UFLI

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

Lesson 55 (i_e /ī/)

- 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")

Reading Partners

Unit 11, Week 2 (vowel-consonant-e syllable)

Fundations (1st)

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

- Use 3-8 words per sentence. 
- Vary the number of words in sentences, sentence structure, and composition. 
- Generate 8-10 sentences.
- Only use 1 syllable words in the story except for custom words, character, setting, and character name.
- The story should have a plot (do not end the story with "the end")

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

CKLA (K)

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

Unit 5, Lesson 3 (b, bb /b/)

CKLA (1st)

Lesson 116 (i-e /ī/)

Reading Horizons (K)

- 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")

Review and Transfer Day 8

Reading Horizons (2nd)

- Use 2-8 words per sentence. 
- Vary sentence structure and composition. Use dialogue when possible.
- Generate 8-12 sentences 
- Only use 1-syllable words (unless the words are Skill Words)
- The story should have a plot (do not end the story with "the end")

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

Fundations (2nd)

"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.'"

"While flying his kite, he saw a lime on the path."

"He put down his kite. Mike went to take a bite of the lime. It was quite tart."

"Next to the lime, he saw a line of five ants."

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

"Then he went back to his spot to fly his kite. Mike was full of life."

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

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

"He swam a mile. Then, he 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!