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 82 (Spelling /er/: er, ir, ur, w + or)

- Use mostly 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.

Unit 5, Lesson 21 (Tricky Spelling ‘a’)

CKLA (2nd)

- 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 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 121 (the schwa)

Reading Horizons (1st)

Unit 9, Week 1 (r-controlled sounds)

Fundations (3rd)

Unit 5, Week 1 (VCe & consonant -le syllables)

Benchmark (2nd)

"Victor, the goldfish, lived in a nice tank."



"One day, he saw a tiny worm."



"He asked himself, 'What is this strange critter doing my world?''"



"Victor watched the worm for a while."



"He saw that the worm was working very hard to move."



"Victor swam closer."



"The worm was in a hurry. It was squirming fast."



"Victor wondered if the worm was looking for a snack."



"He gave some snacks from the trunk in his tank."



"The worm said, 'Thank you!' and it stopped squirming."



"Victor felt glad to have helped the worm. They became pals."



"Victor and the worm shared their snacks, the tank, and the dirt. 



"The worm worked hard and kept the tank in good shape."  



"Victor learned that even the smallest critter can word hard."



"Victor, in his small world, was never alone."

"He asked himself, "What is this strange critter in my world?""


"He observed that the worm was working very hard to move."

"As Kurt got closer, the worm started to squirm."

Kurt wondered if the worm was looking for a snack."

"Kurt got some snacks from his trunk. He gave them to the worm."

"The worm said, "Thank you!" It stopped squirming."

"Kurt felt glad to have helped the worm. They became pals."

"Kurt and the worm shared the tank. In his small world, Kurt was no longer alone."

Kurt, the goldfish, lived in a nice tank.  
One day, he saw a tiny worm working very hard.  
Will Kurt help the worm, or will they become pals?

Kurt the goldfish has a new visitor in his tank, a tiny worm. He notices the little worm is squirming and seems to be in a hurry. What will Kurt do to help, and can they become friends? Read to find out how their story unfolds!