UFLI

- 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).
- Only use 1 syllable words in the story except for custom words, character, setting, and character name.
- Repeat words and vary sentence structure slightly.
- The phrases should be sensible to a young, learning, easily confused reader.
- Do not end the story with "the end"

Lesson 45 (sh /sh/)

- 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")

Reading Partners

- 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).
- Only use 1 syllable words in the story except for custom words, character, setting, and character name.
- Repeat words and vary sentence structure slightly.
- The phrases should be sensible to a young, learning, easily confused reader.
- Do not end the story with "the end".

Unit 8, Week 1 (consonant blends)

Fundations (1st)

Unit 1, Lessons 26-32 (review)

CKLA (1st)

- 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.
- The story should have an interesting plot with a sequence of clearly connected events (do not end the story with "the end")

Lesson 113 (phonetic skills 1-3)

Reading Horizons (K)

Review and Transfer Day 10 (digraph, -tch endings)

Reading Horizons (1st)

Review and Transfer Day 2

Reading Horizons (2nd)

Unit 1, Week 1 (review)

Fundations (2nd)

Orientation

Fundations (3rd)

"Jen, the fox, had a wish."

"She went to the pond to fish."

"But her net got stuck on a twig."

"She gave it a tug, but it did not budge."

"Then she saw a ship, full of fish."

"She had a plan, she would use the ship."

"She got on the ship and gave it a push."

"Off she went, with a big grin on her face."

"She caught a lot of fish, her wish came true."

"And that's how Jen, the fox, got her fish."

"She gave the net a tug. But the net was still stuck!"

Crush! The twig did snap. The net was not stuck on the twig.

Em was glad. She got her wish! Em got the fish. 

Em the fox had a wish. She went to get a fish. What will Em do when her net gets stuck?

Em the fox had a big wish to catch a fish. When she went to the pond, her net got stuck on a twig! Will Em be able to free her net and catch the fish she dreams of? Read to find out how Em solves her tricky problem!