Kindergarten Prep 3

Ages 4–5 · 18 minutes · Math, English, Science, Stories

The letter C, caterpillar to butterfly life cycle, patterns and more!

In this lesson, your child will learn about and practice the following topics:

- Calendar
- Letter of the day: C
- Patterns
- Sight words: to, in
- Story: Caterpillar to butterfly
- Practice pages (for after class)

No prior experience required.

Part of

Kindergarten Prep

Standards alignment

Common Core State Standards

RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
K.MP7 — Look for and make use of structure.

Alabama

ELA21.K.10a — Produce the most frequent sound(s) for each consonant, including _x_ and _q_, which have two phonemes (sounds).
ELA21.K.9f — Identify the initial, final, and medial sounds of spoken words.
MA19.K.13 — Duplicate and extend simple patterns using concrete objects.
ELA21.K.16 — Recognize and read grade-appropriate high-frequency words with accuracy and automaticity.
ELA21.K.11 — Recognize and name all upper and lower case letters in non-sequential order with accuracy and automaticity.

Alaska

K.OA.6 — Recognize, identify and continue simple patterns of color, shape, and size.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
RF.K.3.c — Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.

Arizona

K.RF.3.a — Demonstrate basic knowledge of one‐to‐one letter‐sound correspondence by producing the primary or most frequent sound(s) for each consonant and the five major vowels.
K.RF.1.f — Recognize and name all upper and lowercase letters of the alphabet.
K.WF.1.b — Write upper and lower manuscript letters, with reference to a model.
K.RF.2.d — Isolate and pronounce the initial, medial vowel (long and short vowels), and final sounds (phonemes) in three-phoneme words. (This does not include CVCs (Consonant-Vowel-Consonant) ending with /l/, /r/, or /x/.)

Arkansas

K.FR.12.PD — Read high-frequency words.
K.FR.21.F — Produce the most common sound for each letter of the alphabet with accuracy and automaticity.
K.FR.5.PA — Isolate and pronounce the initial, medial vowel, and final sounds in three sound words.
K.GM.7 — Understand concepts of time, recognizing that clocks and calendars are tools that measure time. • Concepts of time include: morning, afternoon, evening, today, yesterday, tomorrow, day, week, month, and year

California

RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
RF.K.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Colorado

RWC20-GR.K-S.2-GLE.3-EO.c.iii — Read common high-frequency words by sight (for example: the, of, to, you, she, my, is, are, do, does).
RWC20-GR.PS-S.2-GLE.4.c — Attend to the beginning letters and sounds in familiar words.
RWC20-GR.K-S.2-GLE.3-EO.f.i — Identify and produce groups of words that begin with the same sound (alliteration).
RWC20-GR.PS-S.2-GLE.3.a — Recognize print in everyday life, such as numbers, letters, one’s name, words, and familiar logos and signs.
SC.P.2.2.b — Predict, explain and infer patterns based on observations and representations of living things, their needs and life cycles.

Connecticut

RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
L.K.1.a — Print many upper- and lowercase letters.
RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.

Delaware

RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
RF.K.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Florida

ELA.K.F.1.3 — Use knowledge of grade-appropriate phonics and word-analysis skills to decode words accurately. • Demonstrate knowledge of the most frequent sound for each consonant. • Demonstrate knowledge of the short and long sounds for the five major vowels. • Decode consonant-vowel-consonant (CVC) words. • Encode consonant-vowel-consonant (CVC) words.
ELA.K.F.1.4 — Recognize and read with automaticity grade-level high frequency words.
ELA.K.F.1.1 — Demonstrate knowledge of the basic concepts of print. • Locate a printed word on a page. • Distinguish letters from words within sentences. • Match print to speech to demonstrate that language is represented by print. • Identify parts of a book (front cover, back cover, title page). • Move top to bottom and left to right on the printed page; returning to the beginning of the next line. • Identify all upper- and lowercase letters of the alphabet. • Recognize that print conveys specific meaning and pictures may support meaning.
ELA.K.F.1.2 — Demonstrate phonological awareness. • Blend and segment syllables in spoken words. • Identify and produce alliterative and rhyming words. • Blend and segment onset and rimes of single-syllable words. • Identify the initial, medial, and final sound of spoken words. • Add or delete phonemes at the beginning or end of a spoken word and say the resulting word. • Segment and blend phonemes in single-syllable spoken words.
SS.K.A.3.2 — Explain that calendars represent days of the week and months of the year.

Georgia

ELAGSEKRF3.a — Demonstrate basic knowledge of one to one letter-sound correspondences for each consonant.
ELAGSEKRF4 — Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does); read emergent-reader texts with purpose and understanding.
K.PAR.6 — Explain, extend, and create repeating patterns with a repetition, not exceeding 4 and describe patterns involving the passage of time.
ELAGSEKRF1.d — Recognize and name all upper- and lowercase letters of the alphabet.

Hawaii

K.RF.3a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
K.RF.3c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
K.RF.1d — Recognize and name all upper- and lowercase letters of the alphabet.
K.L.1a — Print many upper- and lowercase letters.

Idaho

K.FR.PH.3a — Demonstrate knowledge of one-to-one letter-sound correspondences by producing the most frequent sound for each consonant letter.
K.FR.PA.2 — Demonstrate understanding of spoken words, syllables, and sounds.
K.FR.PC.1h — Identify and name all upper- and lowercase letters of the alphabet.
K.FR.PH.3c — Read common high-frequency words with automaticity by sight (e.g., the, of, to, you, she, my, is, are, do, does).
K.MP7 — Look for and make use of structure.

Illinois

RF.K.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
L.K.2.c — Write a letter or letters for most consonant and short-vowel sounds (phonemes).

Indiana

K.CA.4 — Create, extend, and give an appropriate rule for simple repeating and growing patterns with numbers and shapes.
K.RF.6 — Identify and produce the beginning, middle (medial), and final sounds in three and four phoneme words. (E)
K.RF.7 — Use letter-sound knowledge to decode the sound of each consonant. (E)
K.RF.3 — Identify and name all uppercase (capital) and lowercase letters of the alphabet. (E)
K.LS.1 — Describe and compare the growth and development of common living plants and animals.

Iowa

RF.K.3.a — Demonstrate basic knowledge of phoneme-grapheme (one-to-one, letter-sound) correspondences by producing the primary and most frequent sounds for each consonant.
RF.K.3.c — Read common high-frequency words with accuracy and automaticity (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
WF.K.1.b — Begin to produce manuscript writing.

Kansas

RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RL.K.13 — Listen to high quality prose and poetry of appropriate complexity for Kindergarten.
W.K.10.a — Print many upper and lowercase letters.

Kentucky

RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.
RF.K.3.c — Read common high-frequency words by sight.
RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
HW.K.1 — Print all upper and lowercase letters and numerals.

Louisiana

RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
L.K.1.a — Print many upper- and lowercase letters.
RF.K.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)

Maine

R.3.K.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
R.3.K.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
R.1.K.d — Recognize and name all upper- and lowercase letters of the alphabet.
W.3.K.a — Print many upper- and lowercase letters.

Maryland

applying chronology to daily and weekly schedules.

Massachusetts

RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
K-LS1-2(MA) — Recognize that all plants and animals grow and change over time.
RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.

Michigan

RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
RF.K.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Minnesota

0.2.1.2 — Demonstrate one-to-one letter-sound correspondence.
K.2.1.1 — Identify, create, complete, and extend simple patterns using shape, color, size, number, sounds and movements. Patterns may be repeating, growing or shrinking such as ABB, ABB, ABB or ●,●●,●●●.
0.1.1.0.b — Demonstrate understanding of the basic features of print: Recognize and name all uppercase and lowercase letters of the alphabet.
0.1.1.2.b — Know and apply grade-level phonics and word analysis skills in decoding words: read high-frequency words, in and out of context, demonstrating both accuracy and automaticity.
0.2.1.0 — Print many uppercase and lowercase letters.

Mississippi

RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
RF.K.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
L.K.1.a — Print many upper- and lowercase letters.

Missouri

K.RF.1.A.a — identifying all upper- and lower-case letters
K.RF.2.A.d — recognizing spoken alliteration or groups of words that begin with the same onset or initial sound
K.RF.3.A.b — reading high-frequency words
K.RF.2.A.a — identifying sounds in spoken words
K.RF.3.A.a — producing and writing letter(s) for most short vowel and consonant sounds

Montana

RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
L.K.1.a — Print many upper- and lowercase letters.

Nebraska

LA.K.F.3.a — Demonstrate basic knowledge of one-to-one sound to letter correspondences by producing the primary or many of the most frequent sounds for each consonant.
LA.K.F.4.c — Read grade level high-frequency words with automaticity and accuracy (e.g. Fry or Dolch words or those included in instructional materials).
LA.K.F.2.f — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in two- and three-phoneme (VC or CVC) words, excluding CVC words ending with /l/, /r/, or /x/.
LA.K.F.4.a — Recognize upper and lowercase letters automatically and accurately.
LA.K.FW.1.b — Print many upper and lowercase manuscript letters using reference materials and classroom resources.

Nevada

RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
L.K.1.a — Print many upper- and lowercase letters.

New Hampshire

RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.

New Jersey

RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing many of the most frequently used sounds of each consonant.
RF.K.3.c — Read high-frequency and sight words with automaticity.
RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
RF.K.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

New Mexico

RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.

New York

KRF3a — Demonstrate one-to-one letter-sound correspondence by producing the primary sound or most frequent sound for each consonant.
KRF3d — Read common high-frequency words by sight.
NY-K.OA.6 — Duplicate, extend, and create simple patterns using concrete objects.
KRF1d — Recognize and name all upper- and lowercase letters of the alphabet.

North Carolina

RF.K.4.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
RF.K.4.c — Read common high-frequency words by sight.
RF.K.1.d — Recognize and name all upper- and lower-case letters of the alphabet.
RF.K.3 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.K.2 — Print upper- and lower-case letters.

North Dakota

K.AR.OA.6 — Recognize, duplicate, complete, and extend repeating patterns in a variety of contexts (e.g., shape, color, size, objects, sounds, movements).
K.F.12b — Accurately and automatically produce the predictable consonant and short vowel sounds associated with uppercase and lowercase letters in non-sequential order.
K.F.12a — Accurately and automatically recognize and name all uppercase and lowercase letters of the alphabet in non-sequential order.
K.F.13 — Write uppercase and lowercase letters accurately.
K.F.8d — irregularly spelled high-frequency words.
K.GM.M.2 — Tell time related to daily life (today, yesterday, tomorrow, morning, afternoon, night).

Ohio

RF.K.3.a — Demonstrate basic knowledge of one-to-one grapheme (letter)-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
L.K.1.a — Print many upper- and lowercase letters.

Oklahoma

PK.2.PA.4 — Students will isolate the common initial sound when given a set of alliterative spoken words (e.g., the puppy pounces).
PK.2.PWS.3 — Students will produce some sounds represented by letters.
K.2.F.3 — Students will begin to develop a sight word vocabulary by decoding and reading regularly- and irregularly-spelled words in isolation and context with increasing automaticity.
PK.2.PC.6 — Students will begin to write some uppercase and lowercase letters including the majority of the letters in their first name with prompting.
PK.8.R — Students will listen and respond to read-alouds, participate in shared reading, and interact independently with texts.

Oregon

K.RF.1d — Recognize and name all upper- and lowercase letters of the alphabet.
K.RF.3c — Read common grade-appropriate high-frequency words by sight.
K.RF.2 — Demonstrate understanding of spoken words, syllables, and phonemes.

Pennsylvania

CC.1.1.PK.D — Develop beginning phonics and word skills. • Associate some letters with their names and sounds. • Identify familiar words and environmental print.
CC.1.1.PK.B — Identify basic features of print. • Differentiate between numbers and letters and letters and words. • Recognize and name some uppercase and lowercase letters of the alphabet.
CC.1.1.PK.C — Demonstrate understanding of spoken words, syllables, and sounds (phonemes). • Recognize rhyming words and when two or more words begin with the same sound (alliteration). • Count syllables in spoken words. • Segment single-syllable spoken words. • Segment single-syllable spoken words.
CC.1.1.K.D — Know and apply grade-level phonics and word analysis skills in decoding words. • Demonstrate basic knowledge of one-to-one letter-sound correspondence. • Associate the long and short sounds with common spellings for the five major vowels. • Read grade-level high-frequency sight words with automaticity. • Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Rhode Island

RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
RF.K.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)

South Carolina

ELA.K.F.3.1 — Identify, name, and form all upper and lowercase letters with automaticity.
ELA.K.F.3.3 — Produce one-to-one letter-sound correspondences for each consonant with automaticity.
ELA.K.F.4.1 — Read high-frequency words commonly found in grade-appropriate text with accuracy and automaticity.
ELA.K.F.1.6 — Orally identify initial, medial, and final phonemes in two- and three-phoneme (i.e., VC and CVC) words, excluding CVC words ending with /l/, /r/, or /x/.

South Dakota

K.RF.3.a — Demonstrate one-to-one letter-sound correspondences by producing the primary sound for each consonant.
K.RF.3.c — Read grade-level appropriate high-frequency words by sight.
K.RF.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
K.L.1.a — Print all uppercase (capital) and lowercase letters of the alphabet using correct formation.

Tennessee

K.CC.A.4 — Recognize, describe, extend, and create patterns and explain a simple rule for a pattern using concrete materials. Analyze the structure of the repeating pattern by identifying the unit (core) of the pattern.
K.FL.PWR.3.c — Read common high-frequency words by sight.
K.FL.PA.2.d — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in two- and three-phoneme (VC or CVC) words, excluding CVC words ending with /l/, /r/, or /x/.
K.FL.WC.4.d — Spell VC (at, in) and CVC (pet, mud) words with short vowels; spell V (a, I) and CV (be, go) words with long vowels.

Texas

K.5A — identify and use patterns to describe phenomena or design solutions;

Utah

K.R.3.a — Demonstrate mastery of all consonant names and sounds using one-to-one letter-sound correspondence (alphabetic principle).
K.R.2.b — Identify the initial, medial, and final sound in 2–3 phoneme words.
K.R.3.e — Read and spell common irregular words.
K.MP.7 — Look for and make use of structure.

Vermont

RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
L.K.1.a — Print many upper- and lowercase letters.

Virginia

K.FFR.3.B — Identify common letter-sound correspondences.
K.PFA.1 — The student will identify, describe, extend, and create simple repeating patterns using various representations. Students will demonstrate the following Knowledge and Skills:
K.FFR.3.A — Identify capital and lowercase letters of the alphabet.
K.FFR.3.H — Use letter-sound correspondences to read grade-level high frequency words, including decodable and irregular words, with automaticity and accuracy.
K.FFW.2.C — With prompting and support, use phoneme/grapheme (sound/symbol) correspondences to spell grade-level high-frequency words with accuracy.

Washington

RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Washington, D.C.

RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
SL.K.6 — Speak audibly and express thoughts, feelings, and ideas clearly.

West Virginia

ELA.K.II.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.
ELA.K.II.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, or does).
M.K.13 — Recognize and create recognizable patterns using colors, shapes, sizes, and sounds with support and guidance.
ELA.K.V.d — Recognize and name upper- and lowercase letters of the alphabet.

Wisconsin

ELA.K.RF.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.
ELA.K.RF.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
ELA.K.RF.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
ELA.K.RF.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
ELA.K.W.6 — With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. Learn to produce writing through printing (including forming most printed upper and lower case letters), cursive, and/or typing.

Wyoming

RF.K.3.a — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.1.d — Recognize and name all upper- and lowercase letters of the alphabet.
RF.K.2 — Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
L.K.1.a — Print many upper- and lowercase letters.