| GLE 1 |
Demonstrate understanding of phonemic awareness by doing the following: creating rhyming words, demonstrating that a sequence of letters in a word represents the sequence of sounds heard or spoken in that word by repeating or saying the sounds in sequence heard or seen, identifying when words begin with the same sound, listening to three sounds (phonemes) and recognizing that two are the same, listening to and deleting or adding a beginning, a middle, or a final sound to a word, orally segmenting individual sounds (phonemes) in words that have two to five sounds, isolating and saying the beginning and final sounds (phonemes) of a spoken word, and clapping/tapping to match each individual syllable of a spoken word
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| GLE 2 |
Demonstrate understanding of alphabetic principle by doing the following: distinguishing and naming all uppercase and lowercase letters and identifying own first and last name |
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| GLE 3 |
Demonstrate understanding of phonics by doing the following: matching each consonant or short vowel sound to the appropriate letter and decoding simple one-syllable words |
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| GLE 4 |
| Recognize and understand words found in environmental print |
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| GLE 5 |
Read books with predictable, repetitive text and simple illustrations |
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| GLE 6 |
Identify that printed text is made up of sentences that begin with a capital letter and end with some type of punctuation |
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| GLE 7 |
Demonstrate understanding of book and print concepts by doing the following: locating front and back covers, title pages, and inside pages of a book, identifying periods, question marks, and exclamation marks and demonstrating knowledge that they are used at the end of a sentence, and isolating individual words in print |
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| GLE 8 |
Identify basic story elements, including simple plot sequences, setting, and simple character descriptions, in a favorite story using pictures and/or oral responses |
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| GLE 9 |
Orally retell ideas and important facts in grade-appropriate texts read aloud by the teacher or read by the individual student |
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| GLE 10 |
| Answer questions about the important characters, setting, and events of a story |
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| GLE 11 |
| Describe the connections between life experiences and texts |
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| GLE 12 |
Respond to stories, legends, songs, and other literature from diverse cultural and ethnic groups by participating in activities such as answering questions, role-playing, and drawing |
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| GLE 13 |
| Identify whether the type of text read aloud is a true story, a fictional story, a song, or a poem |
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| GLE 14 |
Demonstrate understanding of information in texts read aloud using a variety of strategies, including: making predictions using prior knowledge and pictures, using at least five pictures to sequence the events of a story, drawing conclusions from text, and using pictures to resolve questions |
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| GLE 15 |
| Identify problems in texts and offer possible solutions |
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| GLE 16 |
| Describe the role of an author and an illustrator |
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| GLE 17 |
Identify different emotions and feelings of authors by participating in activities such as role-playing, illustrating, and answering questions |
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| GLE 18 |
Ask questions that demonstrate knowledge of character, setting, plot, and text type about texts read aloud (e.g., what, why, how) |
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| GLE 19 |
Write using developmental/inventive spelling, supported by drawing or dictation to the teacher to express ideas |
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| GLE 20 |
| Create compositions by participating in shared writing activities |
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| GLE 21 |
Use illustrations, developmental/inventive spelling, and appropriate vocabulary to write for a specific purpose and/or audience |
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| GLE 22 |
Create simple text using prior knowledge by drawing, dictating to the teacher, and/or writing using developmental/inventive spelling |
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| GLE 23 |
Use classroom resources (e.g., word walls, picture dictionaries, teachers, peers) to support a writing process |
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| GLE 24 |
| Actively discuss ideas and select a focus for group stories |
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| GLE 25 |
Write informal notes, lists, letters, personal experiences, and stories using developmental/inventive spelling and pictures |
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| GLE 26 |
| Use rhyme and alliteration in group-shared writing activities |
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| GLE 27 |
Use developmental/inventive spelling, supported by pictures, to represent a word or idea or to respond to a life experience or a text read aloud |
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| GLE 28 |
Demonstrate an understanding of letter placement in text by writing letters and words from left-to-right and top-to-bottom on a page |
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| GLE 29 |
| Print all uppercase and lowercase letters |
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| GLE 30 |
Print letters and words with proper figure grounding on a line and with appropriate spaces between words |
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| GLE 31 |
| Identify and use uppercase letters at the beginning of own first and last names |
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| GLE 32 |
Write simple stories or life experiences using developmental/inventive spelling that shows knowledge of letter/sound correspondences |
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| GLE 33 |
| Initiate and sustain normal conversation on a specific topic with the teacher |
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| GLE 34 |
| Express feelings, needs, and ideas in complete sentences |
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| GLE 35 |
| Give and follow one- and two-step verbal and nonverbal directions without interrupting |
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| GLE 36 |
| Relate an experience or creative story in a logical sequence |
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| GLE 37 |
Describe people, places, things (e.g., size, color, shape), locations, and actions from a story read aloud |
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| GLE 38 |
| Recite short poems, rhymes, and songs |
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| GLE 39 |
| Listen to and recite short poems and stories for an audience |
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| GLE 40 |
Respond to video/film versions of a story read aloud through activities such as role-playing, illustrating, and discussing without interruption |
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| GLE 41 |
Participate in designated roles within classroom activities, such as line leader, teacher helper, and calendar helper |
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| GLE 42 |
| Use a computer mouse to navigate the screen |
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| GLE 43 |
| Identify that a computer has a keyboard to enter information |
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| GLE 44 |
| Use technology to produce class work |
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| GLE 45 |
| Read and interpret a classroom schedule |
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