UFLI

- 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.
- Do not end the story with "the end"
- The sentences should be sensible to a young, learning, easily confused reader.

Short Vowel Review (all)

- 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.

short e

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)

Review and Transfer Day 3 (e, w, d, l, y)

Reading Horizons (1st)

Lesson 5 (u, q, z, x, c, k)

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 1, Week 1 (review)

Fundations (2nd)

Ned, the dog, is a pug. 



Ben is a lab. 



Ben and Ned can see a lot of fog. 



Ben and Ned get in the den. 



Ben and Ned get wet!



But Ben and Ned have fun in the mud. 



Ben and Ned sit on the mat. 



Ben and Ned get wet. 



Ben and Ned get in bed and nap. 

Ned is a pug, Ben is a lab.
They get wet and have fun in the mud.
Can Ned and Ben nap in bed after all the fun?

Ned the pug and Ben the lab are best friends. One foggy day, they find themselves getting into a muddy mess! What will happen when they try to stay clean but keep getting wet? Read to find out about their fun and messy day!