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.

r /r/ Part 1

- 3-5 word sentence-like phrases.
- Use the following story structure (Introduce the character. Provide a bit of detail. Introduce a problem. Character performs an action. Provide a bit of detail. Wrap things up. Provide a sense of closure.). 
- Use a maximum of 7 - 10 phrases.
- ONLY use 1 syllable words.
- Repeat words and vary sentence structure slightly.
- The phrases should be sensible to a young, learning, easily confused reader.

r, short u

Reading Partners

- 3-5 word sentence-like phrases.
- Use a maximum of 7 phrases.
- 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.
- The phrases should be sensible to a young, learning, easily confused reader.																			

Unit 3, Week 6 (review)

Fundations (K)

- 3-5 word sentence-like phrases.
- Use a maximum of 7 phrases.
- 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.
- The phrases should be sensible to a young, learning, easily confused reader.

Unit 2, Week 2 (consonant review)

Fundations (1st)

- 3-5 word sentence-like phrases.
- Use the following story structure (1. Introduce the character. 2. Provide a bit of detail. 3. Character performs an action. 4. Provide a bit of detail. 5. Wrap things up). 
- Use a maximum of 7-10 phrases.
- ONLY use 1 syllable words.
- Repeat words and vary sentence structure slightly.
- The phrases should be sensible to a young, learning, easily confused reader.

Unit 1, Lessons 13-14 (w /w/, e /e/, u /u/)

CKLA (1st)

- 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.
- The sentences should be sensible to a young, learning, easily confused reader.

Review and Transfer Day 4 (e, w, d, l, y)

Reading Horizons (K)

Lesson 17 (c)

Reading Horizons (1st)

- 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")

Lesson 29 (phonetic skill 1)

Reading Horizons (2nd)

- 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")

Lesson 35 (phonetic skills 1–3)

Unit 1, Week 1 (review)

Fundations (2nd)

"Jack, the horse, sat."

"Jack sat on a mat."

"Jack had a map."

"Jack is in a rut."

"Jack dug with a stick."

"Jack got a big, red hat."

"Jack ran on a path."

"Jack had a nap."

"Jack met a cat."

"Jack sat on a tin."

"Jack saw a big, fat bug."

"Jack is a fun pal."

With the map, Rod will get a hat. Rod ran.

Rod is in a rut. He dug and ran. What will Rod do next?

Rod is a lively horse who loves adventure. One day, with a map in his hand, he sets out to explore but ends up feeling stuck. What will happen when Rod meets a mysterious cat and sees a big, fat bug? Read to find out what surprises await Rod on his journey!