UFLI

- 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.

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

- Only use 1 syllable words in the story except for skill words, custom words, character, setting, and character name.
- Use dialogue when possible
- Vary sentence patterns (simple, compound, and complex)
- Use connecting words and subordinating conjunctions (while, when, as, until, etc.)
- Use the following story structure: 1-2. Introduce character and set the scene, 3-5. Introduce the problem. 6-7. Provide a bit of detail. 8-10. Solve the problem. 11-12. Wrap things up.

Unit 5, Lesson 22 (Tricky Spelling ‘e’)

CKLA (2nd)

Unit 16, Week 1 (aw, au)

Fundations (2nd)

- Use mostly 1 syllable words in the story except for skill words, custom words, character, setting, and character name.
- Vary sentence patterns (simple, compound, and complex)
- Use connecting words and subordinating conjunctions (while, when, as, until, etc.)
- Implement "show, not tell" descriptive techniques, incorporating sensory details (how things feel, sound, look, etc.)
- Use dialogue
- There should be a clear problem and solution

Review and Transfer Day 19

Reading Horizons (2nd)

Unit 10, Week 1 (Review vowel teams and /a/: ay, ai, eat, eigh)

Fundations (3rd)

Unit 6, Week 3 (/o/: aw, au, al, (w)a)

Benchmark (2nd)

"Audrey the macaw loved to draw."

"Audrey drew from dawn till dusk."

"She loved to draw the things she saw."

"One day, Audrey saw a fawn."

"She paused to watch the fawn, then began to draw."

"Audrey captured the fawn's every detail with her claw."

"Next, Audrey saw a crawfish in a pond."

"She paused again, studying the crawfish before she began to draw."

"Audrey's drawing was so lifelike, it could have crawled off the leaf."

"As the sun began to set, Audrey yawned and put away her pencil."

"She looked at all the drawings she had made that day."

"Tomorrow, Audrey thought, she would draw even more."

"She loved to draw all of the things she saw."

"She paused to look at the fawn and then began to draw."

"Audrey caught every detail of the fawn with her claw."

"She paused again, studying the crawfish before she began to draw."

"The drawing was so lifelike, it could have crawled off the leaf."

"As the sun began to set, Audrey yawned and put away her tools."

"She looked at all the drawings she had made that day."

"Tomorrow, Audrey thought, she would draw even more."

Audrey the macaw loved to draw. She drew from dawn till dusk, capturing everything she saw. What will Audrey draw next?

Audrey the macaw loves to draw everything she sees. One day, she spots a fawn and a crawfish, and starts creating her masterpieces. What will happen when Audrey tries to draw these lively creatures? Read to find out how her drawings turn out!