UFLI

- Use 3-8 words per sentence. 
- Vary sentence structure and composition. 
- Generate 8-10 sentences 
- Only use 1 syllable words in the story except for custom words, character, setting, and character name.
- The story should have a plot (do not end the story with "the end")

Lesson 58 (u_e /ū/, /yū/)

- 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 14, Week 1 (1-syllable baseword review)

Fundations (1st)

- Use 3-8 words per sentence. 
- Vary the number of words in sentences, sentence structure, and composition. 
- Generate 8-10 sentences.
- Only use 1 syllable words in the story except for custom words, character, setting, and character name.
- The story should have a plot (do not end the story with "the end")

Unit 10, Lessons 22-23 (u_e /ue/)

CKLA (K)

- Use 3-10 words per sentence. 
- Generate 8-12 sentences 
- Vary sentence structure and composition. 
- Use dialogue when possible. 
- Only use 1 syllable words in the story except for skill words, custom words, character, setting, and character name. 
- The story should have a cohesive beginning, middle, and end (do not end the story with "the end")

Unit 6, Lesson 19 (n /n/, n /ng/)

CKLA (1st)

long u

Reading Partners

Lesson 118 (u-e /ū/, /yū/)

Reading Horizons (K)

- Use 3-10 words per sentence. 
- Generate 8-12 sentences 
- Vary sentence structure and composition. Use dialogue when possible. 
- Only use 1-syllable words 
- The story should have a cohesive beginning, middle, and end (do not end the story with "the end")

Lesson 64 (vowels u and e)

Reading Horizons (1st)

- Use 3-10 words per sentence. 
- Generate 8-10 sentences 
- Vary sentence structure and composition. Use dialogue when possible. 
- Only use 1-syllable words 
- The story should have a plot (do not end the story with "the end")

Lesson 37 (phonetic skill 4: u and e )

Reading Horizons (2nd)

- Use 2-12 words per sentence. 
- Generate 10-15 sentences 
- Vary sentence structure and composition. Use dialogue and sensory details when possible. 
- Only use 1-syllable words (unless the words are Skill Words)
- The story should have a cohesive flow with a problem and solution (do not end the story with "the end") 

Unit 15, Week 1 and 2	(ou, oo, ue, ew)

Fundations (2nd)

"Jess had a cute tune."



"She would hum it in her den."



"One day, Jess met a frog on a twig." 



"The frog said, 'Can I join your tune?'"



"Jess said, 'Yes! You can use the flute.'"



"'But I can't play the flute,' said the frog."



"Jess said, 'Do not be sad! Then I can play the flute. You can hum the tune.'"



"Jess blew on the flute, and the frog sang."



"The frog's tune made the song so cute." 



"The frog said, 'Thanks, Jess. That was a blast!'" 

"Jess said, "Yes! You can use the flute.""

""But I can't play the flute," said the frog."

"Jess said, "Do not be sad! I can play the flute. You can hum the tune.""

"Jess blew on the flute. The frog sang to the tune."

"The frog's tune made the song so cute." 

"The frog said, "Thanks, Jess. That was a blast!"" 

Jess has a cute tune. She hums it in her den until she meets a frog. What will happen when the frog wants to join her tune?

Jess loves to hum a cute tune in her cozy den. One day, she meets a frog who wants to join in, but there's a problem: the frog can't play the flute Jess offers him. Will Jess find a way to make music with the frog? Read to find out how their song turns out!