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1. With prompting and help, ask and answer questions (e.G., Who, what, wherein, while) requiring literal recall and information of the info and/or data of a fiction text; 2. With prompting and assist, use narrative language to describe characters, putting, things, activities, moves, a scene, or statistics from a fiction textual content that has been study independently; 3. With prompting and aid, describe illustrations from a fiction textual content examine independently, using the illustrations to check and aid comprehension of the story; four. Examine aloud in a set, with a companion, or on my own as a minimum 15 mins each day; 5. Exhibit know-how of basic print conventions via monitoring and following print phrase for word when listening to a text study aloud; 6. Exhibit information that a systematic, predictable dating exists between written letters and spoken sounds; 7. Recognize and call the 26 letters of the alphabet in their lowercase paperwork; 8. Segment a spoken phrase into phonemes, e.G., Given bat, produce the segments /b/ /a/ /t/; nine. Discover whether or not pairs of phonemes are the identical or specific, such as pairs that differ most effective in voicing, e.G., /B/ and /p/; 10. Indicate whether or not a goal phoneme is gift in the preliminary/medial/final position of a spoken word, e.G., Listen /m/ at the beginning of mat and /g/ at the quit of bag; eleven. Pay attention to at least one-syllable words and tell the start or finishing sounds, e.G., Given dog, discover initial /d/ or very last /g/; 12. Show primary know-how of one-to-one letter-sound correspondences by way of producing the number one or primary code sound for each consonant ‘b’, ’bb’ > /b/; ‘d’, ‘dd’ > /d/; ‘f’, ’ff’ > /f/; ‘g’, ‘g’ > /g/; ‘h’ > /h/; ‘j’ > /j/; ‘c’,’k’, ‘ck’, ‘cc’ > /okay/; ‘l’, ’ll’ > /l/; ‘m’, ‘mm’ > /m/; ‘n’, ‘nn’ > /n/; ‘p’, ‘pp’ > /p/; ‘r’, ‘rr’ > /r/; ‘s’, ‘ss’ > /s/; ‘t’, ‘tt’ > /t/; ‘v’ > /v/; ‘w’ > /w/; ‘x’ > /x/; ‘y’ > /y/; ‘z’, ‘zz’, ‘s’ > /z/; ‘ch’ > /ch/; ‘sh’ > /sh/; ‘th’ > /th/ (thin); ‘th’ > /th/ (them); ‘qu’ > /qu/; ‘ng’, ‘n’ > /ng/; 13. Read and write one-syllable quick vowel cvc phrases, e.G., Sit, cat, moist, not, cup; 14. Examine and write one-syllable quick vowel words with preliminary or final blends/clusters, e.G., Tr-, fl-, sp, -st, -nd, -lt, and so on. And preliminary or final consonant digraphs, e.G., Ch-, sh-, th-, -ch, -sh, -th, -ck, -ng; 15. Examine, spell, and write chains of 1-syllable quick vowel words with consonant blends/clusters and/or consonant digraphs, e.G. Stab > slab > slap > minimize sixteen. Examine decodable text that includes the letter-sound correspondences which have been taught, with reason and knowledge; 17. Ask and answer questions to make clear records in fiction text read independently; 18. Describe acquainted humans, places, matters, and activities and, with prompting and guide, offer extra element; 19. Hold a writing utensil with a tripod (or pincer) grip and make marks on paper; 20. Trace, copy, and write from reminiscence the letters of the alphabet correctly in lowercase form; 21. Capitalize the first word in a sentence and the pronoun i; 22. Call and use commas and quit punctuation even as studying orally; 23. Recognize, isolate, and write unmarried-letter, double-letter, and digraph spellings for consonant sounds; 24. Spell and write any cvc, ccvc, cvcc, or ccvcc word that makes use of the letter-sound correspondences taught in kindergarten; 25. Begin to write phonemically attainable spellings for phrases that can't be spelled efficiently with modern code understanding, e.G., Write received for one, sum for a few, etc.; And 26. Use the inflections –s, –es, and –ed as a clue to the that means of an unknown phrase.