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 49 (Digraphs Review 1)

- 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")

Unit 1, Lessons 26-32 (review)

CKLA (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).
- 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 9, Lessons 1-23 (tricky words and review)

CKLA (K)

Unit 8, Week 2 (digraph blends)

Fundations (1st)

Reading Partners

- 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 72 (digraphs review)

Reading Horizons (K)

Lesson 25 (th, ch, sh, wh, ph)

Reading Horizons (1st)

Review and Transfer Day 2

Reading Horizons (2nd)

Unit 1, Week 1 (review)

Fundations (2nd)

"Sam, the bug, sat on a twig."



"He had a big grin."



"Sam felt the wind lift him."



"The wind took him on a quick trip."



"Sam saw a fish in a pond."



"He did a flip and landed on a pad."



"Sam saw a kid and hid."



"The kid had a twig in his hand."



"Sam felt a tug at his leg."



"He saw a fish."



"Sam is quick and zips away."



"He lands in a log."



"Sam felt a bit sad."



"He missed the kid and his twig."



"But then Sam saw his twig."



"Sam has a grin and jumps to his twig."



"He sits on the twig."



"Sam the bug is glad."



"That is the end of Sam's quick trip."

"He had a big grin. He had a wish to get a twig."

"He did a flip. Thud! Thad got on a pad."

"Thad had a grin. He did a big jump to the twig."

Sam, the bug, sat on a twig. He felt the wind lift him on a quick trip. Will Sam find his way back to the twig?

Sam, the bug, loves sitting on his twig. One windy day, the breeze lifts him up and takes him on an unexpected journey. What will Sam discover as he zips through the air and meets new friends? Read to find out what surprises await Sam on his quick trip!