UFLI

- Only use 1 syllable words in the story except for skill words, custom words, character, setting, and character name.
- Use dialogue when possible
- Vary sentence patterns (simple, compound, and complex)
- Use connecting words and subordinating conjunctions (while, when, as, until, etc.)
- Use the following story structure: 1-2. Introduce character and set the scene, 3-5. Introduce the problem. 6-7. Provide a bit of detail. 8-10. Solve the problem. 11-12. Wrap things up.

Lesson 78 (or /or/, ore /or/)

or, ore, oar

Reading Partners

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

CKLA (1st)

- Use 3-10 words per sentence.
 - Generate 10-15 sentences
 - Vary sentence structure and composition through a 'show not tell' story style. 
 - Use dialogue and sensory details to support the 'show not tell' style.
 - Use mostly 1-syllable words
 - The story should have a cohesive flow with a problem and solution.

Lesson 115 (decoding skill 1: single consonants)

Reading Horizons (1st)

- Use mostly 1 syllable words in the story except for skill words, custom words, character, setting, and character name.
- Vary sentence patterns (simple, compound, and complex)
- Use connecting words and subordinating conjunctions (while, when, as, until, etc.)
- Implement "show, not tell" descriptive techniques, incorporating sensory details (how things feel, sound, look, etc.)
- Use dialogue
- There should be a clear problem and solution

Review and Transfer Day 19

Reading Horizons (2nd)

- Use the following story structure: 1-2. Introduce character, 3-5. Introduce the problem. 6-7. Provide a bit of detail. 8-10. Solve the problem. 11-12. 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 8, Week 1 (ar, or)

Fundations (2nd)

Unit 5, Lesson 22 (Tricky Spelling ‘e’)

CKLA (2nd)

Unit 4, Week 1 (r-controlled vowels: or, oar, ore)

Benchmark (2nd)

"Victor the grizzly woke up in the morning in his forest home."



"His arm had a sore."



"Victor went to explore the forest for a cure."



"He met a wise old owl on a branch."



"The owl said, 'You need a leaf from the red plant.'"



"Victor found the red plant close to a pond."



"He rubbed the leaf on his sore and felt a little better."



"But then, a storm started forming in the north."



"Victor ran to a cave and hid from the storm."



"In the morning, the storm was over, and Victor was safe."



"He thanked the owl and went back to his home."



"Victor slept well that night, no longer feeling sore."



"From then on, Victor adored the forest even more."



"'The forest always has a cute,' Victor grinned."



"Victor knew he was strong, just like the forest."

"Boris woke up in the morning. He was in his forest home."

"Boris went to explore the forest for a cure."

"The owl said, "You need a leaf from the red plant.""

"Boris found the red plant close to a pond."

"He rubbed the leaf on his sore. His arm felt a little better."

"But then, a storm started forming in the north."

"Boris ran to a cave. He hid from the storm."

"In the morning, the storm was over. Boris was safe."

"He thanked the owl. Then, he went back to his home."

"Boris slept well that night. He was not sore any more."

"From then on, Boris adored the forest even more."

"Boris knew he was strong, just like the forest."

Victor the grizzly woke up in his forest home. His arm had a sore. What will Victor find as he explores the forest for a cure?

Victor the grizzly wakes up with a sore arm in his forest home. He goes on a quest to find a cure, guided by a wise old owl. Will Victor find the red plant and heal his sore arm before the storm hits? Read to find out what happens in the forest!