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LO P 2 Prendre conscience et tenir compte des enjeux Il utilise aisment la prise de parole pour saluer, demander, acquiescer, approuver, refuser, rfuter, s engager, questionner, propose, mettre des hypothses. LO P 3 Organiser son propos Il rapporte, rend compte, raconte, dcrit en organisant son propos grce l aide d organisateurs de discours. LO P 4 Utiliser le vocabulaire mmoris Il dispose d un lexique mobilisable en situation de production langagire. n Il participe spontanment des changes en restant dans le sujet du propos (Il interroge, montre de la curiosit, demande des explications, apporte des rponses des questions poses) et en respectant les rgles de prise de parole instaures en classe. n n Il adapte son registre de langue son ou ses interlocuteurs. n Il propose des arguments pour justifier son point de vue. n Il rapporte clairement un vnement ou une information simple en utilisant des organisateurs du discours tels que parce que..., alors...ensuite.... n Il ragit aux propos d un pair ou du professeur en rinvestissant des expressions telles que: Je partage l opinion de...., Je souhaiterais complter..., Je ne suis pas d accord avec... parce que... n Il dcrit des images en utilisant un vocabulaire prcis. LO - P / Participer des changes dans des situations diverses (sances d apprentissage, rgulation de la vie de la classe) Comptences Exemples de russite Activits LO ADC 1 Reprer le respect ou non des rgles organisant les changes dans les propos d un pair. . LO ADC 2 Prendre en compte des rgles explicites tablies collectivement LO ADC 3 Se corriger aprs coute n Il labore collectivement un aide-mmoire auquel il se rfre lors des moments d changes. n n Il reformule le propos d un pair en vue de l amliorer. n Il amliore sa prise de parole aprs l coute d un enregistrement sonore et cherche amliorer son propos (tre audible, articuler, fluidit) LO - DC / Adopter une distance critique par rapport au langage produit Comptences Exemples de russite Activits LCE IM 1 Savoir discriminer de manire auditive et savoir analyser les constitutions des mots (conscience phonologique) Il discrimine les diffrents phonmes de la langue. Il ralise des manipulations simples sur les syllabes et sur les phonmes (retrait, ajout, substitution, dplacements LCE IM 2 Savoir discriminer de manire auditive et connatre le nom des lettres ainsi que le son qu elles produisent Il nomme et discrimine visuellement les lettres et les graphmes qu elles forment quel que soit le type d criture utilise (scripte, cursive, majuscule d imprimerie) Il distingue le nom d une lettre ou d un groupe de lettres du phonme qui lui correspond. LCE IM 3 Etablir les correspondances graphophonologiques; combinatoire (produire des syllabes simples et complexes) Il fusionne les graphmes tudis pour lire des syllabes et des mots, En lien avec le dcodage, il encode avec exactitude des syllabes et des mots rguliers dont les graphmes ont t tudis, LCE IM 4 Mmoriser les composantes du code Il connait l ensemble des correspondances graphmes-phonmes Il dcode avec exactitude les mots nouveaux ainsi que ceux dont le dcodage n a pas encore t automatis LCE IM 5 Mmoriser les mots frquents (notamment en situation scolaire) et irrguliers Il reconnat directement les mots frquents dont les graphmes ont t tudis et les mots courants n ayant pas de correspondance graphme/phonme rgulires les plus frquents (exemple: femme, yeux, monsieur, fils, sept, compter, automne, football, clown, week-end, igloo...) Il identifie les mots ayant des parties communes (par exemple -age, -eur, -ette) et prend appui sur la reconnaissance des familles de mots et des affixes pour identifier plus rapidement les mots. n Il dcompose une syllabe en phonmes (par exemple pour=[p][u][r]) n Il reconstruit la syllabe obtenue lorsque le professeur demande de remplacer le phonme [R] par le phonme [L] n Il nomme et discrimine visuellement les lettres (exemple: b/d/q/p) et les graphmes proches (oi, oin, ou, on) Remarque : Consolider les habilets sur des graphmes complexes composs de lettres identiques: oin/ion, ein/ien... n Dans le graphme au, il nomme les lettres a et u et indique qu elles forment le son [o]. n Il lit et crit sous la dicte des syllabes et des mots rguliers dont les graphmes ont t tudis. n Il ralise la correspondance entre phonme et graphme en situation de lecture et d criture. La connaissance de certains graphmes complexes (gn, euil, oin...) ou rares ou dont la correspondance phonologique varie selon le contexte [g] peut tre encore consolider. n Il lit de nouveaux mots ou pseudo-mots n Il lit des consignes, des phrases et courts textes avec exactitude. n Il lit des mots rguliers auxquels est ajout le suffixe -ette (voiturette, vachette, chemisette, gaufrette, jupette...) n Il reconnait coif- dans coiffer, coiffure, coiffeur, coiffeuse, coiffe, dcoiffer, recoiffer et identifie rapidement les mots par la voie lexicale/orthographique. LCE - IM / Ecouter pour comprendre des messages oraux (adresss par un adulte ou par des pairs) et des textes lus par un adulte LCE - CT / Comprendre un texte... Comptences Exemples de russite Activits LCE CT 1 Savoir mobiliser la comptence de dcodage Il mobilise le dcodage des mots avec une aisance suffisante pour mettre en Suvre des stratgies de comprhension de ce qui a t lu (phrases et texte court fortement dchiffrables l aide des CGP tudies) LCE CT 2 Mettre en Suvre (de manire guide, puis autonome) une dmarche explicite pour dcouvrir et comprendre un texte. Savoir parcourir le texte de manire rigoureuse. tre capable de faire des infrences. Savoir mettre en relation avec les lments de sa propre culture. Il comprend un rcit lu par le professeur d un degr de complexit suprieur celui qu il est capable de lire seul silencieusement. Il comprend un texte d une dizaine de lignes lu en autonomie. LCE CT 3 Savoir mobiliser ses expriences antrieures de lecture (lien avec les lectures personnelles, les expriences vcues et des connaissances qui en sont issues (sur des univers, des personnages-types...). (Au CP, majoritairement partir des lectures offertes par le professeur...) Il s appuie sur une premire connaissance des caractristiques de personnages-types (la sorcire, l ogre, la princesse...) pour comprendre ce qui fait agir des personnages d une histoire et ralise des infrences. LCE CT 4 Savoir mobiliser des champs lexicaux portant sur l univers voqu par les textes. Il catgorise des mots selon diffrents critres (rseaux smantiques, synonymes, antonymes, mots de la mme famille) Il prend appui sur le dcodage et le contexte pour comprendre le sens d un mot. n Il lit des phrases et de courts textes fortement dchiffrables avec une fluence d au moins 50 mots par minute. n Dans le cadre de la lecture d une phrase, il relie la phrase l illustration adquate. n Dans le cadre de la lecture d un rcit, il reformule le texte lu et entendu en restituant les enchanements logiques et chronologiques et en explicitant les tats mentaux des personnages (Exemple: Ensuite le personnage s enfuit parce qu il a peur du loup.) n Il connait quelques personnages types et leurs caractristiques (Exemple: savoir que le renard est rus permet d infrer l intention de manger une souris lors d une invitation qui semble cordiale). n Il repre le rle de certains personnages ou objets dans les contes: le hros, celui qui va aider le hros, l opposant, l objet magique... n Dans le cadre d un dbat interprtatif, il propose une interprtation cohrente partir de ses connaissances littraires et culturelles. Exemple: il propose une interprtation de la morale du Petit Chaperon rouge. n Il classe des mots rencontrs dans les textes lus et entendus par familles, par liens de synonymie, d antonymie, par leur tymologie. Il se sert de ces classements pour comprendre des textes ultrieurs. Comptences Exemples de russite Activits LCE CC 1 Savoir justifier son interprtation ou ses rponses, s appuyer sur le texte et sur les autres connaissances mobilises. Il recherche et repre dans un texte lu par le professeur ou lu en autonomie l endroit o l information a t trouve (comprhension de l explicite). Il verbalise un raisonnement simple permettant de justifier une infrence . LCE CC 2 tre capable de formuler ses difficults, d esquisser une analyse de leurs motifs, de demander de l aide. Il exprime l incomprhension d un mot du texte dcod ou entendu. Il repre une rupture dans l laboration du sens de ce qui est lu, relit puis demande de l aide si ncessaire. LCE CC 3 Maintenir une attitude rflexive, une vigilance relative l objectif (comprhension, buts de lecture) Il comprend que la comprhension rsulte d une activit d laboration qui demande un engagement, Il verbalise ses procdures dans des changes avec le professeur et les autres lves. n Il justifie ses rponses: il identifie dans un texte (rcit ou documentaire) les lments permettant de rpondre un questionnement ouvert du professeur. n Il met en relation plusieurs informations du texte et/ou utilise ses connaissances personnelles pour raliser des infrences simples. n Il explique ces infrences (Exemples: Sophie ralise le bouquet que la cliente viendra chercher tout l heure. Qui est Sophie? ou dans un documentaire, il relie le terme gnrique au terme spcifique). n Il repre des endroits du texte dans lesquels se trouve un mot inconnu, une syntaxe difficile ou un tournure d criture qui pose problme. Exemple: rduire en poussire... n Il participe des changes guids sur un texte pour en laborer collectivement la comprhension: il reformule, intgre le sens des propositions qui viennent d tre lues au fur et mesure pour laborer le sens d un court paragraphe. Il traite les reprises anaphoriques. Il construit la chronologie du rcit, Il identifie les lieux voqus dans le rcit. n Il se met en recherche et adopte une attitude active lors de la rception ou du dcodage d un texte: il commence se poser des questions concernant les personnages, les lieux, la chronologie, les tats mentaux des personnages. LCE - CC / ... et contrler sa comprhension Comptences Exemples de russite Activits LCE PDFL 1 Savoir lire en visant diffrents objectifs: - lire pour raliser quelque chose LCE PDFL 2 - lire pour dcouvrir ou valider des informations sur... LCE PDFL 3 - lire une histoire pour la comprendre et la raconter son tour LCE PDFL 4 - lire pour enrichir son vocabulaire LCE PDFL 5 - lire pour le plaisir de lire LCE PDFL 6 Verbaliser l objectif de sa lecture n Il lit galement des textes autres que des rcits et ralise ce qui est demand pour tester sa comprhension: des recettes, des notices de fabrication, en fonction des projets de la classe. n Il repre les informations donnes dans un texte informatif simple (thme, niveau de langue, structuration de la page) et illustres. n Il slectionne des ouvrages dans un but prcis. Exemple: raliser des plantations, et savoir nommer les outils, il va chercher un imagier ou un documentaire sur le jardinage. n Il exprime oralement l objectif de lecture avant de se lancer dans la lecture que ce soit en lecture autonome ou en lecture assiste par l adulte. LCE - PDFL / Pratiquer diffrentes formes de lecture Comptences Exemples de russite Activits LCE LVH 1 Savoir dcoder un texte Aprs prparation, il lit un texte adapt son niveau de lecture avec fluidit. LCE LVH 2 Identifier les marques de ponctuation et les prendre en compte Aprs prparation, il lit un texte d une dizaine de lignes adapt son niveau de lecture en respectant la ponctuation en fin de phrase. LCE LVH 3 Montrer sa comprhension par une lecture expressive. Il lit ou relit un texte connu en portant attention aux diffrences d intonation entre rcit et discours. n Il lit un texte simple dans lequel le nombre de mots correctement lus par minute atteint au moins 50 mots. n Il lit un texte simple en faisant une courte pause la fin des phrases. n Aprs plusieurs lectures, il repre les groupes de mots qui doivent tre lus ensemble (groupes de souffle respectant l unit de sens). n Aprs plusieurs lectures, il modifie sa voix pour faire parler tel ou tel personnage. LCE - LVH / Lire voix haute Comptences Exemples de russite E C 1 Maitriser les gestes de l criture cursive excuts avec une vitesse et une sret croissantes. Il gre l espace graphique, respecte les normes de l criture cursive, Il crit de faon lisible, avec fluidit. Il trace quelques majuscules en cursives. E C 2 Transcrire un texte avec les correspondances entre diverses critures des lettres (cursives/scripte) Il connait les correspondances entre les critures et passe de l une l autre l crit en se rfrant un outil. E C 3 Utiliser des stratgies de copie pour dpasser la copie lettre lettre: prise d indices, mmorisation de mots ou groupes de mots. . Il recopie sans erreur des phrases courtes et simples en mmorisant des mots et groupes de mots (et non en recopiant lettre lettre). Il dispose de stratgies efficaces. E C 4 Respecter la mise en page des textes proposs Il recopie en respectant les mises en pages dfinies par le type de texte. E C 5 Relire pour vrifier la conformit orthographique. Il compare sa production criture au modle, identifie les erreurs puis commence les rectifier. E C 6 Manier le traitement de texte pour la mise en page de courts textes. Il tape au clavier quelques lignes en respectant des signes de ponctuation: la virgule, le point, l apostrophe et les guillemets. Activits n Il adapte son criture l espace imparti. n Il respecte la forme et la taille de la lettre, le sens de rotation du trac et l enchanement des lettres. n Il trace les majuscules courantes: - celles du prnom, - des dterminants courants: le, la, les, des... n n Il copie 4 ou 5 phrases sans erreur et en respectant la ponctuation: - avec le modle prs de soi - puis avec le modle sur le tableau. n Il transcrit en cursive des mots dont le modle est donn en script. nn n Il copie en grant les sauts de ligne et les retours la ligne, par exemple une posie courte. n Il rectifie seul les oublis de mots et les erreurs de ponctuation. n Il transcrit quelques phrases courtes en mettant les virgules, les points, les apostrophes et les guillemets. E - C / Copier Comptences Exemples de russite Activits E ETAD 1 Identifier les caractristiques propres diffrents genres ou formes de textes. Il repre quelques caractristiques formelles et textuelles de certains textes: narratifs, informatifs, potiques, injonctifs, argumentatifs, lettres... E ETAD 2 Mettre en Suvre une dmarche d criture de textes: trouver et organiser des ides, laborer des phrases qui s enchanent avec cohrence, crire ces phrases (dmarche progressive: d abord guide puis autonome) Il crit un groupe de mots ou une phrase simple en rponse une question ou une consigne. Il produit un court texte de 3 5 phrases ( partir d une structure donne, d une image ou d une srie d images) E ETAD 3 Acqurir quelques connaissances sur la langue: mmoire orthographique des mots, rgles d accord, ponctuation, organisateurs de discours.... Il mobilise la connaissance des CGP, Il orthographie correctement les mots frquents et quelques formes verbales, Il commence respecter les accords, en genre et en nombre, que l on entend au sein du groupe nominal restreint, Il marque le point final et la majuscule, Il commence utiliser des organisations du discours pour lier ses phrases et ses ides l oral puis l crit. E ETAD 4 Mobiliser des outils disposition dans la classe lis l tude de la langue. Il sait o chercher les mots outils, les mots-frquents et les rgles pour orthographier un mot. n Il reconnait qu un texte est un documentaire en s appuyant sur une ou plusieurs caractristiques lies au genre n Il est capable d une premire planification guide de son crit: il fait le point sur ce qu il connat sur le type d crits, propose des mots en rapports avec le thme, s imagine l histoire et la retient avant de l crire, repre les outils sa disposition. n n Il formule une rponse pour rsoudre un problme mathmatique, une question dans le cadre de la dmarche d investigation... nn n Il orthographie correctement les mots outils et les mots frquents tudies et dtermins partir d chelles de frquences, nn n Il orthographie les formes verbales frquentes et rencontres lors des lectures (c est, je suis, il est, ils sont, il fait, il va, il a...) nnn Il orthographie des accords entendus l intrieur du groupe nominal, nnn Il utilise des organisateurs rencontrs et tudis lors des lectures (mais, puis, et...) nnn Il utilise son cahier de rfrence, les affiches de la classe et/ou une grille de mots dfinis pour crire les mots de la phrase. E - ETAD / Ecrire des textes en commenant s approprier une dmarche Comptences Exemples de russite Activits E RAEP 1 Reprer des dysfonctionnements dans les textes produits (omissions, incohrences, redites...) pour amliorer son crit Il repre les dysfonctionnements dans son texte par la relecture voix haute du professeur. E RAEP 2 Mobiliser des connaissances portant sur le genre d crit produire et sur la langue. Il utilise les caractristiques formelles de certains genres d crits: posie, fiche d identit, recette... E RAEP 3 Exercer une vigilance orthographique et mobiliser les acquisitions travailles lors des leons de grammaire, d abord sur des points dsigns par le professeur, puis progressivement tendue. Il amliore son texte avec l aide du professeur. E RAEP 4 Utiliser des outils aidant la correction: outils labors dans la classe, guide de relecture... Il utilise le cahier de rfrences et les affichages de la classes pour corriger certaines erreurs orthographiques (mots-outils, correspondances graphophonologiques...) n Il dit, en coutant la relecture du professeur, si des mots ont t oublis dans la phrase et si des syllabes ont t omises dans le mot. n Il compare la forme du texte produit avec le mme genre d crit afin de relever les diffrences de mise en page (titre, saut de lignes, alinas...) n n Lorsque les points sont dsigns par le professeur, il parvient corriger les accords en genre et en nombre dans le groupe nominal et les mots-outils. nn n Il corrige les erreurs signales sur les mots-outils et les mots frquents avec des outils de rfrence. E - RAEP / Rviser et amliorer l crit qu on a produit Comptences Exemples de russite Activits EDL POE 1 Connatre les correspondances graphophonologiques. Il connait l ensemble des correspondances graphophonologiques et les mobilise en situation de lecture et d criture. EDL POE 2 Connatre la valeur sonore de certaines lettres (s  c  g) selon le contexte. Il commence prendre en compte l environnement des lettres, en situation de lecture, et un premier niveau, l crit. EDL POE 3 Connatre la composition de certains graphmes selon la lettre qui suit (an/am, en/em, on/om, in/im) Il prend en compte ces compositions en situation de lecture et commence les mobiliser l crit (dicte) n Il dcode plus aisment en mobilisant les CGP et propose une orthographe pour un mot rgulier. n En lecture et en dicte, il distingue des mots tels que poisson/poison, gag/gage, et des syllabes telles que ga, gi, ca, ci au sein des mots. n Il dcode les mots comportant un m devant m, b, p et crit sous la dicte certains de ces mots appris, selon les listes de frquence orthographique (dcembre, nombre, timbre...) EDL - POE / Passer de l oral l crit Comptences Exemples de russite Activits EDL CL 1 Mobiliser les mots en fonction des lectures et des activits conduites pour mieux parler, mieux comprendre, mieux crire. EDL CL 2 Savoir trouver des synonymes, des antonymes, des mots de la mme famille lexicale, sans que ces notions constituent des objets d apprentissage. EDL CL 3 tre capable de consulter un dictionnaire et de se reprer dans un article, sur papier ou en version numrique. Il commence catgoriser les mots selon diffrents critres et les mettre en rsonnance. Il commence faire des liens: champs lexicaux, rseaux smantiques, synonymes, antonymes, mots de la mme famille. Il constitue des rpertoires, Il prcise le sens d un mot d aprs son contexte, Il peroit, en situation de rception, le niveau de langue familier. Il connait l ordre alphabtique. n En appui sur des textes (lus ou entendus), il comprend des expressions telles que: prendre ses jambes son cou, tre vert de peur, tomber dans les pommes... Il sait de quelle ampoule on parle dans des phrases: J ai une ampoule au pied, il faut changer l ampoule... n n Il associe le mot flot par exemple une catgorie smantique (la mer, les vagues) ou trouve des mots de la mme famille (flotteur, flotter), des antonymes (flotter/couler) pour mettre des hypothses sur le sens du mot. n n Il repre et opre des drivations simples: coller, dcoller, recoller; ours, ourson, ourse... n n Il gnre oralement des familles de mots par drivation. Par exemple, partir de l observation d un corpus, tel que danser-danseur, rver-rveur, l lve est capable de proposer le nom associ n Il mobilise l ordre alphabtique pour pouvoir commencer dcouvrir le fonctionnement du dictionnaire. EDL - POE / Construire le lexique Comptences Exemples de russite Activits EDL SOL 1 Maitriser l orthographe du lexique le plus couramment employ Vocabulaire des activits scolaires et des domaines disciplinaires, Vocabulaire de l univers familier l lve: maison, famille, jeu, sensations, sentiments... EDL SOL 2 Mmoriser les principaux mots invariables EDL SOL 3 tre capable de recouper des mots par sries (familles de mots, mots relis par des analogies morphologiques) Il connait l orthographe des mots tudis et rencontrs frquemment dans la classe, Il connait l orthographe des mots irrguliers tudis et rencontrs frquemment dans la classe, Pour lire et crire, il prend en compte une connaissance de la composition morphologique et tymologique des mots un premier niveau. n Il orthographie correctement les mots frquemment tudis, n Il dcode et encode les mots correspondant aux consignes les plus courantes: lire, entourer, coller... n n Il dcode et encode des mots de en prenant appui sur des procdures lies la morphologie: ours, ourse, ourson, oursonne. n Il mmorise et orthographie correctement le nom des nombres (un cent), le vocabulaire spatial: sur, sous, dans... n Il pelle, copie, met en mmoire, progressivement, tout au long de l anne, quelques mots irrguliers. n Il identifie et orthographie par analogie morphologique certains mots: quarante, cinquante, soixante... EDL - SOL / S initier l orthographe lexicale Comptences Exemples de russite Activits EDL SRPS 1 Identifier la phrase, en distinguer les principaux constituants et les hirarchiser Il comprend que la phrase est un groupe de mots ordonns, porteur de sens. Il est attentif l ordre des mots. EDL SRPS 2 Reconnatre les principaux constituants de la phrase: le sujet, le verbe (connaissance de proprits permettant de l identifier), les complments (sans distinction). Il comprend que certains lments de la phrase (sujet-verbe, mots l intrieur du groupe nominal) fonctionnent ensemble et constituent un systme. EDL SRPS 3 Diffrencier les principales classes de mots: le nom, le dterminant, l adjectif qualificatif, le verbe, le pronom personnel sujet, les mots invariables. Il commence identifier quelques natures diffrentes. EDL SRPS 4 Reconnatre le groupe nominal EDL SRPS 5 Reconnaitre les 3 types de phrases: dclaratives, interrogatives et impratives n Il distingue ligne et phrase. n Il identifie les phrases d un court texte partir des majuscules, des diffrents points et du sens. n Il sait ordonner une phrase simple, repre la place des groupes. n n Il s appuie sur le sens et les stratgies de comprhension dveloppes en lecture pour comprendre de ce dont on parle et reprer les mots qui l indiquent. n n Il commence tablir des catgories et dgage des critres pour identifier quelques classes de mots: noms, verbes, dterminants n Il explicite le changement de sens engendr par une modification de la ponctuation dans la phrase: Les enfants ne sont pas admis ici?/!/. ou par le retrait des mots ne et pas. EDL - SRPS / Se reprer dans la phrase simple 1/2 Comptences Exemples de russite LO ECMO 1 Maintenir une attention oriente en fonction d'un but Il concentre son attention en faisant abstraction d'lments distracteurs possibles (prsence d'images, bruit, objets toucher...) LO ECMO 2 Reprer et mmoriser des informations importantes. Les relier entre elles pour leur donner du sens Il commence utiliser certaines stratgies de mmorisation et de traitement de l information orale qui font l objet d un enseignement explicite. LO ECMO 3 Mobiliser des rfrences culturelles ncessaires pour comprendre le message ou le texte. LO ECMO 4 Mmoriser le vocabulaire entendu dans les textes LO ECMO 5 Reprer d ventuelles difficults de comprhension. Activits n Il manifeste son attention par une attitude concentre (attention conjointe, canalise, concentre) n Il trouve la rponse une devinette, la solution d un problme mathmatique entendu par exemple. n Il procde un rappel d une histoire l aide d un support visuel (marotte, illustration) n Il reformule sa manire les propos d un pair ou du professeur ou d un message entendu. Il les prolonge de manire cohrente. n n Il coute un message contenant au moins deux informations pour le retransmettre un pair ou un adulte. LO - ECMO / Ecouter pour comprendre des messages oraux (adresss par un adulte ou par des pairs) et des textes lus par un adulte Comptences Exemples de russite Activits EDL SRPS 6 Reconnatre les formes ngative et exclamative et savoir effectuer des transformations EDL SRPS 2 En situation d coute, il s appuie sur le sens pour reconnaitre le type et la forme d une phrase Il utilise les signes de ponctuation l crit pour commencer reconnatre les types de phrases. EDL SRPS 3 Utiliser la ponctuation de fin de phrases (.?!) et les signes du discours rapport (...) Il s appuie sur les signes de ponctuation pour construire du sens et rend sa lecture orale plus expressive. EDL SRPS 4 tre capable de mobiliser les mots de la grammaire pour rsoudre des problmes d orthographe, de lecture et d criture. Il commence par utiliser certains de la grammaire (pas d apprentissage systmatique). n Il ralise des jeux de langage et des transformations de phrases l oral. n Il utilise l intonation adapte pour lire des phrases: Tu viens!/Tu viens? n Il utilise quelques mots de la grammaire l occasion des changes collectifs, dans les temps de verbalisation. EDL - SRPS / Se reprer dans la phrase simple 2/2 Comptences Exemples de russite Activits EDL MOGB 1 Comprendre: - Le fonctionnement du groupe nominal dans la phrase - La notion de chane d accords pour dterminant/nom/adjectif (singulier/pluriel, masculin/fminin) Il comprend que le nom est porteur de genre et de nombre en coutant des transformations de phrases l oral puis en les observant l crit. EDL MOGB 2 Utiliser: - Des marques d accord pour les noms et les adjectifs pithtes: nombre (-s) et genre (-e) - D autres formes de pluriel: ail/aux, al/aux - Des marques de fminin quand elles s entendent dans les noms (lecteur/lectrice...) et les adjectifs (joyeux/joyeuse...) - Il commence crire en situation d crit des groupes nominaux corrects (dterminant/nom) notamment en situation de dicte. - Il oralise correctement des pluriels irrguliers (les noms d animaux par exemple) EDL MOGB 3 Identifier la relation sujet-verbe (identification dans des situations simples) Il commence identifier la relation sujet-verbe partir de l observation des effets des transformations lies aux temps et au changement de personne. EDL MOGB 4 Identifier le radical et la terminaison EDL MOGB 5 Trouver l infinitif d un verbe conjugu EDL MOGB 6 Mmoriser le prsent, l imparfait, le futur, le pass compos pour: - tre et avoir - Les verbes du 1er groupe, - Les verbes irrguliers du 3e groupe (faire, aller, dire, venir, pouvoir, voir, vouloir, prendre) Au CP, dans un premier temps (pralable la maitrise orthographique), il oralise correctement les formes verbales et les transformations opres sur des phrases. - Il opre des classements de formes verbales pour constituer des outils collectifs bass sur le reprage d analogies. - Il commence en mmoriser certaines. n Il opre des tris de mots (noms/dterminants) crits en fonction de leur genre et de leur nombre. n Il donne le masculin d un nom ou d un dterminant partir du fminin et inversement n n Il orthographie sous la dicte des groupes nominaux du type: un garon/des garons, une boulangre/un boulanger, le cheval/des chevaux... n Il observe des rcurrences dans des phrases simples (nous...ons, vous...ez, ils...ent) et collecte des exemples. n Il se sert des collectes pour rsoudre des problmes par analogie. nn n Il opre des manipulations et des transformations de phrases, observe les changements l oral et l crit (exemple: la fille va la piscine, les filles vont la piscine). n n Il s appuie sur le sens et sur les outils analogiques pour produire la forme plurielle du verbe: ils chantent, ils vont... n n Il met en lien nous sautons et nous dansons pour crire nous chantons. n Il oralise sous formes de jeux de langue des formes verbales en faisant changer la personne et le temps. Il en mmorise quelques-unes (ait en fin de mots au pass) n Il orthographie les formes verbales frquentes et rencontres lors des lectures (c est, je suis, il est, ils sont, il fait, il va, il a...) 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"!" $h        * , 9"!>"  "!" $h        * , 9"!D "X""b " $v!!!!!!!     !!"#$'(*!,!7 =">" H "f "PS" $l     !"#$'(*,7 9"PS>" H "| "" $h!!!!!!!!*!,!7 9"X" $b             !"#$'(* , =">" D "H "X""H "PS" $h""""""""*","9"PSD " X" " "PS" $h        * , 9"PSD "X""t" $h        * ,  t" $h        * , " $h        * , =">" b " $v!!!!!!!     !!"#$'(*!,!7 =">" H "| "" $h!!!!!!!!*!,!7 9"4X" $b             !"#$'(* , =">" D "H "X""46> "PS" $v             !"#$'(* , 9"PS>" D "H "X""68:<" $h""""""""*","D " X" "t" $h        * , <Lb " $v!!!!!!!     !!"#$'(*!,!7 =">" H "LPf "PS" $l     !"#$'(*,7 9"PS>" H "PR| "" $h!!!!!!!!*!,!7 9"RX" $b             !"#$'(* , =">" D "H "X""> "PS" $v             !"#$'(* , 9"PS>" D "H "X"",x "" $6####,#- 9">" D "X""t" $h""""""""*","t" $h!!!!!!!!*!,!t" $h        * , 8 "" 9"D "X""F8 "!" $v!!!!!!!     !!"#$'(*!,!9"!=">" D "H "X""FHJLv "" $6####,#9">" D "X""x "" $6####,#- 9">" D "X"" "!" $h!!!!!!!!*!,!9"!LNPPRx "" $6####,#- 9">" D "X"" "!" $h!!!!!!!!*!,!9"!>" 8 "" 9"D "X""x "" $6####,#- 9">" D "X""< "!" $h!!!!!!!!*!,!9"! 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"""t "|" $h!!!!!!!!*!,!9"| "|" $h!!!!!!!!*!,!9"|=">" ""2"b " $v!!!!!!!     !!"#$'(*!,!7 =">" H "2"4"| "" $h!!!!!!!!*!,!7 9"4" #L "|" $b             !"#$'(* , 9"|=">" D "H "X"" # #> "!" $v             !"#$'(* , 9"!>" D "H "X"" ####  "|" $h!!!!!!!!*!,!9"|>" t" $h""""""""*"," "|" $h        * , 9"|#$$t "|" $h!!!!!!!!*!,!9"| "|" $h!!!!!!!!*!,!9"|=">" $$b " $v!!!!!!!     !!"#$'(*!,!7 =">" H "$$| "" $h!!!!!!!!*!,!7 9"$$L "|" $b             !"#$'(* , 9"|=">" D "H "X""$$> "!" $v             !"#$'(* , 9"!>" D "H "X""$$$r%  "|" $h!!!!!!!!*!,!9"|>" t" $h""""""""*"," "|" $h        * , 9"|r%F&H&t "|" $h!!!!!!!!*!,!9"| "|" $h!!!!!!!!*!,!9"|=">" H&Z&b " $v!!!!!!!     !!"#$'(*!,!7 =">" H "Z&\&| "" $h!!!!!!!!*!,!7 9"\&&L "|" $b             !"#$'(* , 9"|=">" D "H "X""&&> "!" $v             !"#$'(* , 9"!>" D "H "X""&&*)*n "|" $h!!!!!!!!*!,!9"|=">"  "|" $h!!!!!!!!*!,!9"|>"  "|" $h        * , 9"|***** \8 "" 9"D "X""x "" $6####,#- 9">" D "X""t" $h""""""""*"," "|" $h!!!!!!!!*!,!9"|*\+^+`+z8 "" 9"D "X""x "" $6####,#- 9">" D "X"" "" $h!!!!!!!!*!,!9">" `+<,L "" $b!!!!!!!     !!"#$'(*!,!9"=">" D "H "X""<,>,> "" $v!!!!!!!     !!"#$'(*!,!9">" D "H "X"">,@,B,D,...J "" $h!!!!!!!!*!,!9">" 8 "" 9"D "X""x "" $6####,#- 9">" D "X"" "" $h!!!!!!!!*!,!9"..L "" $b!!!!!!!     !!"#$'(*!,!9"=">" D "H "X""....///d0JJ "" $h!!!!!!!!*!,!9">" 8 "" 9"D "X""x "" $6####,#- 9">" D "X"" "" $h!!!!!!!!*!,!9"d01111222tv>v>8 "" 9"D "X""x "" $6####,#- 9">" D "X"" "" $h!!!!!!!!*!,!9">"  "" $h!!!!!!!!*!,!9"=">" 22L "" $b!!!!!!!     !!"#$'(*!,!9"=">" D "H "X""2222z8 "" 9"D "X""x "" $6####,#- 9">" D "X"" "" $h!!!!!!!!*!,!9">" 23L "" $b!!!!!!!     !!"#$'(*!,!9"=">" D "H "X""33> "" $v!!!!!!!     !!"#$'(*!,!9">" D "H "X""3333z8 "" 9"D "X""x "" $6####,#- 9">" D "X"" "" $h!!!!!!!!*!,!9">" 3 5L "" $b!!!!!!!     !!"#$'(*!,!9"=">" D "H "X"" 5 5> "" $v!!!!!!!     !!"#$'(*!,!9">" D "H "X"" 555z "PS" $       $ $ $ $$ '$* , 9"PS>"  "" $h!!!!!!!!*!,!9">" 55 56Z "PS" $       $ $ $ $$ '$* , 9"PS>"  "PS" $       $ $ $ $$ '$* , 9"PS>" D "X""666"` "PS" $       $ $ $ $$ '$* , 9"PS>"  "PS" $       $ $ $ $$ '$* , 9"PSD "X""66"6R6Z "PS" $       $ $ $ $$ '$* , 9"PS>"  "PS" $       $ $ $ $$ '$* , 9"PS>" D "X""R6T6l6"z "!" $h        * , 9"!>" D "X"" "PS" $       $ $ $ $$ '$* , 9"PSD "X""l6n66666^XX "!" $h        * , 9"! "!" $h        * , 9"!>"  "!" $h        * , 9"!D "X""66b " $v!!!!!!!     !!"#$'(*!,!7 =">" H "66| "" $h!!!!!!!!*!,!7 9"67L "|" $b             !"#$'(* , 9"|=">" D "H "X""77> "|" $v             !"#$'(* , 9"|>" D "H "X""7777|8 "PS" $h""""""""*","9"PSD "X"" "PS" $h        * , 9"PSD "X"" "|" $h        * , 7 9"|78L "|" $b!!!!!!!     !!"#$'(*!,!9"|=">" D "H "X""88> "|" $v!!!!!!!     !!"#$'(*!,!9"|>" D "H "X""88 "|" $h!!!!!!!!*!,!9"|88b " $v!!!!!!!     !!"#$'(*!,!7 =">" H "88| "" $h!!!!!!!!*!,!7 9"8:L "|" $b             !"#$'(* , 9"|=">" D "H "X""::\ "|" $v             !"#$'(* , 7 9"|>" H "::;z<z "|" $h!!!!!!!!*!,!9"|=">"  "|" $h!!!!!!!!*!,!9"|>" t" $h""""""""*","z<|< "|" $h!!!!!!!!*!,!9"||<<b " $v!!!!!!!     !!"#$'(*!,!7 =">" H "<<$>&>|t" $h""""""""*"," "|" $h        * , 9"|>"  "" $h!!!!!!!!*!,!7 9"&>>n@p@zn "|" $h!!!!!!!!*!,!9"| "|" $h!!!!!!!!*!,!9"|=">"  "|" $h!!!!!!!!*!,!9"|>" p@@b " $v!!!!!!!     !!"#$'(*!,!7 =">" H "@@| "" $h!!!!!!!!*!,!7 9"@$AL "|" $b             !"#$'(* , 9"|=">" D "H "X""$A&A> "|" $v             !"#$'(* , 9"|>" D "H "X""&A(ABB|j "|" $h!!!!!!!!*!,!9"|=">"  "|" $h!!!!!!!!*!,!9"|>"  "|" $h        * , 7 9"|BBBBB \8 "" 9"D "X""x "" $6####,#- 9">" D "X""t" $h""""""""*"," "|" $h!!!!!!!!*!,!9"|BCCCVDXDZDnFpFzzzRx "" $6####,#- 9">" D "X""8 "" 9"D "X""x "" $6####,#- 9">" D "X"" "|" $h!!!!!!!!*!,!9"|>" pFrFHHH"I$IBBRx "" $6####,#- 9">" D "X""x "" $6####,#- 9">" D "X"" "|" $h!!!!!!!!*!,!9"|>" 8 "" 9"D "X""$I&I.I "|" $b!!!!!!!     !!"#$'(*!,!9"|=">" D "H "X""8 "" 9"D "X"".IJL "|" $b!!!!!!!     !!"#$'(*!,!9"|=">" D "H "X""JJJJzLJ "|" $h!!!!!!!!*!,!9"|>" 8 "" 9"D "X""x "" $6####,#- 9">" D "X"" "|" $h!!!!!!!!*!,!9"|zLLLLX0 "!" $h        * , 9"!>"  "!" $h        * , 9"!D "X"" "!" $h        * , 9"!>" D "X""LLLL "!" $h        * , 9"!>"  "!" $h        * , 9"!LLb " $v!!!!!!!     !!"#$'(*!,!7 =">" H "LL| "" $h!!!!!!!!*!,!7 9"LMX" $b             !"#$'(* , =">" D "H "X""MMJ" $v             !"#$'(* , >" D "H "X""MMMMH "PS" $h""""""""*","9"PSD " X" " "PS" $h        * , 9"PSD "X""t" $h        * , MOOOt" $h!!!!!!!!*!,!" $h!!!!!!!!*!,!=">" z" $h!!!!!!!!*!,!>" OOb " $v!!!!!!!     !!"#$'(*!,!7 =">" H "OO| "" $h!!!!!!!!*!,!7 9"OPX" $b             !"#$'(* , =">" D "H "X""PPPQvz" $h!!!!!!!!*!,!>" " $h""""""""*",">" D " X" "t" $h        * , QRR t" $h!!!!!!!!*!,!" $h!!!!!!!!*!,!=">" RRb " $v!!!!!!!     !!"#$'(*!,!7 =">" H "RR| "" $h!!!!!!!!*!,!7 9"RRX" $b             !"#$'(* , =">" D "H "X""RRJ" $v             !"#$'(* , >" D "H "X""RRS^T" $h!!!!!!!!*!,!=">" z" $h!!!!!!!!*!,!>" t" $h        * , ^T`TbTdTfTb8 "" 9"D "X""x "" $6####,#- 9">" D "X""z" $h""""""""*",">" t" $h!!!!!!!!*!,!fTUUUVVVzz8 "" 9"D "X""x "" $6####,#- 9">" D "X"" "" $h!!!!!!!!*!,!9">" VZXL "" $b!!!!!!!     !!"#$'(*!,!9"=">" D "H "X""ZX\X^X`XxYJ "" $h!!!!!!!!*!,!9">" 8 "" 9"D "X""x "" $6####,#- 9">" D "X"" "" $h!!!!!!!!*!,!9"xYYYYYt|D8 "" 9"D "X""x "" $6####,#- 9">" D "X"" "" $h!!!!!!!!*!,!9" "" $h!!!!!!!!*!,!9"=">" Y\\\z8 "" 9"D "X""x "" $6####,#- 9">" D "X"" "" $h!!!!!!!!*!,!9">" \d^L "" $b!!!!!!!     !!"#$'(*!,!9"=">" D "H "X""d^f^p^z "PS" $       $ $ $ $$ '$* , 9"PS>"  "" $h!!!!!!!!*!,!9">" p^r^x^^Z "PS" $       $ $ $ $$ '$* , 9"PS>"  "PS" $       $ $ $ $$ '$* , 9"PS>" D "X""^^^"z "!" $h        * , 9"!>" D "X"" "PS" $       $ $ $ $$ '$* , 9"PSD "X""^^____^XX "!" $h        * , 9"! "!" $h        * , 9"!>"  "!" $h        * , 9"!D "X""_0_2_ x " $h!!!!!!!!*!,!7 ~ " $h!!!!!!!!*!,!7 >" 2__V "!" $v             !"#$'(* , 7 9"!=">" H "__f" $v             !"#$'(* , =">" H "__Z "!" $v             !"#$'(* , 9"!=">" H "__f" $v             !"#$'(* , =">" H "__l" $v             !"#$'(* , >" H "______<2 "  "PS" $h""""""""*","9"PSD " X" " "PS" $h        * , 9"PSD "X"" "|" $h        * , 9"|___ x " $h!!!!!!!!*!,!7 ~ " $h!!!!!!!!*!,!7 >" _h`f" $v             !"#$'(* , =">" H "h`j`` "PS" $v             !"#$'(* , 9"PS>" H "j`l`n`p`r`t`v`v "|" $h!!!!!!!!*!,!9"|" $h""""""""*","D " X" " "  "|" $h        * , 9"|t``` x " $h!!!!!!!!*!,!7 ~ " $h!!!!!!!!*!,!7 >" `af" $v             !"#$'(* , =">" H "aa` "PS" $v             !"#$'(* , 9"PS>" H "aaaaaa0avvb~ " $h!!!!!!!!*!,!7 >" " $h""""""""*","D " X" " "  "|" $h        * , 9"|0a2ax " $h!!!!!!!!*!,!7 2azaf" $v             !"#$'(* , =">" H "za|a` "PS" $v             !"#$'(* , 9"PS>" H "|a~aaaaaavvb~ " $h!!!!!!!!*!,!7 >" " $h""""""""*","D " X" " "  "|" $h        * , 9"|aax " $h!!!!!!!!*!,!7 aaf" $v             !"#$'(* , =">" H "aa` "PS" $v             !"#$'(* , 9"PS>" H "aaaaaaavv~ " $h!!!!!!!!*!,!7 >" t" $h""""""""*"," "  "|" $h        * , 9"|abx " $h!!!!!!!!*!,!7 bFbf" $v             !"#$'(* , =">" H "FbHb` "PS" $v             !"#$'(* , 9"PS>" H "HbJbLbNbPbRbvv`" $h""""""""*","D " X" " "|" $h!!!!!!!!*!,!9"| "  "|" $h        * , 9"|RbTbVbP8 "" 9"D "X""x "" $6####,#- 9">" D "X""VbcD" $v!!!!!!!     !!"#$'(*!,!=">" D "H "X""cccc8 "" 9"D "X""x "" $6####,#- 9">" D "X"" "|" $h        * , 9"|cdX" $b!!!!!!!     !!"#$'(*!,!=">" D "H "X""dddd`fbfdfVz" $h!!!!!!!!*!,!>" 8 "" 9"D " X" "x "" $6####,#- 9">" D " X" " "|" $h!!!!!!!!*!,!9"|dfggg> "PS" $       $ $ $ $$ '$* , 9"PS>"  "|" $h!!!!!!!!*!,!9"|" $h!!!!!!!!*!,!=">" ggggZ "PS" $       $ $ $ $$ '$* , 9"PS>"  "PS" $       $ $ $ $$ '$* , 9"PS>" D "X""ggh"z "!" $h        * , 9"!>" D "X"" "PS" $       $ $ $ $$ '$* , 9"PSD "X""hh:h"  "!" $h        * , 9"!D "X""Rhdhb " $v!!!!!!!     !!"#$'(*!,!7 =">" H "dhfh| "" $h!!!!!!!!*!,!7 9"fhhX" $b             !"#$'(* , =">" D "H "X""hh> "PS" $v             !"#$'(* , 9"PS>" D "H "X""hhhhH "PS" $h""""""""*","9"PSD " X" " "PS" $h        * , 9"PSD "X""t" $h        * , h@iX" $b!!!!!!!     !!"#$'(*!,!=">" D "H "X""@iBit" $h!!!!!!!!*!,!BiTib " $v!!!!!!!     !!"#$'(*!,!7 =">" H "TiVi| "" $h!!!!!!!!*!,!7 9"ViiX" $b             !"#$'(* , =">" D "H "X""iii" $h""""""""*",">" D " X" "t" $h        * , ijX" $b!!!!!!!     !!"#$'(*!,!=">" D "H "X""jj> "PS" $v!!!!!!!     !!"#$'(*!,!9"PS>" D "H "X""jjt" $h!!!!!!!!*!,!jkb " $v!!!!!!!     !!"#$'(*!,!7 =">" H "kk| "" $h!!!!!!!!*!,!7 9"kpkX" $b             !"#$'(* , =">" D "H "X""pkrkt" $h        * , rkFlX" $b!!!!!!!     !!"#$'(*!,!=">" D "H "X""FlHlJlLlNlx@8 "" 9"D "X""x "" $6####,#- 9">" D "X""" $h""""""""*",">" D " X" "t" $h!!!!!!!!*!,!Nl&m(m*mr8 "" 9"D " X" "x "" $6####,#- 9">" D " X" "" $|!!!!!!!!*!,!>" *mmD" $v!!!!!!!     !!"#$'(*!,!=">" D "H "X""mmmmnnnnrr:" $|!!!!!!!!*!,!8 "" 9"D "X""x "" $6####,#- 9">" D "X""" $|!!!!!!!!*!,!>" noool" "PS" $       $ $ $ $$ '$* , 9"PS>" " $|!!!!!!!!*!,!" $|!!!!!!!!*!,!=">" ooooZ "PS" $       $ $ $ $$ '$* , 9"PS>"  "PS" $       $ $ $ $$ '$* , 9"PS>" D "X""ooo"z "!" $h        * , 9"!>" D "X"" "PS" $       $ $ $ $$ '$* , 9"PSD "X""oopp^X "!" $h        * , 9"! "!" $h        * , 9"!>"  "!" $h        * , 9"!D "X""ppp x " $h!!!!!!!!*!,!7 ~ " $h!!!!!!!!*!,!7 >" ppX" $b             !"#$'(* , =">" D "H "X""pppp< "PS" $h""""""""*","9"PSD "X"" "PS" $h        * , 9"PSD "X"" "|" $h        * , 9"|pqrr r| "  "|" $h!!!!!!!!*!,!9"|" $h!!!!!!!!*!,!=">" z" $h!!!!!!!!*!,!>"  r*r,r x " $h!!!!!!!!*!,!7 ~ " $h!!!!!!!!*!,!7 >" ,rrX" $b             !"#$'(* , =">" D "H "X""rrrrsv`" $h!!!!!!!!*!,!=">" " $h""""""""*","D " X" " "  "|" $h        * , 9"|sssssf^~ " $h!!!!!!!!*!,!7 >"  "  "|" $h!!!!!!!!*!,!9"| "PS" $|!*,9"PS>" ssx " $h!!!!!!!!*!,!7 s uX" $b             !"#$'(* , =">" D "H "X"" u uuu$vvz" $h!!!!!!!!*!,!>" t" $h""""""""*"," "  "|" $h        * , 9"|$vnvpvrv|vx~ " $h!!!!!!!!*!,!7 >"  "  "|" $h        * , 9"|" $h!!!!!!!!*!,!=">" |v~vx " $h!!!!!!!!*!,!7 ~vvX" $b             !"#$'(* , =">" D "H "X""vv> "PS" $v             !"#$'(* , 9"PS>" D "H "X""vvvvxwzw|wvv" $h!!!!!!!!*!,!=">" t" $h""""""""*"," "  "|" $h        * , 9"||www x " $h!!!!!!!!*!,!7 ~ " $h!!!!!!!!*!,!7 >" wwX" $b             !"#$'(* , =">" D "H "X""wwwwxxxv`v" $h!!!!!!!!*!,!=">" " $h""""""""*","D " X" " "  "|" $h        * , 9"|xxx x " $h!!!!!!!!*!,!7 ~ " $h!!!!!!!!*!,!7 >" xTyX" $b             !"#$'(* , =">" D "H "X""TyVyXyZybzv" $h!!!!!!!!*!,!=">" t" $h""""""""*"," "  "|" $h        * , 9"|bzdzfzzz|zvp "!" $h        * , 9"! "!" $h        * , 9"!>"  "  "|" $h!!!!!!!!*!,!9"| |z~zzzzz{{{|||PPP`v "" $6####,#9">" D "X""z" $h!!!!!!!!*!,!>" 8 "" 9"D "X""x "" $6####,#- 9">" D "X""|||l}}PV" $h!!!!!!!!*!,!=">" z" $h!!!!!!!!*!,!>" 8 "" 9"D "X""x "" $6####,#- 9">" D "X""}}}}8 "" 9"D "X""x "" $6####,#- 9">" D "X""t" $h!!!!!!!!*!,!}J~X" $b!!!!!!!     !!"#$'(*!,!=">" D "H "X""J~L~N~P~R~&v "" $6####,#9">" D "X""x "" $6####,#- 9">" D "X""x "" $6####,#- 9">" D "X""t" $h!!!!!!!!*!,!R~T~V~P8 "" 9"D "X""x "" $6####,#- 9">" D "X""V~X" $b!!!!!!!     !!"#$'(*!,!=">" D "H "X""8 "" 9"D "X""x "" $6####,#- 9">" D "X""t" $h!!!!!!!!*!,!X" $b!!!!!!!     !!"#$'(*!,!=">" D "H "X""8 "" 9"D " X" "x "" $6####,#- 9">" D " X" "t" $h!!!!!!!!*!,!X" $b!!!!!!!     !!"#$'(*!,!=">" D "H "X"" "PS" $       $ $ $ $$ '$* , 9"PS>" t" $h!!!!!!!!*!,!Z "PS" $       $ $ $ $$ '$* , 9"PS>"  "PS" $       $ $ $ $$ '$* , 9"PS>" D "X"""z "!" $h        * , 9"!>" D "X"" "PS" $       $ $ $ $$ '$* , 9"PSD "X""^XX "!" $h        * , 9"! "!" $h        * , 9"!>"  "!" $h        * , 9"!D "X""b " $v!!!!!!!     !!"#$'(*!,!7 =">" H "| "" $h!!!!!!!!*!,!7 9"L "J" $b             !"#$'(* , 9"J=">" D "H "X""|8 "PS" $h""""""""*","9"PSD "X"" "PS" $h        * , 9"PSD "X"" "J" $h        * , 7 9"Jt" $h!!!!!!!!*!,!z" $h!!!!!!!!*!,!>" " $h!!!!!!!!*!,!=">" b " $v!!!!!!!     !!"#$'(*!,!7 =">" H "| "" $h!!!!!!!!*!,!7 9"L "J" $b             !"#$'(* , 9"J=">" D "H "X""\ "J" $v             !"#$'(* , 7 9"J>" H "jRjp" $h!!!!!!!!*!,!=">" z" $h!!!!!!!!*!,!>" " $h""""""""*","D " X" "RTt" $h!!!!!!!!*!,!Tdb " $v!!!!!!!     !!"#$'(*!,!7 =">" H "df| "" $h!!!!!!!!*!,!7 9"fL "J" $b             !"#$'(* , 9"J=">" D "H "X""zjz" $h!!!!!!!!*!,!>" " $h""""""""*","D " X" " "J" $h        * , 9"J>"  t" $h!!!!!!!!*!,!" $h!!!!!!!!*!,!=">" b " $v!!!!!!!     !!"#$'(*!,!7 =">" H "| "" $h!!!!!!!!*!,!7 9">L "J" $b             !"#$'(* , 9"J=">" D "H "X"">@|t" $h!!!!!!!!*!,!" $h!!!!!!!!*!,!=">"  "J" $h        * , 7 9"J 8 "" 9"D "X""x "" $6####,#- 9">" D "X""t" $h""""""""*"," L "|" $b!!!!!!!     !!"#$'(*!,!9"|=">" D "H "X""> "|" $v!!!!!!!     !!"#$'(*!,!9"|>" D "H "X""zzRx "" $6####,#- 9">" D "X""8 "" 9"D "X""x "" $6####,#- 9">" D "X"" "|" $h!!!!!!!!*!,!9"|>" T "|" $h!!!!!!!!*!,!9"|>" 8 "" 9"D "X""x "" $6####,#- 9">" D "X""v "" $6####,#9">" D "X"" b8 "" 9"D "X""x "" $6####,#- 9">" D "X""v "" $6####,#9">" D "X""x "" $6####,#- 9">" D "X"" zx "" $6####,#- 9">" D "X""x "" $6####,#- 9">" D "X"" "|" $h!!!!!!!!*!,!9"|>" .T "|" $h!!!!!!!!*!,!9"|>" 8 "" 9"D "X""x "" $6####,#- 9">" D "X""v "" $6####,#9">" D "X"".0246`8 "" 9"D "X""x "" $6####,#- 9">" D "X""x "" $6####,#- 9">" D "X""x "" $6####,#- 9">" D "X""6ƒȒʒzx "" $6####,#- 9">" D "X""x "" $6####,#- 9">" D "X"" "|" $h!!!!!!!!*!,!9"|>" ʒ̒ΒP8 "" 9"D "X""x "" $6####,#- 9">" D "X""ΒL "|" $b!!!!!!!     !!"#$'(*!,!9"|=">" D "H "X""> "|" $v!!!!!!!     !!"#$'(*!,!9"|>" D "H "X""zx "" $6####,#- 9">" D "X""x "" $6####,#- 9">" D "X"" "|" $h!!!!!!!!*!,!9"|>" P8 "" 9"D "X""x "" $6####,#- 9">" D "X""L "|" $b!!!!!!!     !!"#$'(*!,!9"|=">" D "H "X""z "PS" $       $ $ $ $$ '$* , 9"PS>"  "|" $h!!!!!!!!*!,!9"|>" Z "PS" $       $ $ $ $$ '$* , 9"PS>"  "PS" $       $ $ $ $$ '$* , 9"PS>" D "X"" "< "PS" $$ $ $ $$'$*,9"PS>" D "X"" "PS" $       $ $ $ $$ '$* , 9"PS=">" D "X"""$<"z "!" $h        * , 9"!>" D "X"" "PS" $       $ $ $ $$ '$* , 9"PSD "X""<>fh|~^XX "!" $h        * , 9"! "!" $h        * , 9"!>"  "!" $h        * , 9"!D "X""~b " $v!!!!!!!     !!"#$'(*!,!7 =">" H "| "" $h!!!!!!!!*!,!7 9"f" $v             !"#$'(* , =">" H "D "PS" $h""""""""*","9"PSD "X"" "PS" $h        * , 9"PSD "X""x " $h        * , 7 FH t" $h!!!!!!!!*!,!" $h!!!!!!!!*!,!=">" HXb " $v!!!!!!!     !!"#$'(*!,!7 =">" H "XZ|j " $|        * , 7 >" " $h        * , =">"  "" $h!!!!!!!!*!,!7 9" j\" $|!*,>" " $h!!!!!!!!*!,!=">" " $h""""""""*","D " X" "l" $|!!!!!!!!*!,!" $|!!!!!!!!*!,!=">" b " $v!!!!!!!     !!"#$'(*!,!7 =">" H "~|t" $h        * , " $h        * , =">"  "" $h!!!!!!!!*!,!7 9"j\" $|!*,>" " $h!!!!!!!!*!,!=">" " $h""""""""*","D " X" "x" $|!!!!!!!!*!,!b " $v!!!!!!!     !!"#$'(*!,!7 =">" H "›|x " $h        * , 7 " $h        * , =">"  "" $h!!!!!!!!*!,!7 9"›j" $|!!!!!!!!*!,!" $|!*,>" " $h!!!!!!!!*!,!=">"  ">\" $h!!!!!!!!*!,!=">" 8 "" 9"D "X""x "" $6####,#- 9">" D "X""t" $h""""""""*",">@BDlV" $h!!!!!!!!*!,!=">" 8 "" 9"D "X""x "" $6####,#- 9">" D "X""z" $h!!!!!!!!*!,!>" lnprrx "" $6####,#- 9">" D "X""z" $h!!!!!!!!*!,!>" " $|!*,>" rtvxZ" $h!!!!!!!!*!,!=">" 8 "" 9"D "X""x "" $6####,#- 9">" D "X""v "" $6####,#9">" D "X"" v "" $6####,#9">" D "X""x "" $6####,#- 9">" D "X""x "" $6####,#- 9">" D "X""z" $h!!!!!!!!*!,!>" PVz" $h!!!!!!!!*!,!>" " $h!!!!!!!!*!,!=">" 8 "" 9"D "X""x "" $6####,#- 9">" D "X"">Z>Z "PS" $       $ $ $ $$ '$* , 9"PS>" D "X"" "PS" $       $ $ $ $$ '$* , 9"PS>" < "PS" $$ $ $ $$'$*,9"PS>" D "X"" "PS" $       $ $ $ $$ '$* , 9"PS=">" D "X"""z "!" $h        * , 9"!>" D "X"" "PS" $       $ $ $ $$ '$* , 9"PSD "X""DFZ\^XX "!" $h        * , 9"! "!" $h        * , 9"!>"  "!" $h        * , 9"!D "X""\nb " $v!!!!!!!     !!"#$'(*!,!7 =">" H "np| "" $h!!!!!!!!*!,!7 9"pܢX" $b             !"#$'(* , =">" D "H "X""ܢޢH "PS" $h""""""""*","9"PSD "X"" "PS" $h        * , 9"PSD "X""t" $h        * , УX" $b!!!!!!!     !!"#$'(*!,!=">" D "H "X""Уңt" $h!!!!!!!!*!,!ңb " $v!!!!!!!     !!"#$'(*!,!7 =">" H "| "" $h!!!!!!!!*!,!7 9"X" $b             !"#$'(* , =">" D "H "X""t" $h""""""""*","t" $h        * , X" $b!!!!!!!     !!"#$'(*!,!=">" D "H "X""> "PS" $v!!!!!!!     !!"#$'(*!,!9"PS>" D "H "X""t" $h!!!!!!!!*!,!b " $v!!!!!!!     !!"#$'(*!,!7 =">" H "| "" $h!!!!!!!!*!,!7 9"hX" $b             !"#$'(* , =">" D "H "X""hjt" $h        * , jBX" $b!!!!!!!     !!"#$'(*!,!=">" D "H "X""BD> "PS" $v!!!!!!!     !!"#$'(*!,!9"PS>" D "H "X""DFHJL~F8 "" 9"D "X""x "" $6####,#- 9">" D "X""" $h""""""""*","D " X" "t" $h!!!!!!!!*!,!LD" $v!!!!!!!     !!"#$'(*!,!=">" D "H "X""r8 "" 9"D " X" "x "" $6####,#- 9">" D " X" "" $|!!!!!!!!*!,!>" 8D" $v!!!!!!!     !!"#$'(*!,!=">" D "H "X""8:<>r8 "" 9"D "X""x "" $6####,#- 9">" D "X""" $|!!!!!!!!*!,!>" >D" $v!!!!!!!     !!"#$'(*!,!=">" D "H "X""H "PS" $l     !"#$'(*,9"PS>" D "H "X""x "PS" $       $ $ $ $$ '$* , 9"PS>" " $|!!!!!!!!*!,!Z "PS" $       $ $ $ $$ '$* , 9"PS>"  "PS" $       $ $ $ $$ '$* , 9"PS>" D "X"""z "!" $h        * , 9"!>" D "X"" "PS" $       $ $ $ $$ '$* , 9"PSD "X""8:NP^XX "!" $h        * , 9"! "!" $h        * , 9"!>"  "!" $h        * , 9"!D "X""P`b " $v!!!!!!!     !!"#$'(*!,!7 =">" H "`b| "" $h!!!!!!!!*!,!7 9"b\X" $b             !"#$'(* , =">" D "H "X""\^d" $b             !"#$'(* , D "H "X""^`bd^Ht" $h!!!!!!!!*!,! "PS" $h""""""""*","9"PSD "X"" "PS" $h        * , 9"PSD "X""dtb " $v!!!!!!!     !!"#$'(*!,!7 =">" H "tv| "" $h!!!!!!!!*!,!7 9"vX" $b             !"#$'(* , =">" D "H "X""t" $h!!!!!!!!*!,!t" $h""""""""*","t" $h        * , b " $v!!!!!!!     !!"#$'(*!,!7 =">" H "| "" $h!!!!!!!!*!,!7 9"X" $b             !"#$'(* , =">" D "H "X""t" $h        * , r^" $b!!!!!!!     !!"#$'(*!,!>" D "H "X""rX" $b!!!!!!!     !!"#$'(*!,!=">" D "H "X""d" $b!!!!!!!     !!"#$'(*!,!D "H "X""j@z" $h!!!!!!!!*!,!>" 8 "" 9"D "X""x "" $6####,#- 9">" D "X""" $h""""""""*","D " X" "޳zx "" $6####,#- 9">" D " X" "" $|!!!!!!!!*!,!>" " $h!!!!!!!!*!,!=">" `z" $h!!!!!!!!*!,!>" 8 "" 9"D "X""x "" $6####,#- 9">" D "X""v "" $6####,#9">" D " X" "b8 "" 9"D "X""x "" $6####,#- 9">" D "X""v "" $6####,#9">" D " X" "x "" $6####,#- 9">" D " X" "|~ x "" $6####,#- 9">" D "X""v "" $6####,#9">" D " X" "x "" $6####,#- 9">" D " X" "z" $h!!!!!!!!*!,!>" Nz" $h!!!!!!!!*!,!>" 8 "" 9"D "X""D" $v!!!!!!!     !!"#$'(*!,!=">" D "H "X""8 "" 9"D "X""x "" $6####,#- 9">" D "X""z" $h!!!!!!!!*!,!>" D" $v!!!!!!!     !!"#$'(*!,!=">" D "H "X"" "PS" $       $ $ $ $$ '$* , 9"PS>" z" $h!!!!!!!!*!,!>" .Z "PS" $       $ $ $ $$ '$* , 9"PS>"  "PS" $       $ $ $ $$ '$* , 9"PS>" D "X"".0H"z "!" $h        * , 9"!>" D "X"" "PS" $       $ $ $ $$ '$* , 9"PSD "X""HJrt^XX "!" $h        * , 9"! "!" $h        * , 9"!>"  "!" $h        * , 9"!D "X""b " $v!!!!!!!     !!"#$'(*!,!7 =">" H "| "" $h!!!!!!!!*!,!7 9" X" $b             !"#$'(* , =">" D "H "X"" "d" $b             !"#$'(* , D "H "X"""&np^d40" $=">" " $h!!!!!!!!*!,!=">" z" $h!!!!!!!!*!,!>"  "PS" $h        * , 9"PSD "X""prt" $h!!!!!!!!*!,!rb " $v!!!!!!!     !!"#$'(*!,!7 =">" H "| "" $h!!!!!!!!*!,!7 9"޻X" $b             !"#$'(* , =">" D "H "X""޻t" $h!!!!!!!!*!,! " t" $h        * , b " $v!!!!!!!     !!"#$'(*!,!7 =">" H "| "" $h!!!!!!!!*!,!7 9"ּX" $b             !"#$'(* , =">" D "H "X""ּؼJ^" $h!!!!!!!!*!,!=">" z" $h!!!!!!!!*!,!>" t" $h        * , ^`bdZ " " $b!!!!!!!     !!"#$'(*!,!D "H "X""bdf޿PP`v "" $6####,#9">" D "X""z" $h!!!!!!!!*!,!>" 8 "" 9"D "X""x "" $6####,#- 9">" D "X""PT| "PS" $^*,9"PS>" " $h!!!!!!!!*!,!=">" 8 "" 9"D "X""x "" $6####,#- 9">" D "X""V" $h!!!!!!!!*!,!=">" 8 "" 9"D "X""x "" $6####,#- 9">" D " X" "z" $h!!!!!!!!*!,!>" dPz" $h!!!!!!!!*!,!>" 8 "" 9"D "X""x "" $6####,#- 9">" D "X""dnpx>Z>Z "PS" $       $ $ $ $$ '$* , 9"PS>" D "X"" "PS" $       $ $ $ $$ '$* , 9"PS>" "z "!" $h        * , 9"!>" D "X"" "PS" $       $ $ $ $$ '$* , 9"PSD "X""^XX "!" $h        * , 9"! "!" $h        * , 9"!>"  "!" $h        * , 9"!D "X""02 x " $h!!!!!!!!*!,!7 ~ " $h!!!!!!!!*!,!7 >" 2X" $b             !"#$'(* , =">" D "H "X""> "PS" $v      !"#$'(*,9"PS>" D "H "X""< "PS" $h""""""""*","9"PSD "X"" "PS" $h        * , 9"PSD "X"" "|" $h        * , 9"||| "  "|" $h!!!!!!!!*!,!9"|" $h!!!!!!!!*!,!=">" z" $h!!!!!!!!*!,!>"  x " $h!!!!!!!!*!,!7 ~ " $h!!!!!!!!*!,!7 >" 2X" $b             !"#$'(* , =">" D "H "X""246XN "  "|" $b             !"#$'(* , 9"|D "H "X""68dfhjj` "  "|" $h!!!!!!!!*!,!9"|" $h!!!!!!!!*!,!=">" " $h""""""""*","D " X" "h|~ x " $h!!!!!!!!*!,!7 ~ " $h!!!!!!!!*!,!7 >" ~X" $b             !"#$'(* , =">" D "H "X"".v`" $h!!!!!!!!*!,!=">" " $h""""""""*","D " X" " "  "|" $h        * , 9"|.024H|~ " $h!!!!!!!!*!,!7 >"  "  "|" $h        * , 9"|| "PS" $^*,9"PS>" HJx " $h!!!!!!!!*!,!7 JX" $b             !"#$'(* , =">" D "H "X""vv\~ " $h!!!!!!!!*!,!7 >" " $h""""""""*",">" D " X" " "  "|" $h        * , 9"|x " $h!!!!!!!!*!,!7 FX" $b             !"#$'(* , =">" D "H "X""FH> "PS" $v      !"#$'(*,9"PS>" D "H "X""HJLXN "  "|" $b             !"#$'(* , 9"|D "H "X""LNPRTVvh08 "" 9"D "X""x "" $6####,#- 9">" D "X""" $h""""""""*","D " X" " "  "|" $h        * , 9"|V8 "" 9"D "X""x "" $6####,#- 9">" D "X""z" $h!!!!!!!!*!,!>" bD" $v!!!!!!!     !!"#$'(*!,!=">" D "H "X""bdfh^x "" $6####,#- 9">" D "X""8 "" 9"D "X""x "" $6####,#- 9">" D "X""z" $h!!!!!!!!*!,!>" 8 "" 9"D "X"",D" $v!!!!!!!     !!"#$'(*!,!=">" D "H "X"",.024&x "" $6####,#- 9">" D "X""v "" $6####,#9">" D "X""x "" $6####,#- 9">" D "X""t" $h!!!!!!!!*!,!468 "" 9"D "X""6:D" $v!!!!!!!     !!"#$'(*!,!=">" D "H "X"":<H "PS" $l     !"#$'(*,9"PS>" D "H "X""<>@B8 "" 9"D "X""x "" $6####,#- 9">" D "X""t" $h!!!!!!!!*!,!BD" $v!!!!!!!     !!"#$'(*!,!=">" D "H "X"" "PS" $       $ $ $ $$ '$* , 9"PS>" t" $h!!!!!!!!*!,!&Z "PS" $       $ $ $ $$ '$* , 9"PS>"  "PS" $       $ $ $ $$ '$* , 9"PS>" D "X""&(@"z "!" $h        * , 9"!>" D "X"" "PS" $       $ $ $ $$ '$* , 9"PSD "X""@Bjl^X "!" $h        * , 9"! "!" $h        * , 9"!>"  "!" $h        * , 9"!D "X""l~b " $v!!!!!!!     !!"#$'(*!,!7 =">" H "~f "PS" $l     !"#$'(*,7 9"PS>" H "| "" $h!!!!!!!!*!,!7 9"b " $v             !"#$'(* , 7 =">" H "H "PS" $h""""""""*","9"PSD "X"" "PS" $h        * , 9"PSD "X""t" $h!!!!!!!!*!,!D" $v!!!!!!!     !!"#$'(*!,!=">" D "H "X""> "PS" $v!!!!!!!     !!"#$'(*!,!9"PS>" D "H "X""t" $h!!!!!!!!*!,!b " $v!!!!!!!     !!"#$'(*!,!7 =">" H "| "" $h!!!!!!!!*!,!7 9"b " $v!!!!!!!     !!"#$'(*!,!7 =">" H "\ "PS" $v!!!!!!!     !!"#$'(*!,!7 9"PS>" H "l" $v"""""""     "!"#$'(*",">" H "D" $v!!!!!!!     !!"#$'(*!,!=">" D "H "X"" H "PS" $l     !"#$'(*,9"PS>" D "H "X"" t" $h!!!!!!!!*!,! b " $v!!!!!!!     !!"#$'(*!,!7 =">" H ""f "PS" $l     !"#$'(*,7 9"PS>" H ""$| "" $h!!!!!!!!*!,!7 9"$f" $v             !"#$'(* , =">" H "` "PS" $v             !"#$'(* , 9"PS>" H "t" $h!!!!!!!!*!,!t" $h""""""""*","t" $h        * , b " $v!!!!!!!     !!"#$'(*!,!7 =">" H "f "PS" $l     !"#$'(*,7 9"PS>" H "| "" $h!!!!!!!!*!,!7 9"Vf" $v             !"#$'(* , =">" H "VX` "PS" $v             !"#$'(* , 9"PS>" H "XZ\^t" $h""""""""*","t" $h        * , ^pb " $v!!!!!!!     !!"#$'(*!,!7 =">" H "pr| "" $h!!!!!!!!*!,!7 9"rf" $v             !"#$'(* , =">" H "` "PS" $v             !"#$'(* , 9"PS>" H " "!" $h        * , 9"!>" t" $h""""""""*","t" $h        * , 8 "" 9"D "X""x "" $6####,#- 9">" D "X"" "!" $h        * , 9"!D" $v!!!!!!!     !!"#$'(*!,!=">" D "H "X""H> "  "PS" $l     !"#$'(*,9"PS>" D "H "X""P8 "" 9"D "X""x "" $6####,#- 9">" D "X""D: " " $v!!!!!!!     !!"#$'(*!,!=">" D "H "X""P8 "" 9"D "X""x "" $6####,#- 9">" D "X""\^" $b!!!!!!!     !!"#$'(*!,!>" D "H "X""\^`P8 "" 9"D "X""x "" $6####,#- 9">" D "X""`hjD: " " $v!!!!!!!     !!"#$'(*!,!=">" D "H "X""jlnpr4 "" 9"x "" $6####,#- 9">" D "X""T "" $6####,#9">" x "" $6####,#- 9">" D "X""rFHD: " " $v!!!!!!!     !!"#$'(*!,!=">" D "H "X""HPR\J>Z>Z "PS" $       $ $ $ $$ '$* , 9"PS>" D "X"" "PS" $       $ $ $ $$ '$* , 9"PS>" JLd"z "!" $h        * , 9"!>" D "X"" "PS" $       $ $ $ $$ '$* , 9"PSD "X""df^XX "!" $h        * , 9"! 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