ࡱ>  lbjbj,(,( ;NBNBc:::  8 mnH.H.:...R1"t1 1mmmmmmm,ps\n111@11n 3  ..'n 3 3 31 . R.m 31m 3 3fgpr"m Ǹp2:jDm=n0mn~j t 3 tm 3m111nn 3111mn t111111111P :    List of Reading Behaviors: A Tool for Guided Reading Guidance for Using this Document This document was designed to provide information about each reading level so that teachers can make informed decisions about what to teach their students and what to observe for and assess. As this document represents a continuum of reading behaviors, not discrete steps, you will see that many reading behaviors can be found in multiple levels. Students should practice those reading behaviors repeatedly, but with increasingly complex texts. You will also find suggested readinga-z.com texts that can be used to progress monitor students throughout the school year to determine if they are ready to move to the next level. Please keep in mind that some readinga-z.com levels do not exactly correlate to TRC/Fountas and Pinnell levels. We have listed books that align to the TRC/Fountas and Pinnell levels for consistency and have included a correlation chart for your reference. Two suggestions for using this document Lesson Planning Tool: Primarily, this document serves as a planning guide, as it lists the reading behaviors students should exhibit at each reading level. For example, students reading on a Level F should use multiple sources of information while reading to self-correct. Teachers can use this list to craft objectives for each leveled group. During the lesson, teachers should model the reading behavior they want students to try, students should have an opportunity during guided reading to apply the behavior, and students should receive just in time feedback regarding their application. Observation and Assessment Tool: Teachers can use the checklists during guided reading lessons as a tool on which to record the behaviors each child is demonstrating. This enables teachers to monitor student progress and provide more targeted instruction. During the lesson, the teacher should listen to as many students read as possible. While listening in, some teachers will choose to take informal running records while others may find it helpful to record their observations on these checklists. The checklists that follow have been adapted from the following sources: Fountas, I.C. & Pinnell, G.S. (2011). The continuum of literacy learning: Grades preK-8. Portsmouth, NH: Heinemann. Fountas, I.C. & Pinnell, G.S. (2011). Scholastic guided reading program: Teachers guide. NY, NY: Scholastic. Level A Reading Behaviors to Teach and/or Observe Reads words from left to rightRemembers and uses language patternsLocates both known and new wordsBegins to match word by word, pointing with one finger under words Differentiates print from picturesHolds the book and turns pages correctly Relies on illustrations to tell a story and begins to focus on printUnderstands familiar concepts in stories and illustrationsRelates the book to his/her experience Notices and interprets details in pictures Progress Monitoring Texts from Readinga-z.com I Go VegetablesLevel B Reading Behaviors to Teach and/or Observe Remembers and uses language patterns in textUses visual information, such as the first letter of the word, to read known and new wordsNotices features of letters and wordsDemonstrates control of left to right movement and return sweepBegins to control word-by-word matching across two lines of text, pointing with one fingerBegins to self-monitor, noticing mismatches in meaning or languageUses word-by-word matching to check on readingRereads to confirm or figure out new wordsPays close attention to printUses knowledge of high-frequency words to check on readingNotices and interprets detail in picturesTalks about ideas in textNotices mismatches in meaning or language Progress Monitoring Texts from Readinga-z.com The Sandwich This TurtleLevel C Reading Behaviors to Teach and/or Observe Uses picture details to help figure out wordsRemembers and uses language patterns in textSolves some new words independentlyDemonstrates awareness of punctuation by pausing and using some phrasingDemonstrates control of left-to-right directionality and word-by-word matching across several lines of printBegins to track print with eyes Rereads to solve problems, such as confirming or figuring out new wordsControls directionality and word-by-word matching with eyes, using finger at points of difficultyRecognizes known words quickly and uses them to figure out the meaning of new wordsUses visual information to predict, check, and confirm readingSearches for understanding while reading Progress Monitoring Texts from Readinga-z.com How Things MoveI Can Help Level D Reading Behaviors to Teach and/or Observe Pays close attention to words and their structural features (for example, endings)Solves new words using knowledge of sound/letter relationships and word partsReads fluently, with phrasingSelf-corrects, using visual informationControls directionality and word-by-word matching with eyes, using finger at points of difficultyRereads to confirm or figure out new wordsRemembers language patterns and repeating events over longer stretches of textSearches for understanding while readingRemembers details from text and pictures Progress Monitoring Texts from Readinga-z.com The WheelWho Runs Fast?Level E Reading Behaviors to Teach and/or Observe Figures out some longer words by taking them apartReads for meaning but checks with the visual aspects of print (letters, sounds, words)Uses language syntax and meaning to read fluently, with phrasingDemonstrates awareness of punctuation by using, phrasing, and reading with inflectionRecognizes many words quickly and automaticallyTracks print with eyes, except at points of difficultyRereads to self-monitor or self-correct phrasing and expressionRereads to search for meaning and accuracyRelates texts to others previously readRemembers details and uses them to clarify meaningDemonstrates understanding by talking about text after reading Progress Monitoring Texts from Readinga-z.com Bath TimeIn the SeaLevel F Reading Behaviors to Teach and/or Observe Uses syntax of written language to figure out new words and their meaningUses sound/letter relationships, word parts, and other visual information to figure out new wordsUses known words to figure out new wordsFigures out longer words while reading for meaningDemonstrates awareness of punctuation by using, phrasing, and reading with inflectionRecognizes most words quickly and automaticallyMoves quickly through textReads fluently, with phrasingTracks print with eyes using finger at points of difficultyUses multiple sources of information to search and self-correctRereads to figure out words, self-correct, or improve phrasing and expressionRereads to search for meaningTalks about ideas in the text and relates them to his/her experiences and to other texts Progress Monitoring Texts from Readinga-z.com Many RoadsMonkey to the TopLevel G Reading Behaviors to Teach and/or Observe Uses sound/letter relationships, word parts, and other visual information to figure out new wordsUses meaning, visual information, and language syntax to figure out wordsReads fluently and rapidly, with appropriate phrasingNotices and uses punctuation to assist smooth readingRecognizes most words quickly and automaticallyFollows print with eyes, occasionally using finger at points of difficultyRereads to figure out words, self-correct, or improve phrasing and expressionRereads to search for meaningRemembers details to support the accumulation of meaning throughout the textUses pictures for information but does not rely on them to make predictions Progress Monitoring Texts from Readinga-z.com A Dog for SallyBig and Small CatsLevel H Reading Behaviors to Teach and/or Observe Uses sound/letter relationships, words parts, and other visual information to figure out new wordsReads fluently and rapidly, with appropriate phrasingNotices and uses punctuation to assist smooth readingRecognizes most words rapidlyFollows print with eyes, occasionally using finger at points of difficultyRereads to figure out words, self-correct, or improve phrasing and expressionRereads to search for meaningUses meaning, visual information, and language syntax to solve problemsRemembers details to support the accumulations of meaning throughout the textUses pictures for information but does not rely on them to make predictionsSearches for meaning while reading, stopping to think or talk about ideas Progress Monitoring Texts from Readinga-z.com How Long Does It Take?Living TogetherLevel I Reading Behaviors to Teach and/or Observe Actively figures out new words, using a range of strategiesFlexibly uses meaning, language syntax, and visual information to figure out new words and to monitor readingBegins to silently read some of the textFollows the print with eyesIn oral reading, rereads some words or phrases to self-correct or improve expressionRereads to search for meaningSelf-corrects errors that cause loss of meaningRereads when necessary to self-correct, but not as a habitDemonstrates understanding of the story and charactersGoes beyond text in discussions and interpretationsSustains problem solving and development of meaning through a longer text and over a two- or three-day period Progress Monitoring Texts from Readinga-z.com Land and WaterOn VacationLevel J Reading Behaviors to Teach and/or Observe Uses multiple strategies to figure out new words while focusing on meaningAnalyzes words from left to right, using knowledge of sound/letter relationshipsUses known words and parts to figure out new wordsReads fluently, slowing down to figure out new words and then resuming speedSilently reads sections of textFlexibly uses meaning, language syntax, and visual information to monitor readingSelf-corrects errors that cause loss of meaningRereads when necessary to self-correct, but not as a habitRereads to search for meaningUses multiple sources of information to process text smoothlyDemonstrates understanding of the story and charactersGoes beyond the text in discussions and interpretationsSustains problem-solving and development of meaning through a longer text read over several daysMakes inferences, predicts and analyzes character and plot Progress Monitoring Texts from Readinga-z.com Animal OlympicsWhat Comes From PlantsGorillasThe Mailmans HatLevel K Reading Behaviors to Teach and/or Observe Flexibly uses multiple word-solving strategies while focusing on meaningWhen reading orally, reads rapidly, with phrasing, slowing down to problem solve and then resuming speedReads silently much of the timeIntegrates multiple sources of information while reading with fluencyDemonstrates understanding of the text after silent readingMakes inferences, predicts and analyzes characters and plotGoes beyond the text in understanding of problems and charactersDemonstrates ease with interpreting the textSustains attention to meaning and interpretation of a longer text read over several days Progress Monitoring Texts from Readinga-z.com The Gray WolfHarold the Hungry PlantLevel L Reading Behaviors to Teach and/or Observe In oral reading, uses multiple word-solving strategies with longer wordsWhen reading orally, reads rapidly, with phrasingReads orally, with accuracy, not stopping to self-correct in the interest of fluency and phrasingReads silently most of the timeIntegrates multiple sources of information while reading with fluencyDemonstrates understanding and ease with interpreting the text after silent readingAfter reading longer sections of a text predicts events, outcomes, problem resolutions, and character changes Makes connections between the text read and other booksSustains attention to meaning and interpretation of a longer text read over several days Progress Monitoring Texts from Readinga-z.com Go Away, Sun!SpidersLevel M Reading Behaviors to Teach and/or Observe Uses multiple sources of information to figure out words rapidly while focusing on meaningFlexibly applies word-solving strategies to more complex, multisyllabic wordsReads orally with high accuracy in most instances, not stopping to self-correct errors in the interest of fluency and phrasingReads silently, except during assessment or to demonstrate text interpretationDemonstrates facility in interpreting text while reading orally, with fluency and phrasingAfter reading longer sections of a text predicts events, outcomes, problem resolutions, and character changesRemembers details and sustains attention to meaning through a longer textDemonstrates understanding and ease with interpreting the text after silent readingMakes connections between the text read and other booksGoes beyond the text to make more sophisticated interpretations Progress Monitoring Texts from Readinga-z.com DinosaursSally Takayamas Worst Day EverHattie in the AtticMysterious MarsLevel N Reading Behaviors to Teach and/or Observe Uses multiple strategies to figure out new words quicklyReads silently, except during assessment or when demonstrating text interpretationDemonstrates ease with text interpretation while reading orally, with fluency and phrasingRemembers details from one section of text to the nextSustains attention to a longer text, remembering details and revising interpretationsNotices how illustrations convey the authors meaningDemonstrates sophisticated interpretation of characters and plotGoes beyond the text to speculate on alternative meaningsMakes connections among a wide variety of texts Progress Monitoring Texts from Readinga-z.com Life CyclesThe NoreasterThe Hunting TripNature Reuses and RecyclesLevel O Reading Behaviors to Teach and/or Observe Solves words quickly and automatically while focusing on meaningSearches to understand the subtle shades of meaning that words can conveyIn oral reading, figures out new words rapidly while reading smoothly and expressivelyDemonstrates ease in text interpretation while reading orally, with fluency and phrasingSustains attention to a text read over several days, remembering details and revising interpretations as new events are encounteredAfter reading silently, demonstrates understanding and sophistication in text interpretationMakes connections among texts to enhance interpretationGoes beyond the text to speculate on alternative meaningsShows the ability to summarize the text in writing Progress Monitoring Texts from Readinga-z.com Polar Regions of the EarthThe WallLevel P Reading Behaviors to Teach and/or Observe Actively acquires new vocabulary through readingIn oral reading, figures out new words rapidly while reading smoothly and expressivelyWhile reading silently, reads rapidly and with attention to meaningDemonstrates interest in reading an extended text over a longer time periodDemonstrates ease with text interpretation while reading orally, with fluency and phrasingSustains attention to a text read over several days, remembering details and revising interpretations as new events are encounteredAfter reading silently, demonstrates understanding and sophistication in interpreting meaningCompares the text with other books in an analytic wayGoes beyond the text to speculate on alternative meaningsShows the ability to summarize and extend the text in writing Progress Monitoring Texts from Readinga-z.com The Ant in the PhotographRobotsLevel Q - T Reading Behaviors to Teach and/or Observe Actively/rapidly acquires new vocabulary through readingIn oral reading, figures out new words rapidly while reading smoothly and expressivelyReads rapidly (both orally and silently), with attention to meaning, when reading silentlyDemonstrates ease with text interpretation while reading orally, with fluency and phrasingDemonstrates flexibility in reading texts of different styles and genresSustains attention to a text read over many days, remembering details and revising interpretations as new events are encounteredDemonstrates interest in reading an extended text over a longer time periodUses illustrations to help analyze text meaningAfter reading silently, demonstrates understanding and sophistication in interpreting meaningCompares the text to other books in an analytic wayGoes beyond the text to interpret characters thoughts and feelings to speculate on alternative meaningsShows the ability to analyze, interpret and extend the text in writingExtends and demonstrates understanding of the text through writing in a variety of genresUses comparison with other texts to assist interpretationAfter reading silently, demonstrates understanding and ability to analyze characters and plotReflects knowledge of literary genre in conversation and writing Progress Monitoring Texts from Readinga-z.com Magnificent Meatball Maker (F&P Level Q)Chick-a-Dude (F&P Level R)Many Happy Returns (F & P Level S) (F&P Level S)Early Birds: Fossils and Feathers (F&P Level T)Level U Reading Behaviors to Teach and/or Observe Learns technical words from readingNotices graphic illustrations and gets information from themSynthesizes information from graphic information with the body of the textUses the table of contents to help in the understanding of the organization of the textGrasps layers of meaning in a story; for example, specific understandings plus the bigger pictureReads, understands, and appreciates literary languageInterprets illustrations and their connections to the textKeeps up with several different themes and many charactersInterprets characters motives and the influences on their developmentRecognizes and appreciates a wide range of genres, both fiction and non-fictionNotices and uses a full range of punctuation, including more rarely used forms such as dashesUses reading to learn about self and others Progress Monitoring Texts from Readinga-z.com Tessas Family Day Violent WeatherLevel V Reading Behaviors to Teach and/or Observe Learns technical language and concepts through readingUnderstands and talks about complex themes, analyzing them and applying them to current life situationsUnderstands many different perspectives that are encountered in fiction and nonfiction textsEvaluates both fiction and nonfiction texts for their authenticity and accuracyDeals with mature topics such as death, war, prejudice and courageThinks critically about and discusses the content of a literary work or the quality of writingNotices aspects of the writers craft and looks at the text from a writers point of viewSustains attention and thinking over the reading of text that are long and have small fontsTries new genres, topics, and authors, and is able to compare them with known genres, topics and authorsMakes connections across texts to notice an authors style or techniqueUnderstands symbolism in both realistic fiction and fantasy; discusses what symbols mean in terms of todays societyBrings prior knowledge to aid in understanding of literary referencesLearns about self and others through reading, especially about societies that are different from ones own Level W Reading Behaviors to Teach and/or Observe Flexibly and automatically uses tools such as glossary, references, index, credentials for authors, legends, charts, and diagramsSustains reading over longer and more complex texts; is not intimidated by varying layouts and styles of printBuilds understanding of a wide variety of human problemsUses reading to expand awareness of people who are different from oneselfUnderstands and learns from characters experiencesLearns about self and others through reading; actively seeks understanding of people different from oneself by culture, period of history, etc. Deals with mature themes such as prejudice, war, death survival, and poverty, and is able to discuss them in relation to ones own experiencesUnderstands the complexities of human characters as they develop and change; discusses ones own point of view and relationship to charactersIntegrates understandings derived from graphic illustrations and the textExpands world knowledge through reading Level X Reading Behaviors to Teach and/or Observe Understands and is able to use the sophisticated, scholarly, technical language that is found in informational textsFlexibly and automatically uses tools such as glossary, references, index, credentials for authors, legends, charts, and diagramsSustains attention over longer texts with more abstract, mature, and complex themesNotices, understands and discusses a wide range of literary devices, such as flashbacks and stories within storiesDeals with mature themes, such as family relationships, death, social injustice, and the supernatural Uses descriptive text as a way to understand settings and their importance to the plot of character developmentDiscusses the setting as an element of the text, deciding whether it is important or unimportantNotices aspects of authors craft, including the ways characters are described and presented as real Talks about the text in an analytic way, including finding specific evidence of the authors style Appreciates, understands and discusses irony and satire Level Y Reading Behaviors to Teach and/or Observe Understands and discusses the fact that words can have multiple meanings in relation to the context in which they are usedFlexibly and automatically uses tools such as glossary, references, index, credentials for authors, legends, charts, and diagrams Understands and discusses subtle and complex plots and themesUnderstands, discusses, and deals in a mature way with a wide range of social problems, including social injustice and tragedyUnderstands and discusses in a mature way texts that present explicit details of social problems Understands literary irony and satire as they are used to communicate big ideasUnderstands complex fantasy, entering into whole new worlds, and understands concepts in relation to the imagined setting Interprets events in light of the settingtime, place and culture Engages in critical thinking about fiction and nonfiction texts Critically evaluates nonfiction texts for accuracy and presentation of information Level Z Reading Behaviors to Teach and/or Observe Switches easily from one genre to another, accessing knowledge of the structure and nature of the text while beginning to read Flexibly and automatically uses tools such as glossary, references, index, credentials for authors, legends, charts and diagramsSustains reading and understand over much longer textsDeals with a great range of texts- from diaries to narratives to playsUnderstands and discusses how a text works in terms of the writers organizationDeals with controversial social and political issues, seeing multiple perspectivesUses reading to gain technical knowledge in a wide variety of areasUnderstands the symbolism in heroic quests; applies concepts encountered in fantasy to todays lifeDeals with and discusses in a mature way graphic details such as accounts of brutality, hardship or violenceNotices, understands, appreciates complex language, archaic language, and cultural motifsLearns about epilogues, bibliographies and forewordsBuilds information across text, even when very unusual formats are used (for example, brief interviews with many characters) Fully understands the subtle differences between fiction and nonfiction Correlation Chart Reading A-Z LevelFountas & Pinnell LevelaaAAABBCCDDEEFFGGHHIIJJKJLKMLNMOMPMQNRNSOTPUQVQWRXSYTZU-W      District of Columbia Public 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$Ifgdh1111222 $Ifgdh22A2B2C2-$$$ $IfgdhkdJ$$Iflֈd7  "$ t0644 lap ythC2D2E2F2G2$kdgK$$Iflֈd7  "$ t0644 lap yth $IfgdhG2~222222 $Ifgdh22222-$$$ $IfgdhkdL$$Iflֈd7  "$ t0644 lap yth22222$kdL$$Iflֈd7  "$ t0644 lap yth $Ifgdh2#3$3%3&3'3(3 $Ifgdh(3)3d3e3f3-$$$ $IfgdhkdDM$$Iflֈd7  "$ t0644 lap ythf3g3h3i3j3$kdM$$Iflֈd7  "$ t0644 lap yth $Ifgdhd3j3k3v33333333333333444Z4a44444;5B5}55556 6#696@666666666666777ϒ hj'h0h(h0PJtHhAk"h0PJaJh.h0PJaJh.h.PJaJ h+SPJ hYKh0h0hXF`h0PJaJh0PJaJh%h0PJ hPJ h0PJh(h0PJh%h0PJaJ2j3k3l3m3333333akdN$$Ifl0H$ t0644 lapyth $IfgdPlgd0gd0 3334[4\4]4^4_4`4xsneeeeee $Ifgdhgd0gd0kdO$$Ifl0H$ t0644 lapyth `4a4444-$$$ $IfgdhkdO$$Iflֈd7  "$ t0644 lap yth44444$kd9P$$Iflֈd7  "$ t0644 lap yth $Ifgdh4444444 $Ifgdh44<5=5>5-$$$ $IfgdhkdP$$Iflֈd7  "$ t0644 lap yth>5?5@5A5B5$kdQ$$Iflֈd7  "$ t0644 lap yth $IfgdhB5~555555 $Ifgdh55555-$$$ $Ifgdhkd@R$$Iflֈd7  "$ t0644 lap yth55555$kdR$$Iflֈd7  "$ t0644 lap yth $Ifgdh566 6 6 6 6 $Ifgdh 6 6:6;6<6-$$$ $IfgdhkdS$$Iflֈd7  "$ t0644 lap yth<6=6>6?6@6$kd9T$$Iflֈd7  "$ t0644 lap yth $Ifgdh@6666666 $Ifgdh6666-(#gd0gd0kdT$$Iflֈd7  "$ t0644 lap yth66666666666666 $IfgdPlgd0 67737|7}7~7777vqlcccccc $Ifgdhgd0gd0kdU$$Ifl0H$ t0644 lapyth 7&7)737{77778"8A8H8888888\9c99999:::4:9:::G:H:O:Q:X:Y:w:z::::2;9;;; <<m<t<<<1=8=?=`===읖 hj'h0 h&[h0hXF`h0PJaJh%h0PJ hPJhr.h0PJhAk"h0PJaJh.h.PJaJh.h0PJaJh%h0PJaJh0PJaJ h+SPJ h0PJ877777-$$$ $IfgdhkdV$$Iflֈd7  "$ t0644 lap yth77777$kdV$$Iflֈd7  "$ t0644 lap yth $Ifgdh78888 8!8 $Ifgdh!8"8B8C8D8-$$$ $IfgdhkdbW$$Iflֈd7  "$ t0644 lap ythD8E8F8G8H8$kdX$$Iflֈd7  "$ t0644 lap yth $IfgdhH8888888 $Ifgdh88888-$$$ $IfgdhkdX$$Iflֈd7  "$ t0644 lap yth88888$kdiY$$Iflֈd7  "$ t0644 lap yth $Ifgdh8]9^9_9`9a9b9 $Ifgdhb9c9999-$$$ $IfgdhkdZ$$Iflֈd7  "$ t0644 lap yth99999$kdZ$$Iflֈd7  "$ t0644 lap yth $Ifgdh9999999 $Ifgdh9:::-&!gd0gd0kdb[$$Iflֈd7  "$ t0644 lap yth::::::: : : : :::H:P: $IfgdPlgd0 P:Q:Y::::::::vqlcccccc $Ifgdhgd0gd0kd\$$Ifl0H$ t0644 lapyth ::3;4;5;-$$$ $Ifgdhkd\$$Iflֈd7  "$ t0644 lap 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t0644 lap yth $IfgdhDEEEEE E $Ifgdh E E E E-(#gd0gd0kdp$$Iflֈd7  "$ t0644 lap yth E EEEEEEEEEEDE_EhE $IfgdPlgd0 hEiEqEEEEEEEEtojaaaaaa $Ifgdhgd0gd0kd@q$$Ifl0H$ t0h%644 lapyth EEE)F0FsFzFFFFF&G-GGGHHQHXHHHHHHHHHHHHIII6I7IBICIaIdInIxrl h+SPJ h% PJ hj'h0h0hXF`h0PJaJh%h0PJ hPJh0PJtH h0PJh#`yh0PJtHhAk"h0PJaJhGbuh0PJaJhgh0PJaJhghgPJaJhgh.PJaJh%h0PJaJh0PJaJ'EE*F+F,F-$$$ $Ifgdhkdq$$Iflֈd7  "$ t0644 lap yth,F-F.F/F0F$kdzr$$Iflֈd7  "$ t0644 lap yth $Ifgdh0FtFuFvFwFxFyF $IfgdhyFzFFFF-$$$ $Ifgdhkd's$$Iflֈd7  "$ t0644 lap ythFFFFF$kds$$Iflֈd7  "$ t0644 lap yth $IfgdhF'G(G)G*G+G,G $Ifgdh,G-GGGG-$$$ $Ifgdhkdt$$Iflֈd7  "$ t0644 lap ythGGGGG$kd.u$$Iflֈd7  "$ t0644 lap yth $IfgdhGHHHHHH $IfgdhHHRHSHTH-$$$ $Ifgdhkdu$$Iflֈd7  "$ t0644 lap ythTHUHVHWHXH$kdzv$$Iflֈd7  "$ t0644 lap yth $IfgdhXHHHHHHH $IfgdhHHHHH-$$$ $Ifgdhkd'w$$Iflֈd7  "$ t0644 lap ythHHHHH$kdw$$Iflֈd7  "$ t0644 lap yth $IfgdhHHHHHHHHHHHHI/I6I $IfgdPlgd0gd06I7ICInIIIIIIItojaaaaaa $IfgdQ4 gd0gd0kdex$$Ifl0Q% t0z%644 lapyth IIJJJ-$$$ $IfgdQ4 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$IfgdhWSXSYSZS[S\S]S^SSSS $IfgdPlgd0 dgd0gd0 SSSSTTTTT Tvqlcccccc $Ifgdhgd0gd0kd$$Ifl0H$ t0644 lapyth T!TTTT-$$$ $Ifgdhkd$$Iflֈd7  "$ t0644 lap ythTTTTT$kd4$$Iflֈd7  "$ t0644 lap yth $IfgdhTTTTTTT $IfgdhTTBUCUDU-$$$ $Ifgdhkd$$Iflֈd7  "$ t0644 lap ythDUEUFUGUHU$kd$$Iflֈd7  "$ t0644 lap yth $IfgdhHUUUUUUU $IfgdhUUUUU-$$$ $Ifgdhkd;$$Iflֈd7  "$ t0644 lap ythUUUUU$kd$$Iflֈd7  "$ t0644 lap yth $IfgdhUPVQVRVSVTVUV $IfgdhUVVVVVV-$$$ $Ifgdhkd$$Iflֈd7  "$ t0644 lap ythVVVVV$kd4$$Iflֈd7  "$ t0644 lap yth $IfgdhV!W"W#W$W%W&W $Ifgdh&W'WoWpWqW-$$$ $Ifgdhkd$$Iflֈd7  "$ t0644 lap ythqWrWsWtWuW$kd$$Iflֈd7  "$ t0644 lap yth $IfgdhuWWWWWWW $IfgdhWW6X7X8X-$$$ $Ifgdhkd$$Iflֈd7  "$ t0644 lap ythW XX"X5X6X[?[@[A[B[ $IfgdhB[C[[[[-$$$ $IfgdhkdO$$Iflֈd7  "$ t0644 lap yth[[[[[$kd$$Iflֈd7  "$ t0644 lap yth $Ifgdh[f\g\h\i\j\k\ $Ifgdhk\l\\\\-$$$ $Ifgdhkd$$Iflֈd7  "$ t0644 lap yth\\\\\$kdH$$Iflֈd7  "$ t0644 lap yth $Ifgdh\\\\\\\ $Ifgdh\\\\-&!gd0gd0kd$$Iflֈd7  "$ t0644 lap yth\\\\\\\\\\(]]]]]]] 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