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.

z /z/

- 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.

final blends

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)

- 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")

Unit 8, Week 1 (consonant blends)

Fundations (1st)

Unit 1, Lesson 25 (/s/ and /z/)

CKLA (1st)

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

Review and Transfer Day 5 (q, z, x, c, k)

Reading Horizons (K)

- 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 (u, q, z, x, c, k)

Reading Horizons (1st)

Lesson 29 (phonetic skill 1)

Reading Horizons (2nd)

- 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.

Unit 2, Week 2 (am, an, -nk, -ng)

Fundations (2nd)

Tim and Gus are bugs.



Tim and Gus live in a hut. 



Tim and Gus get up and see the sun. 



Tim sees a net! 



Tim and Gus zig and zag. 



Tim and Gus sit in a bag. 



The kid is sad. 



The kid can see a dog. He pets it. 



Tim and Gus do not quit. They zig and zag to the hut.



In the hut, the net and the kid can not get Tim and Gus. 

Tim and Gus do not quit. They zig and zag to the hut.

In the hut, the kid can not get Tim and Gus. 

Tim and Gus are bugs. They live in a hut. Tim sees net! Will Tim and Gus get back to the den?

Tim and Gus are two bugs who share a cozy hut. One sunny day, they encounter a big net! Will Tim and Gus manage to escape and get back to their hut safely? Read to find out how their clever zigs and zags help them dodge danger!