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 47 (th /th/ (unvoiced))

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

CKLA (K)

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

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 107 (single consonant ending)

Reading Horizons (K)

Review and Transfer Day 8 (plurals, doubles, -ed)

Reading Horizons (1st)

Lesson 29 (phonetic skill 1)

Reading Horizons (2nd)

Unit 1, Lesson 11 (bb, cc, ck, dd, ff, gg, ll)

CKLA (2nd)

Orientation

Fundations (3rd)

"Fred the crab has a plan."



"He digs in the sand with his claw."



"Fred found a big bug."



"He said, 'Thank you, bug.'"



"Fred took a bath in the sea."



"He saw a thin fish swim by."



"Fred felt a thud on his shell."



"It was a big, thick stone."



"Fred said, 'This is my tenth stone.'"



"He went to bed with a smile."

Seth the crab digs in the sand. He finds a big bug. What will Seth do with his find?

Seth the crab loves playing in the sand. One day, he finds a big bug and something surprising happens! What will Seth do when a big, thick rock thuds against his shell? Read to find out what Seth discovers on his sandy adventure!