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share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;

listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;

work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions; and

follow, restate, and give oral instructions that involve a short, related sequence of actions;

develop social communication such as introducing himself/herself and others, relating experiences to a classmate, and expressing needs and feelings.

share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;

work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions; and

develop social communication such as introducing himself/herself and others, relating experiences to a classmate, and expressing needs and feelings.

producing a series of rhyming words;

recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound;

distinguishing between long and short vowel sounds in one-syllable words;

producing a series of rhyming words;

recognizing the change in spoken word when a specified phoneme is added, changed, or removed;

recognizing spoken alliteration or groups of words that begin with the same simple syllable or initial sound;

blending spoken phonemes to form one-syllable words, including initial and/or final consonant blends;

recognizing the change in spoken word when a specified syllable is added, changed, or removed;

manipulating phonemes within base words; and

segmenting spoken words into individual syllables;

segmenting spoken one-syllable words of three to five phonemes into individual phonemes, including words with initial and/or final consonant blends;

blending spoken complex syllables, including sílabas trabadas, to form multisyllabic words;

segmenting spoken words into syllables, including words with sílabas trabadas; and

decoding words in isolation and in context by applying common letter sound correspondences;

manipulating syllables within words;

decoding words with initial and final consonant blends, digraphs, and trigraphs;

decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables;

identifying and matching sounds to individual letters;

using knowledge of base words to decode common compound words and contractions;

decoding words with sílabas trabadas such as/bla/,/bra/, and/gla/; digraphs; and words with multiple sound spelling patterns such as c, k, and q and s, z, soft c, and x;

decoding words with inflectional endings, including -ed, -s, and -es; and

decoding words with silent h and words that use the syllables que-, qui-, gue-, gui-, güe-, and güi-;

identifying and reading at least 100 high-frequency words from a research-based list;

decoding words with diphthongs such as/ai/,/au/, and/ei/;

decoding contractions such as al and del;

spelling words with closed syllables, open syllables, VCe syllables, vowel teams, and r-controlled syllables;

decoding three- to four-syllable words;

spelling words with initial and final consonant blends, digraphs, and trigraphs;

using knowledge of base words to decode common compound words; and

spelling words using sound-spelling patterns; and

decoding words with common prefixes and suffixes;

spelling high-frequency words from a research-based list;

demonstrate print awareness by identifying the information that different parts of a book provide;

spelling common letter and sound correlations;

alphabetize a series of words to the first or second letter and use a dictionary to find words; and

spelling words with common patterns such as CV, VC, CCV, CVC, VCV, CVCV, CCVCV, and CVCCV;

develop handwriting by printing words, sentences, and answers legibly leaving appropriate spaces between words.

spelling words with silent h; consonant digraphs such as/ch/,/rr/, and/ll/; and sílabas trabadas such as/bla/,/bra/,/gla/, and/gra/;

spelling multisyllabic words, including words with que-, qui-, gue-, gui-, güe-, and güi-;

use a resource such as a picture dictionary or digital resource to find words;

spelling contractions such as al and del;

use illustrations and texts the student is able to read or hear to learn or clarify word meanings;

spelling words with diphthongs such as/ai/,/au/, and/ie/ as in quie-ro, na-die, and ra-dio and hiatus such as le-er and rí-o; and

identify the meaning of words with the affixes -s, -ed, and -ing; and

spelling words with common prefixes and suffixes;

identify and use words that name actions, directions, positions, sequences, categories, and locations.