UFLI

- 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")

Lesson 67 (Closed/Closed)

- 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, Lessons 7-10 (Schwa /ə/: ‘a’, ‘e’)

CKLA (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

Lesson 101 (decoding exceptions: long to short)

Reading Horizons (2nd)

- 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 121 (the schwa)

Reading Horizons (1st)

adjusting pronunciation

Reading Partners

Unit 5, Week 1 (schwa)

Fundations (3rd)

"Otto, the bear cub, packed his backpack."

"His ticket was for a spaceship to a distant comet."

"He jumped into the cabin, excited to exit Earth."

"Otto had a habit of going on rapid adventures."

"Until now, he never went this far, so he felt a bit upset."

"But his mom, a brave astronaut, told him to stay active."

"She said, 'Remember, Otto, to submit your reports to the index'."

"He put his report in his pocket and wore his jacket."

"Otto looked at the sunset from the spaceship's window."

"He knew this journey would be a valid part of his life."

Duncan the cub had a big plan. He would travel to space in a rocket!


He got his pack and his helmet. He had a ticket to go to space. 

The rocket was a big vessel. Duncan jumped into the cabin of the ship. 

From the rocket, Duncan saw a red planet.

Space felt endless, and Duncan felt the vastness of it all. 

The rocket went past a comet and some objects. 

Duncan felt a bump! Rocks hit the rocket. “Was that an impact?” he asked.


A signal came in. “Duncan, come back,” said the base.


Duncan felt a bit frantic and upset, but then he made the rocket spin. 

The rocket made a rapid trip to back to Earth.

“I love space. That was epic!” he said. Duncan felt glad for his trip to space. 

Duncan the cub had a big plan. He would travel to space in a rocket! What will Duncan see and do on his space adventure?

Duncan the cub has a big dream to travel to space. He packs his bag, puts on his helmet, and boards a rocket ship. But what happens when Duncan's journey takes an unexpected turn? Read to find out about Duncan's epic space adventure!