Lesson 10 (a, i)

Lesson 11 (Nasalized A (an, am))

Lesson 12 (o /ŏ/)

Lesson 13 (d /d/)

Lesson 14 (c /k/)

Lesson 15 (u /ŭ/)

Lesson 16 (g /g/)

Lesson 17 (b /b/)

Lesson 18 (e /ĕ/)

Lesson 19 (Short Vowel Review)

Lesson 20 (-s /s/)

Lesson 21 (-s /z/)

Lesson 22 (k /k/)

Lesson 23 (h /h/)

Lesson 24 (r /r/ Part 1)

Lesson 25 (r /r/ Part 2)

Lesson 26 (l /l/ Part 1)

Lesson 27 (l /l/ Part 2)

Lesson 28 (w /w/)

Lesson 29 (j /j/)

Lesson 30 (y /y/)

Lesson 31 (x /ks/)

Lesson 32 (qu /kw/)

Lesson 33 (v /v/)

Lesson 34 (z /z/)

Lesson 35 (Short A Review)

Lesson 36 (Short I Review)

Lesson 37 (Short O Review)

Lesson 38 (Short A, I, O Review)

Lesson 39 (Short U Review)

Lesson 40 (Short E Review)

Lesson 41 (Short Vowel Review (all))

Lesson 42 (FLSZ Spelling Rule)

Lesson 43 (-all, -oll, -ull)

Lesson 44 (ck /k/)

Lesson 45 (sh /sh/)

Lesson 46 (th /th/ (voiced))

Lesson 47 (th /th/ (unvoiced))

Lesson 48 (ch /ch/)

Lesson 49 (Digraphs Review 1)

Lesson 50 (wh /w/, ph /f/)

Lesson 51 (ng /ŋ/)

Lesson 52 (nk /ŋk/)

Lesson 53 (Digraphs Review 2)

Lesson 54 (a_e /ā/)

Lesson 55 (i_e /ī/)

Lesson 56 (o_e /ō/)

Lesson 57 (VCe Review 1; e_e /ē/)

Lesson 58 (u_e /ū/, /yū/)

Lesson 59 (VCe Review 2)

Lesson 60 (_ce /s/)

Lesson 61 (_ge /j/)

Lesson 62 (VCe Review 3; Exceptions)

Lesson 63 (-es)

Lesson 64 (-ed)

Lesson 65 (-ing)

Lesson 66 (Syllables)

Lesson 67 (Closed/Closed)

Lesson 68 (Open and Closed)

Lesson 69 (tch /ch/)

Lesson 70 (dge /j/)

Lesson 71 (tch, dge Review)

Lesson 72 (Long VCC: -ild, -old,  -ind, -olt, -ost)

Lesson 73 (y /ī/)

Lesson 74 (y /ē/)

Lesson 75 (-le)

Lesson 76 (Ending Patterns Review)

Lesson 77 (ar /ar/)

Lesson 78 (or /or/, ore /or/)

Lesson 79 (ar, or, ore Review)

Lesson 80 (er /er/)

Lesson 81 (ir /er/, ur /er/)

Lesson 82 (Spelling /er/: er, ir, ur, w + or)

Lesson 83 (R-Controlled Vowels Review)

Lesson 84 (ai /ā/, ay /ā/)

Lesson 85 (ee /ē/, ea /ē/, ey /ē/)

Lesson 86 (oa /ō/, ow /ō/, oe /ō/)

Lesson 87 (ie /ī/, igh /ī/)

Lesson 88 (Vowel Teams Review 1)

Lesson 89 (u /oo/, oo /oo/)

Lesson 90 (oo /ū/)

Lesson 91 (ew /ū/, ui /ū/, ue /ū/)

Lesson 92 (Vowel Teams Review 2)

Lesson 93 (au /aw/, aw /aw/, augh /aw/)

Lesson 94 (ea /ĕ/, a /ŏ/)

Lesson 95 (oi /oi/, oy /oi/)

Lesson 96 (ou /ow/, ow /ow/)

Lesson 97 (Vowel Teams and Diphthongs Review)

Lesson 98 (kn /n/, wr /r/, mb /m/)

Lesson 99 (Suffixes; -s/-es)

Lesson 100 (-er, -est)

Lesson 101 (-ly)

Lesson 102 (-less, -ful)

Lesson 103 (Prefixes; un-)

Lesson 104 (pre-, re-)

Lesson 105 (dis-)

Lesson 106 (Affixes Review)

Lesson 107 (Doubling Rule: -ed, -ing)

Lesson 108 (Doubling Rule: -er, -est)

Lesson 109 (Drop E Rule)

UFLI

- 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.

Mom is at the mat.  The pot is on the mat.  "Tom, sit!"  Tom is not a man.  Tom is a fat cat!  "If Tom is on the mat, I will tip the pot," Mom said.  "If the pot tips, Tom will not sit!"  "Pop!"  The top is not on the pot.  Mom has the mop.  "I am Mom and I am in!"  Mom sat. 


Mom and the Pot

Pat is a cat.
Pat is fat.
Pat sat on the mat.
Mum said, "Up, Pat!"
"Up, up!" 
Pat is not a dud.
Pat is fun! 


Pat the Cat

- 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.

Em is a girl. She likes to read. Em has a lamp. The lamp is on her bed. Em lifts the lamp. She sees a lot of books. Em reads the last book. She is glad.

The Lab at the Pond

Pup is a pup.
Pup is sad.
Pup is in mud.
Pup got up.
Pup ran up.
Pup is not sad.
Pup is fun. 
Pup sat. 
Pup is a fun pup. 


Pup in the Mud

Brent is a snowman. He has a big grin. Brent likes to grip his hat. 

He drops a twig. Brent sees a frog. The frog hops on a log. 

Brent frets a bit. He wants to grab the twig. The frog drifts away. 

Brent is glad. He can grab the twig now. 

Brent grins at the frog. He is a happy snowman.

Brad Drips and Drops

Pup is a pup. 
Pup sat in mud.
Pup is sad.
Mum to the pup.
"Up, up," said Mum. 
Mum got a cup. 
Mum put Pup in the cup. 
Pup is not sad. 
Pup is fun. 


The Cup Cut Mum

Pop sat on the mat.  "I am Pop," he said.  "Is it hot?"  "Not hot," said Mom.  Tim sat on the top.  "Get a mop, Tim," said Pop.  "The pan is not in the pit."  "I see it," said Tim.  Tim put the pan on the mat.  Pop put the top on the pot. 


Pop, Mom, and Tom on the Mat

Sid is a pig. Sid is big and pink. He has a wig on his head. Sid spins and spins. His wig slips off! Sid grins at his wig. He lifts it up with his lips. Sid is a happy pig.

A Wig for Sid

Gwen went west. Gwen saw webs. The webs were wet. The wind blew. The wet webs blew. Gwen went to see the twin. The twin had a twig. 


A Swift Wind

- Use 3-15 words per sentence.
- Generate 20-40 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.

Pat the penguin waddled across the snow. The snow was cold and crisp. Pat's feet wriggled with each step. "Brr, it's chilly!" said Pat, rubbing his wings.

Pat looked at the sky. "I hope the sun comes out," he said. He saw a knoll in the distance. "I will climb that," he decided.

As Pat climbed, he slipped on the ice. "Oh no!" he cried, but he got back up. His perseverance was strong. He pressed on.

At the top, Pat saw a friend. It was a raccoon named Rufus. "Hi, Pat!" Rufus waved, beaming with joy.

"Hi, Rufus!" Pat called back. "It's a good day for a climb."

Rufus nodded. "Yes! Let's play," he said. They chased each other in the snow. Their laughter echoed in the air.

Pat felt his heart warm. "This is fun," he said. Rufus agreed with a chuckle.

As the sun set, Pat and Rufus sat on the knoll. They wrapped themselves in their wings. The sky turned a soft pink.

"I made it," Pat said, feeling fulfilled. "We did it together," Rufus said. Pat smiled, knowing the day was well-spent.

The Big Game Day

Jon had big jobs to do.  He put jam in a jug.  He set the jug on a mat.  Jon got in his jet. "Look at me," Jon said.  "I see," said Jim.  Jon made the jet jump and jog.  He did not bump the mat.  "This is a jest," said Jim.  "No, it is not," said Jon.  "It is just a job." 


Jim Gets Fit

Sam is a bird.
Sam is sad.
Sam is in a pit.
Sam can not fit.
Dad can get Sam.
Dad is a cop.
Dad is not sad. 


Doc and Cam in the Pit

Al is a clam.  Al is sad.  Al had plans to go to the Alps.  Al got sick and had to stay in his clam bed.  Al slept and slept.  His mom got him plums.  His dad got him a  gift.  Al is glad he can go to the Alps on his trip next year. 


Al Sees the Alps

Jim sees a jet.  The jet is red.  Jim hops in and sits.  "Look!" said Jim.  The red jet jumps and dips.  The red jet jogs and slips.  "Fun!" Jim said.   The red jet lands. 


Jim the Red Jet

Tom is a dog. Tom sees bins. Bins have lids. Tom tugs a lid. Tom sees bugs. Bugs hop up. Tom nods and naps.

Tom and the Bins

Don is a dog. Don sat on the mat. "Don, did  you nap?" said Mom.  "Did you, Don?" Don did not nap.  Don is sad.  Don did not nod.  "Am I in the pit?" said Don.  "No, Don," said Mom.  "I am sad," said Don.  Mom sat on the mat.  Mom and Don sat. 


Don and Mom Nap

Ben is a zebra. Ben sat on a mat. Ben got a pen and a pad. Ben sat and did a sum. Ben put the pen on the bed. Ben is a zebra. 


Ben Wants a Pet

- 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.

Sam is a pig.  
Sam is in the pan.  
The pan is in the kitchen.  
Sam taps the pan.  
The pan is big.  
Sam is fit and tan.  
Sam naps on the mat.  

Sam Taps for Sap

Ron is a train. He runs on the rails. Ron is red and fast. He rips past the huts. Ron runs on and on. He hits bumps and ruts. Ron rests at the ramp. Ron's ride is fun. 

Ron on the Ramp 

Mag is a dog. Mag is tan. Mag is a pug. 

Mag did dig. Mag dug in mud. Mag got a fig.

Mag sat on a mat. Mag did nap.

Mag the Pup

Jen is a girl. Jen sees a yam. Is the yam bad?  "Yes,"  said Jen.  "Yuck!"  Jen did not yet see the rat.  "Yip!  Yap!"  The rat had the yam. The rat fed the yam to the cubs. "Yum!" said the cubs. Jen had a grin.  Jen will get a  tin of yams. 


Jen and the Yams

Ben is a bee. Ben likes the sun. Ben sees big buds. Ben nabs a twig. Ben sits on the twig. Ben sees the big sun. Ben is happy.

Ben Cuts the Buds

Mom sat.
Mom got a mat.
Mom got a cup.
Mom sips.
Mom naps on the mat.
The cat naps.
The cat sits. 


Mom's Ten Cats

Tig is a pig.  Tig got in mud.  Tig is sad.  Tig got mud on his mug.  "I am sad," said Tig.  Mom said, "Do not nag."  "I can pat the mud."  "I got this."  Mom got a mop.  Mom can mop up mud.  Tig is not sad.  Tig is a fun pig. 


Gus Got a Top

Kim is a kid.
Kim sees the sun.
Kim sees the mud.
Kim kept the mask on. 
Kim can skip.
The mask is on Kim.
Kim asks to get a kit. 


Kim's Mask

Bob is a slug. Bob is sad. Bob is in a rut. Bob sees a flag. Bob sees a club. Bob is glad. Bob can slip in.  


Bob the Slug

Dot is a cat. Dot is sad. "Dad is in the pan," said Dot.  Dad is in the pan and Dot is sad.  "Dad!" said Dot.  Dad is in the pan.  Dot did not nod.  Dot is mad.  Dot sat on the mat.  Dad is not in the pan.  Dad is on the mat! 


Dot and Dad

Deb is a bug. 
Deb sat on a mat. 
Deb gets up. 
Deb pats the cat. 
The cat naps on the mat. 
The cat has a nap. 
Deb sits. 


Bud Nips Deb

- Use 2-8 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")

Meg the dog sat on the hill.  She had a shell.  Meg saw a ship.  The ship had a fresh shell!  Meg wants that shell!  The ship went to the shop.  Meg can go to the shop!  Meg will get a shell from the shop!  Meg is so glad!  Meg can go shop! 


The Shell Shop

Min is a mouse. 
Min is at the map. 
The map is big. 
Min can sit. 
Min can nap. 
Min is fat! 
Min is it! 
