the mat."

"I am fat, and I fit."

"I see a pin in a tin."

"I sit and sip sap."

"I see an ant on a pat."

"I see a fan in a pan."

"I nap on a map."

I sit on a mat. I see a man with a map. What will I see on the map?

Sam sits quietly on a cozy mat. Suddenly, he spots a curious man with a mysterious map! What secrets will the map reveal when Sam taps on it? Read to find out what surprises await Sam on his map adventure!

The Map

"Hailey the meerkat, loved to play during the day."

"She would run and chase her tail, having fun in her own way."

"Sometimes, she would lie in the sun, feeling the warmth on her fur."

"She loved the plains, they were her home, where she felt secure."

"One day, she found a trail that led to a creek."

"She decided to follow the trail, her curiosity piqued."

"At the creek, she saw a small boat, it was unique."

"She jumped into the boat, it was a new adventure to seek."

"The boat started to float, taking Hailey along the creek."

"She saw a high tree with a pie in it, right on the peak."

"Hailey decided to wait, hoping the pie would fall her way."

"Finally, the pie fell into the boat, ending Hailey's day in a lovely way."

"Hailey decided to sail back home."

"She shared the pie with her friends, it was a perfect ending to her day."

"After such a fun adventure, Hailey decided to stay close to the creek."

"She knew she would have more adventures, but that's a story for another day."

Hailey the meerkat loves to play. One day, she finds a boat and sails down the creek. What new adventures await Hailey?

Hailey the meerkat loves playing in the sunny plains. One day, she finds a mysterious boat by a creek and hops in, starting a new adventure. What will happen as Hailey floats down the creek? Read to find out what surprises await her!

"Hailey's Creek Adventure: A Meerkat's Day Out"

"Sam, the ant, sat."

"Sam sat on a mat."

"Sam sat and sat."

"Sam sat in a pit."

"Sam sat, I sat."

"Sam and I sat."

"Sam, sit on the mat."

"Sam, sit and nap."

"I am Sam, the ant."

"Sam, tap the mat."

"Sam, sip the sap."

"Sam, pat the mat."

Pip and Tim

- Use 3-10 words per sentence. 
- Generate 8-10 sentences 
- Vary sentence structure and composition. Use dialogue when possible. 
- Only use 1-syllable words 
- The story should have a plot (do not end the story with "the end")

"Otto, the bear cub, lived in a small cabin."

"He had a habit of munching on honey from the hive."

"One day, Otto found a magnet in the sandlot."

"He used the magnet to find a metal helmet."

"Otto put on the helmet and felt safe until sunset."

"Then he played softball with his friends in the grassland."

"Otto hit the ball so hard, it landed in a distant anthill."

"He had to admit, he was a rapid player."

"On his way back to his cabin, Otto saw a comet."

"Otto went to bed, dreaming of his next active day."

Pedro the cub loves to play softball with his pals at the sandlot. What will happen in the game?

Pedro the cub loves playing softball with his pals at the sandlot. What will happen during their game? Read to find out what happens next!