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 62 (VCe Review 3; Exceptions)

- 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 120 (u-e, e-e)

Reading Horizons (K)

- 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 69 (another sound for c and g: review)

Reading Horizons (1st)

Unit 6, Lessons 20-25 (review)

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

Fundations (1st)

- 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")

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 6, Week 1 (one-syllable v-e words)

Fundations (2nd)

Unit 5, Lessons 3-4 (/u/: 'o_e', 'ou')

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

Lesson 108 (spelling with -ss, -ce, and -se)

Reading Horizons (2nd)

Unit 12, Week 2 (nce, nge, dge, +suffix)

Fundations (3rd)

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

Benchmark (2nd)

Pete the turkey was in the parade. He wore a big hat. Doves flew high above. Pete felt the thrill. 

"Look at me!" he said. The crowd gave a cheer. Pete swung his necks side to side. 

Some kids ran to see him. "Come here!" they said. Pete spun and waved. 

A fox was there too. It had a red coat. The fox struck a pose. 

Pete and the fox walked side by side. They had fun at the parade. 

A bell rang loud. Pete gave a nod. He was happy to be there. 

The parade was full of joy. Pete was the star. He loved his role. 

As the sun set, the parade was done. Pete waved goodbye to all.

Pete the turkey was in the parade. He had a big hat and felt brave. It was his time to shine. 

Pete felt the thrill. "Look at me!" he said. Some kids gave Pete a clap. Pete was in the zone and his smile got wide. 

There was a big band. Pete swung his wing from side to side. He did a dance and a jig to the song. 

Some kids ran to see him. None of them were sad. Pete spun and gave a wave. Pete was glad to see all of the other floats.

Pete saw a fox on a stage. The fox gave Pete a glance and went to pose at the edge of the stage.

Pete clapped for the fox since the fox looked like a prince. 

Pete gave a nod and a wave here and there. He was glad to be at the parade. 

Pete was the star. He loved his role and felt all of the love. 

As the sun set, the parade was done. Pete gave one last wave.

Pete the turkey is in the parade. He wore a big hat and felt brave. Will Pete keep his cool when he sees the fox?

Pete the turkey was all dressed up for the big parade. Wearing his large, colorful hat, he felt ready to show off his best dance moves. But what happens when Pete spots a fox? Read to find out!