The materials reviewed for Kindergarten meet the criteria for materials provide explicit instruction for letter identification of all 26 letters (uppercase and lowercase). (K)

In the Fountas & Pinnell materials, there is instruction on letter names during Letter Knowledge, which contains 24 lessons. Twenty-two of these lessons are generative lessons, so lessons are designed to be repeated with different groups of letters until all 26 letters (uppercase and lowercase) have been taught. The lessons are written in a consistent format (Teach, Apply, Share, Assess, Connect Learning Across Contexts, and Extend Learning) and provide explicit strategies for the teaching of letter knowledge. In these lessons, students learn about the graphic characters such as how letters look, how to distinguish one letter from another letter, how to detect letters within continuous text, and how to use letters in words.

Materials contain isolated, systematic and explicit instruction for all 26 letters (recognize and name uppercase and lowercase).

• In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge, page 220, the teacher explains the differences between the letters and the patterns that a student may notice that defines each letter. 
• In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge Lesson 4, page 227, the teacher teaches the letter names using lowercase letter forms. During Teach, the lesson guides the teacher to explicitly state that they will “learn more about the shapes and names of letters” (page 228). The teacher systematically and explicitly teaches each letter for the day (b, r, m) with the following routine: “I’m going to make a letter. Make a b on the whiteboard, being sure that the line is thick and black. This is a b. Say b. Whisper b. To make a b, pull down, half up, and around. Repeat motions. This is a b. Who can find a b on the alphabet chart? Who can find a b on the name chart? Now I’m going to find a b among the magnetic letters you see here. Demonstrate finding a b among the letters on the magnetic surface and pulling it down. Place the b clearly away from the others. Ask several children to come up and find additional examples of the letter b and group them with the first one.” This routine is repeated with the letters m and r. During Apply, the students complete a two-way sort with the letters b and r from the lesson. During Share, the students discuss what they have noticed about the letters b and r. 
• In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge Lesson 6, page 235, the teacher states all the letter names while pointing to the Alphabet Linking Chart. Students join in with the teacher. The teacher reads and points to the letters again and skips every other letter. Students join in with the teacher. 
• In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge Lesson 11, page 256, the teacher creates a letter Mm minibook for each child. The teacher explains the letter m in uppercase and lowercase. 
• In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge Lesson 16, page 276, the teacher introduces lowercase letters (h, n, j, l, d, a, m, k, b, r, i, u, p, q). The teacher models how to sort the letter h into a category of long straight line and n into a category of short straight line.
• In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge Lesson 20, page 291, the teacher explicitly teaches recognition of uppercase letters and their relationship to lowercase letters.
• The lessons uses uppercase and lowercase letter cards, letter formation charts, and the alphabet linking charts provided in the Ready Resources.
• This lesson introduces the term ‘capital letter’ and links terms uppercase and lowercase to ‘capital’ and ‘small’ letters. 

There is a suggested sequence for letter instruction to be completed in a reasonable time frame over the school year.

• In Phonics, Spelling, and Word Study Lessons Grade K, page 227, Letter Knowledge 4, the suggested letter sequence for instruction is: b, m, r, s, t, g, n, p, c, h, f, d, l, k, j, w, y, z, v, x & q. It states that children should work with two or three letters at a time and that are dissimilar in shape and in letter sound.
• In Phonics, Spelling, and Word Study Lessons Grade K, page 255, Letter Knowledge 11, the suggested letter sequence for vowels is in their regular order: a, e, i, o, u.

The materials reviewed for Kindergarten meet the criteria for materials engage students in sufficient practice of letter identification.

In the Fountas & Pinnell materials, students practice identifying, locating, and naming all 26 letters (uppercase and lowercase) during the 24 Letter Knowledge lessons. These opportunities are within the Apply, Share, Assess, Connect Learning Across Contexts and Extend Learning portion of the lesson plans. Students use magnetic boards, poems, and name charts to identify lowercase and uppercase letters. To locate letters, students play games such as alphabet soup and read letter books in order to locate letters. 

Materials provide students with frequent opportunities to engage in practice identifying all 26 letters (uppercase and lowercase). For example:

• In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 9, page 248, the teacher has a chart with all of the students’ names on it. The teacher holds up the student’s name, says the name, the letter the name starts with, and the student puts the name in the chart. The students say the letter name of the first letter.
• In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 12, page 261, students have a three-column sheet with uppercase letters P, J, and E. Students categorize classmate’s names by the first letter in their name and glue them under the letter they match. The children save the names that do not start with these letters and do another sort on another day. 
• In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 19, pages 287-290, there are the following opportunities:
• In Apply, students practice writing the letter, saying the name, and repeating the verbal path as the complete the letter.
• In Share, students discuss which of their letters are well written and identify them by their letter name.
• In Learning Across Contexts, students can look for specific letters and identify them by name through two read-aloud book selections, as well as two poem selections from the Sing a Song of Poetry Grade K.

Materials provide opportunities to engage in practice locating all 26 letters (uppercase and lowercase). For example: 

• In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 1, page 216, students complete a name puzzle, which contains each student’s name written on the envelope. Students take out the cut letters from the envelope and place them in the correct order under their name written on the envelope. 
• In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 4, page 228-230 provides the following opportunities for letter identification:
• In Apply, students complete a sorting activity, finding examples of different letters, saying the letter names, and then place the letter in the correct column on paper. 
• In Share, students discuss what they have noticed about the focus letters, calling each letter by name. 
• In Connect Learning Across Contexts, students can be introduced to two interactive read-aloud stories or several poems from Sing a Song of Poetry Grade K. In these activities, students are asked to name letters and use highlighters to locate them in the printed materials.
• In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 20 page 292, the teacher reads Chicka, Chicka, Boom, Boom. After the first reading, a student points to a lowercase letter on the page of the book and a different child is then prompted to find the same letter on the alphabet linking chart. 

Materials provide opportunities to engage in naming all 26 letters (uppercase and lowercase). For example: 

• In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 8, page 244, students work in pairs on a flat surface. The letters are there and the students practice saying the name of the letter and matching it. Then they switch roles. 
• In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 14, page 268, the teacher says a name of a letter and then writes it on a magnetic drawing board or chart paper. The children say the verbal path of writing the correct letter as the teacher writes the letter. Then the teacher has the students use different colors to trace the letter making a giant rainbow letter while saying the name of the letter. The lesson is repeated with lowercase letters, c, o, a, d, g, q, b, h, t, i, k, l, p, h, r, m, u, v, x,w, y, f, x, e, z. The teacher is further prompted to complete this lesson for uppercase letters as well. 
• In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 16, page 277, partners use magnetic letters or lowercase letter cards to say and sort the letters l, d, a, m, k, b, r, i, u, p and q. Partners check each other’s work. 
• In Phonics, Spelling, and Word Study Lessons Grade K, Letter-Sound Relationships 1, pages 313-316, the teacher selects a letter card and students identify the name of the letter before then finding a picture of a word that has the sound at the beginning
• In Phonics, Spelling, and Word Study Lessons Grade K, Letter-Sound Relationships 8, pages 341-344, the teacher has the student select a letter, say its name, and match it to an ending sound represented by a picture of the word.

The materials reviewed for Kindergarten meet the criteria for materials embed letter identification practice in meaningful print use.

In the Fountas & Pinnell materials, students have meaningful opportunities in print, in word sorts, and in writing to practice letter identification during Letter Knowledge lessons. There are a total of 24 letter knowledge lessons that embed the learning of letters in books, name practice and linking it to songs and alphabet charts. Lessons include recommendations for read-aloud book activities that reinforce these letter identification skills.

Materials contain a variety of tasks/activities that apply letter identification and naming of all 26 uppercase letters to meaningful print use (e.g. initial letter of a child’s name, environmental print, letter assortments, alphabet books, shared writing). For example: 

• In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 1, page 216, students make name puzzles. There is an envelope with their name on it and the student matches the letters to the letters in their name including the uppercase first letter. Students share what they notice about their name such as, “My name starts with a capital B.”
• In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 9, page 248, students recognize letters in other classmates’ names. In Teach, the teacher has students identify two names that start with the same letter and then students sort names into groups based on the initial letter in the name. 
• In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 20, page 292, students read Chicka, Chicka Boom Boom with the teacher. The teacher discusses the difference between uppercase and lowercase letters. The students point out to a letter in the book and find the corresponding letter on the letter linking for uppercase letters. 

Materials contain a variety of tasks/activities that apply letter identification and naming of all 26 lowercase letters to meaningful print use (e.g. initial letter of a child’s name, environmental print, letter assortments, alphabet books, shared writing). For example: 

• In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 8 page 246, students name letters within a text from Shared Reading. Each child draws a picture of a food that starts with the letter in their name. 
• In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge page 294, students complete an interactive writing activity where they identify if the teacher is writing an uppercase or lowercase letter. 
• In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge page 308, students play a game called Follow the Path, which contains lowercase letters. The student rolls the die and moves to that square. The student names the letter and states the next two letters in the alphabet. 

The materials reviewed for Kindergarten meet the criteria for materials provide explicit instruction to print and to practice forming the 26 letters (uppercase and lowercase).

In the Fountas & Pinnell materials, teachers explain letter formation for all 52 letters, and students have opportunities for practicing letter formation with various materials. The materials include an online resource for teacher talk in forming letters in the Verbal Path for the Formation of Letters. The teacher references Letter Formation Charts when explaining letter formation. In Letter Knowledge 3, 5, 13, 14, 18, 19, and 20, students practice letter formation. There are multi-modal/multi-sensory activities for students to complete, including creating big letters with pieces of paper, rainbow writing, and writing letters in the air. 

Materials include clear directions for the teacher concerning how to explain and model how to correctly form each of the 26 letters (uppercase and lowercase). 

• In Online Uppercase Verbal Path for the Formation of Letters, for the Uppercase F, the directions state: "Pull down, across, across."
• In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 4 pages 227-230, the teacher states: “This is a b. To make b, pull down, half up, and around. Who can find a b on the alphabet chart? Who can find a b on the name chart?” The instruction is then repeated with the letters m and r.
• In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 18, page 284, the teacher says, pull down, up, and around to make a lowercase b.
• In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 19, page 288, the teacher explains how to make a lowercase c, pull back and around. 
• In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 14, page 268, the teacher explains to students that they are going to learn how to write letters today. The teacher says to make a lowercase h, you pull down, up, over and down. The teacher makes the letter again and invites the students to join in saying the Verbal Path. 

Materials include frequent opportunities for students to practice forming all of the 26 letters (uppercase and lowercase). For example: 

• In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 11, page 256, students create a letter mini-book. The students write their name on the front of the book. When they first read the book, they trace over the letter with their finger. 
• In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 18, page 284, students use handwriting books to practice letter formation based on the model the teacher showed. Students use the practice lines to create a page of letters.
• In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 19, students use the handwriting book to practice making the assigned and modeled letters. Students circle their best letter formation with a colored marker.

Materials include frequent opportunities for students to practice forming letters using multi-modal and/or multi-sensory methods. For example:

• In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 3, page 225, students outline each letter of their name with glue. The students can add glitter to their name. The students glue the name card on a larger sheet of paper. 
• In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 5, students use a salt tray to trace a letter. Students make a g using tissue paper by crumpling small square of tissue paper around the bottom of a pencil and gluing the paper onto the printed ‘g’ on their paper.
• In Phonics, Spelling, and Word Study Lessons Grade K, Letter Knowledge 18, page 284, students write the letter b by making a rainbow letter. The teacher says: pull down, up, and around. Students practice making a lowercase b in the air and then the students trace over the b the teacher wrote with different colors while describing the path.

The materials reviewed for Kindergarten meet the criteria for materials provide explicit instruction in phonological awareness through systematic modeling across the K-1 grade band.

The Fountas & Pinnell phonological awareness lessons contain lesson structures that provide teachers with the opportunity to explicitly teach phonological awareness. Lessons start with Teach, which is a whole-class instruction on the phonological concept. The Teach section provides the teacher with examples for instruction in blending, segmenting, and manipulating phonemes.

Examples of materials that include explicit instruction in phonological awareness include but are not limited to the following:

• Materials provide the teacher with systematic, explicit modeling for instruction in syllables, sounds (phonemes), and spoken words.
• In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 10, page 146, the teacher places a picture of a moon in the pocket chart. The teacher has other picture cards ready that start with the sound m and others that have contrasting beginning sounds. The teacher matches the pictures that have the same beginning sound.
• In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 18, page 178, the teacher explains students are going to listen carefully for the middle sound in words. The teacher places a picture of a cat on the pocket chart. The teacher models the middle sound is short /a/. 
• In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 23, page 198, the teacher explains to students they are going to listen for the order of sounds in words. The teacher shows a picture of a glass. The teacher says each sound in the word slowly for students to hear all of the sounds.
• Materials provide the teacher with examples for instruction in syllables, sounds (phonemes), and spoken words called for in grade-level standards.  For example, 
• In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 6, page 130, the teacher instructs students to hear sounds in words. The teacher has 10 picture cards (such as: monkey and bird) as examples to use to demonstrate the skill. 
• In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 14, page 162, the teacher instructs students to hear the end sound in words. The teacher has 10 picture cards (such as: kite, coat, goat, net, hat) and then picture cards that do not end in /t/. 
• In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 16, page 170, the teacher instructs students to change (such as: go, no, day, way, ball, fall) the sound at the beginning of words. There are 25 examples that the teacher uses in this lesson to help students.

The materials reviewed for Kindergarten meet the criteria for materials provide practice of each newly taught sound (phoneme) and sound pattern across the K-1 band. 

The Fountas & Pinnell phonological awareness lessons contain opportunities for students to learn Grade Kindergarten phonemes and sound patterns through examples the teacher uses in Teach, as well as the practice opportunities in Apply and Share. Multimodal and multisensory activities for students to practice phonological awareness tasks are found throughout the Apply or Connect Learning Across Contexts sections within each lesson, including opportunities to use songs and stories to apply new skills.

Examples of materials that include phonological awareness practice activities include but are not limited to the following:

• Materials include systematic, explicit instruction on new phonemes and provide ample opportunities for students to learn and practice each new phoneme called for in grade-level standards. For example: 
• Students have opportunities to count, pronounce, blend, and segment syllables in spoken words.
• In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 6, page 130, students learn to count the number of parts in a word. Students say the names of picture cards and sort words by the number of syllables.
• In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 9, page 142, students count, pronounce, blend, and segment syllables in spoken words when the teacher breaks down a word and the students say what word the teacher is saying. The teacher has students play Lotto, where students take a picture card, blend the picture’s sounds and then cover the syllable number.
• In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 23, page 199, during Share, partners categorize picture cards into two groups with four sounds and words with five sounds. Partners take turns selecting a word at random and saying each sound in order. 
• Students have opportunities to blend and segment onsets and rimes of single-syllable spoken words.
• In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 20, page 187, in Apply, it says “have children play Go Fish with a partner or in groups of three or four. The first player asks the second player for a particular picture by saying the word in segmented form: “Do you have a c-at?” If the second player has a card with a picture of a cat, he responds by blending the word parts to say cat and giving the card to the first player.”
• In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 21, page 190, the teacher models segmenting bee. “You can hear each sound in this word by saying it slowly: /b/ long /e/.” Students look at picture cards and say each word slowly while a partner puts a finger up in the air when s/he hears each sound for two sounds in a word.
• Students have opportunities to recognize and produce rhyming words.
• In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 1, page 110, students learn a rhyming song that contains jeep and sheep. After students learn the song, the teacher asks students to think about jeep and sheep. The teacher helps students recognize the words rhyme.
• In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 2, page 114, students learn a rhyming song that contains quick, candlestick, fox, and box. After students learn the song, the teacher asks students to think about quick and candlestick. The teacher helps students recognize the words rhyme. Students continue to practice the poem to produce the rhyming words.
• Students have opportunities to isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.
• In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 10, page 146, students learn to identify initial sounds in words. After instruction, students mix up picture cards and sort pictures by initial sounds. Students share their findings with statements such as: “Mouse starts with an /m/ sound, like moon and milk and mitten.”
• In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 13, page 158, students view picture cards for dog, book, sun. The teacher models the beginning and ending sounds of dog. The students identify beginning and ending sounds in hat, flag, bear.
• In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 18, page 178, students identify middle sounds in words. The teacher guides the students during Teach to name and sort six different sound pictures. 
• Students have opportunities to add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. For example, in Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 16, page 171, students have pairs of word cards to play a game. The students choose a picture saying the word the picture represents, then students change the first sound to make a new word. 
• Materials include a variety of multi-modal/multi-sensory activities for student practice of phonological awareness. 
• In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 2, page 115, students repeat the rhyming poem, “Jack, Be Nimble” and clap when they say the rhyming words.
• In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 6, page 131, students hear, say, and clap syllables. During Share, students demonstrate saying and clapping the parts of one- and two-syllable words.
• In Phonics, Spelling and Word Study Lessons Grade K, Phonological Awareness 21, page 191, students cut apart pictures to use with a partner. One student says each word slowly. The students put up a finger up in the air as they hear each sound in the word. Then partners change roles.

The materials reviewed for Kindergarten meet the criteria for materials explicitly teach word analysis strategies (e.g., phoneme/grapheme recognition, syllabication, morpheme analysis) based on the requirements of the standards and provide frequent practice opportunities for students to apply word analysis strategies.

The Fountas & Pinnell Kindergarten materials contain instruction and practice in word analysis strategies during Letter-Sound Relationships, Word Structure, Word Solving Actions, and Spelling Patterns. The skills introduced are explicitly taught, and students are provided both guided and independent practice activities that include word sorts, games, using magnetic letters, poems, and other reading selections.  

Materials contain frequent explicit instruction of word analysis strategies (e.g. phoneme/grapheme recognition, syllabication, morpheme analysis). Examples include, but are not limited to:

• In Phonics, Spelling, and Word Study Lessons Grade K, Word-Solving Actions 5, page 472, the teacher has students watch the teacher’s mouth when the picture cards are named orally. The students say the word after the teacher. The teacher guides students to identify the sounds students hear at the beginning and end of the words. The teacher writes the corresponding sounds.
• In Phonics, Spelling, and Word Study Lessons Grade K, Word Structure 1, pages 437-440, the teacher explicitly teaches beginning syllabication skills. The teacher models 1- and 2-syllable words and then has the students say a word and clap the parts they hear in the word.
• In Phonics, Spelling, and Word Study Lessons Grade K, Word Structure 3, pages 445-448, the teacher teaches basic morpheme analysis with the introduction of the concept of plural nouns. The teacher explicitly states, “When a word stands for more than one, it is plural, The words cats, flowers, and stars are plural because they stand for more than one cat, more than one flower, and more than one star. What do you notice about how these words end? You hear the /s/ sound.” 

Materials contain explicit instruction of word solving strategies (graphophonic and syntactic) to decode unfamiliar words. Examples include, but are not limited to:

• In Phonics, Spelling, and Word Study Lessons Grade K, Spelling Patterns 6, page 368, the teacher shows students words ending in -ine. The teacher asks: "What do you notice about all of these words?" The teacher writes the spelling pattern of -ine above the words and points out that line and nine rhyme. Students reread the list of words and the teacher states: “You can look for and use spelling patterns, such as -ine, to help you read and write words.”
• In Phonics, Spelling, and Word Study Lessons Grade K, Word-Solving Actions 6, page 476, students are prompted to read the poem, “After a Bath.” When they come to the word try, the teacher states, “I’m going to show you a way to figure out the word try.” The teacher asks students if they know another word that sounds like try at the end. The teacher writes a line between onset and rime, m and y. The teacher is instructed to take away the m and write t and r at the beginning of the word.
• In Phonics, Spelling, and Word Study Lessons Grade K, Word-Solving Actions, page 484, the teacher reminds students that when they are writing or reading a word, it can help them to think about words they already know and then change sounds to make the new words. The teacher says is and asks the following questions: "What is the first sound? What is the last sound?" The teacher has students say is again, but change the /z/ to /t/. The teacher asks: "What word did I make?"  

Multiple and varied opportunities are provided over the course of the year for students to learn, practice, and apply word analysis strategies. Examples include, but are not limited to:

• In Phonics, Spelling, and Word Study Lessons Grade K, Letter-Sound Relationships 6, page 334, students practice recognizing beginning consonant sounds and the letters that represent them. 
• In Phonics, Spelling, and Word Study Lessons Grade K, Word-Solving 2, page 461, students get a copy of the class letter, including the lines that the class has added. They mix up the strips after they cut them up and then they point to each word as they read it. 
• In Phonics, Spelling, and Word Study Lessons Grade K, Word-Solving Actions 3, page 465, students take turns changing the first sound of the word on the left to make the word on the right. Students explain using the following format, “The first sound is /d/. When I change the first sound to /l/, l makes the word log.” 
• In Phonics, Spelling, and Word Study Lessons Grade K, Word Solving 5, page 473, students complete a two-way sort with picture cards and word cards. Students say each sound in the word and practice writing the word, matching the word to a picture card.
• In Phonics, Spelling and Word Study Lessons Grade K, Word-Solving Actions 7, page 481, students cut apart the words in the poem, “Here is a House.” Students say and glue each word in order to make the poem. They illustrate and read the poem.