♪ ♪ WHAT'’S GOOD, MY GOOD PEOPLE?

I'’M MR. R., AND I'’M GOING TO BE YOUR GUIDE ON TODAY'’S LEARNING JOURNEY.

THERE'’S GOING TO BE SOME TWISTS AND SOME TURNS, BUT MOSTLY, WE'’RE GOING TO HAVE SOME FUN.

♪ ♪ HELLO, SUPER LEARNERS.

MY NAME IS MRS. KELLOGG, AND I'’M SO EXCITED TO BE HERE WITH YOU TODAY.

I HOPE ALL OF YOU ARE HAVING A FANTASTIC DAY.

YOU ARE GOING TO NEED A PIECE OF PAPER AND A PENCIL OR MARKER TO MAKE YOUR ANCHOR CHART.

I'’LL GET MY MATERIALS READY WHILE YOU GO GET YOUR MATERIALS READY.

GO GET YOUR PAPER AND PENCIL OR MARKER.

♪ ♪ TODAY, WE WILL LISTEN TO A BOOK THAT IS ALL ABOUT INSECTS.

DO YOU KNOW WHAT AN INSECT IS?

ANOTHER WORD FOR INSECT IS "BUG."

YOU MIGHT ALSO BE ABLE TO THINK OF AN EXAMPLE OF AN INSECT, SUCH AS A BEE, A BUTTERFLY, OR AN ANT.

INSECTS ARE VERY SMALL ANIMALS THAT HAVE 3 BODY PARTS: THEY HAVE A HEAD, A THORAX, AND AN ABDOMEN.

THEY HAVE 6 LEGS, EYES, AND ANTENNAE.

I WOULD LIKE TO INTRODUCE YOU TO ONE OF MY PETS TODAY.

THIS IS MY PET ANT.

HIS NAME IS AVERY THE ANT.

HI, AVERY.

HOW ARE YOU TODAY?

[chattering] AVERY TELLS ME HE IS HAVING A GREAT DAY.

AVERY, MAY WE LOOK AT YOU FOR A MINUTE?

[chattering] WE WANT TO SEE IF YOU ARE AN INSECT OR NOT.

OKAY, SO I SAID INSECTS HAVE 3 BODY PARTS.

THEY HAVE A HEAD, A THORAX, AND AN ABDOMEN.

WELL, WE CAN SEE THAT AVERY DOES HAVE A HEAD.

WE CAN ALSO SEE THAT AVERY HAS ANOTHER PART OF HIS BODY THAT HIS LEGS ARE ATTACHED TO.

THIS MUST BE HIS THORAX.

THEN HE HAS ONE OTHER PART OF HIS BODY, WHICH MUST BE HIS ABDOMEN.

SO, YES, AVERY THE ANT HAS 3 BODY PARTS: A HEAD, A THORAX, AND AN ABDOMEN.

INSECTS MUST ALSO HAVE 6 LEGS.

AVERY, MAY WE COUNT YOUR LEGS?

OKAY.

HE SAID THAT WE COULD COUNT HIS LEGS.

HERE WE GO.

YES, AVERY CERTAINLY DOES HAVE 6 LEGS.

WE ALSO KNOW THAT TO BE AN INSECT, AVERY NEEDS TO HAVE EYES AND ONE SET OF ANTENNAE.

LET'’S LOOK CAREFULLY AT AVERY'’S HEAD.

HMM, ALRIGHT, WELL, AVERY HAS EYES HERE, AND ANTENNAE HERE.

IS AVERY AN INSECT?

YES, WE CAN SAY THAT AVERY IS AN INSECT.

AVERY, WOULD YOU LIKE ME TO READ YOU A BOOK ABOUT INSECTS?

[chattering] DO YOU WANT TO LISTEN WITH YOUR FRIENDS?

[chattering] OKAY, THANKS FOR HELPING, AVERY.

THE TITLE, OR NAME, OF THIS BOOK IS "WHAT CAN INSECTS DO?"

THE TITLE IS A QUESTION.

WE KNOW WHAT INSECTS ARE, BUT NOW WE GET TO LEARN ABOUT WHAT INSECTS CAN DO.

AS WE ARE READING THIS BOOK, IT MIGHT HELP US IF WE HAVE AN ANCHOR CHART, SO THAT WE CAN REMEMBER WHAT WE LEARNED.

GET OUT YOUR PAPER AND PENCIL.

OKAY, ARE YOU READY?

DO YOU HAVE YOUR PAPER AND PENCIL WITH YOU?

LET'’S MAKE AN ANCHOR CHART.

I'’VE WRITTEN THE BOOK TITLE AT THE TOP OF MY CHART.

DO YOU REMEMBER THE TITLE?

"WHAT CAN INSECTS DO?"

THAT'’S RIGHT, GOOD REMEMBERING, SUPER LEARNERS.

"WHAT CAN INSECTS DO?"

IS NOT JUST THE TITLE OF THE BOOK.

IT IS ALSO THE MAIN IDEA OF THE BOOK, OR WHAT THE BOOK IS MOSTLY ABOUT.

IN THE MIDDLE OF MY PAPER, I AM GOING TO WRITE 2 WORDS.

I AM GOING TO WRITE "INSECTS CAN."

"INSECTS" IS SPELLED... YOU TRY IT AT HOME.

"CAN" IS A WORD WE CAN SOUND OUT.

[k]...[aa]...[n].

"CAN."

"C" SAYS "[k]," "A" SAYS "[aa]," AND "N" SAYS "[n]."

YOU TRY WRITING THE WORD "CAN" ON YOUR PAPER AT HOME.

NICE WORK.

SO, WE JUST WROTE "INSECTS CAN" IN THE MIDDLE OF OUR PAPER.

NOW, I'’M GOING TO DRAW A CIRCLE AROUND THE WORDS.

YOU DRAW A CIRCLE AROUND YOUR WORDS AT HOME, JUST LIKE I DID.

OUR ANCHOR CHART IS OFF TO A GOOD START.

OKAY, LET'’S READ THE BOOK.

AS WE ARE READING OUR BOOK, I WANT US TO BE THINKING ABOUT THE DIFFERENT INSECTS IN THE BOOK AND WHAT THEY CAN DO.

WE WILL USE OUR ANCHOR CHART TO REMEMBER WHAT INSECTS CAN DO.

"WHAT CAN INSECTS DO?"

BY CYNTHIA ROTHMAN.

I SEE A WASP, A FLY, A BEETLE, AND A BUTTERFLY.

WE JUST READ THE MAIN IDEA OF OUR BOOK.

OUR BOOK IS GOING TO BE ABOUT WHAT INSECTS DO.

LET'’S READ ON, TO FIND OUT MORE.

LIKE A DRAGONFLY.

LET'’S VISIT OUR ANCHOR CHART.

LET'’S LOOK AT WHAT WE WROTE IN THE MIDDLE.

"INSECTS CAN."

WHAT DID WE JUST LEARN THEY CAN DO?

FLY, THAT'’S RIGHT.

WE ARE GOING TO DRAW A LINE GOING OFF THE MIDDLE OF OUR ANCHOR CHART, AND WE ARE GOING TO WRITE THE WORD "FLY."

"FLY" IS SPELLED...

"FLY."

GREAT JOB, SUPER LEARNERS.

CAN YOU FLAP YOUR WINGS AND FLY?

LET'’S GO BACK TO OUR BOOK.

LIKE A SILVERFISH.

LET'’S VISIT OUR ANCHOR CHART.

WHAT DID WE JUST LEARN THEY CAN DO?

WALK, THAT'’S RIGHT.

WE ARE GOING TO DRAW ANOTHER LINE GOING OFF THE MIDDLE OF OUR ANCHOR CHART, AND THEN WE ARE GOING TO WRITE THE WORD "WALK."

"WALK" IS SPELLED...

"WALK."

GREAT JOB, SUPER LEARNERS.

CAN YOU WALK LIKE AN ANT?

GREAT ANT WALKING.

LET'’S GO BACK TO OUR BOOK.

OH, IT LOOKS LIKE WE HAVE ANOTHER INSECT FRIEND WHO WANTS TO VISIT US, LAURA LADYBUG.

[squeak] LAURA, WE JUST LEARNED THAT LADYBUGS CAN WALK AND FLY.

IS THAT TRUE?

[squeaking] SHE SAYS YES.

MAY WE LOOK AT YOU?

WELL, HERE ARE HER LEGS, AND HERE ARE HER WINGS.

SO, LAURA CAN WALK AND FLY.

CAN ALL OF YOU WALK AND FLY, LIKE LAURA?

THANK YOU, LAURA.

IT WAS SO NICE TO SEE YOU TODAY.

[squeaking] LET'’S GO BACK TO OUR BOOK.

LIKE A POND-SKATER.

LET'’S WRITE "SWIM" ON OUR ANCHOR CHART.

"SWIM" IS SPELLED...

"SWIM."

CAN YOU SWIM LIKE A POND-SKATER?

GREAT SWIMMING, SUPER LEARNERS.

LET'’S GO BACK TO OUR BOOK.

LIKE A GRASSHOPPER.

LET'’S VISIT OUR ANCHOR CHART.

WHAT DID WE JUST LEARN INSECTS CAN DO?

HOP.

I HAVE AN INSECT FRIEND WHO CAN HOP.

THIS IS GRANT GRASSHOPPER.

GRANT, CAN YOU HOP?

[chirping] YOU ARE VERY GOOD AT HOPPING, GRANT GRASSHOPPER.

SUPER LEARNERS, CAN YOU HOP LIKE A GRASSHOPPER?

GREAT HOPPING.

WE ARE GOING TO DRAW ANOTHER LINE... OFF THE CENTER OF OUR ANCHOR CHART, AND THEN WE'’RE GOING TO WRITE THE WORD "HOP."

WE CAN SOUND OUT "HOP."

"HOP" IS SPELLED...

"[h]...[ah]...[p]."

"HOP."

YOU TRY WRITING IT ON YOUR ANCHOR CHART.

"H" SAYS "[h]."

"O" SAYS "[ah]."

AND "P" SAYS "[p]."

"[h]...[ah]...[p]."

"HOP."

LET'’S GO BACK TO OUR BOOK.

LIKE A BEE.

LET'’S VISIT OUR ANCHOR CHART.

WE WROTE "INSECTS CAN" IN THE MIDDLE.

WHAT DID WE JUST LEARN THEY CAN DO?

BUZZ.

THAT'’S RIGHT, I HAVE A FRIEND WHO CAN BUZZ.

THIS IS BUDDY BEE.

WHAT SOUND DO YOU MAKE, BUDDY?

[buzzing] OH, BUDDY.

SUPER LEARNERS, CAN YOU BUZZ LIKE A BEE?

BZZZZ.

GREAT BUZZING.

WE'’RE GOING TO DRAW ANOTHER LINE OFF THE CENTER OF OUR ANCHOR CHART, AND THEN WE'’RE GOING TO WRITE THE WORD "BUZZ."

WE CAN SOUND OUT "BUZZ."

"BUZZ" IS "[buh]...[uh]...[zz]."

"BUZZ."

YOU TRY WRITING IT ON YOUR ANCHOR CHART.

"B" SAYS "[buh]."

"U" SAYS "[uh]."

AND DOUBLE "Z" SAYS "[zz]."

GREAT WRITING, SUPER LEARNERS.

ALRIGHT, LET'’S GO BACK TO OUR BOOK.

LIKE A CRICKET.

LET'’S VISIT OUR ANCHOR CHART.

WHAT DID WE JUST LEARN INSECTS CAN DO?

CHIRP, THAT'’S RIGHT.

WE ARE GOING TO DRAW ANOTHER LINE GOING OFF THE MIDDLE OF OUR ANCHOR CHART, AND THEN WE'’RE GOING TO WRITE THE WORD "CHIRP."

"CHIRP" IS SPELLED... WRITE "CHIRP" ON YOUR CHART.

GREAT WORK, SUPER LEARNERS.

CAN YOU CHIRP, LIKE A CRICKET?

CHIRP, CHIRP, CHIRP.

GREAT CHIRPING, SUPER LEARNERS.

LET'’S GO BACK TO OUR BOOK.

LIKE LEAFCUTTER ANTS.

LET'’S VISIT OUR ANCHOR CHART.

WE WROTE "INSECTS CAN" IN THE MIDDLE.

WHAT DID WE JUST LEARN THEY CAN DO?

CARRY THINGS, THAT'’S RIGHT.

BUDDY BEE!

OH, BUDDY BEE!

CAN YOU CARRY THINGS?

[buzzing] WHAT ARE YOU CARRYING, BUDDY BEE?

POLLEN?

AH...AH...AHCHOO!

OH, BUDDY.

WE'’RE GOING TO DRAW ANOTHER LINE GOING OFF THE MIDDLE OF OUR ANCHOR CHART, AND WE ARE GOING TO WRITE THE WORD "CARRY."

"CARRY" IS SPELLED...

"CARRY."

WRITE "CARRY" ON YOUR ANCHOR CHART.

GREAT WORK, SUPER LEARNERS.

PRETEND YOU ARE CARRYING SOMETHING REALLY HEAVY.

VERY GOOD.

LET'’S GO BACK TO OUR BOOK.

LIKE FIREFLIES.

LET'’S VISIT OUR ANCHOR CHART.

LET'’S LOOK AT WHAT WE WROTE IN THE MIDDLE.

"INSECTS CAN."

WHAT DID WE JUST LEARN THEY CAN DO?

LIGHT UP.

VERY GOOD.

WE'’LL DRAW ANOTHER LINE GOING OFF THE CENTER OF OUR ANCHOR CHART, AND THEN WE ARE GOING TO WRITE THE WORDS "LIGHT UP."

DO YOU KNOW WHAT LETTER "LIGHT" BEGINS WITH?

IT STARTS WITH AN "[ul]" SOUND.

SO, WE NEED TO WRITE THE LETTER "L" FIRST.

THEN WE NEED TO FINISH THE WORD WITH...

"LIGHT."

NEXT, WE NEED TO WRITE THE WORD "UP."

WE CAN SOUND OUT THE WORD "UP."

WE HEAR 2 SOUNDS IN "UP": "[uh]...[p]."

"UP."

"U" SAYS "[uh]" AND "P" SAYS "[p]."

SO, I'’M GOING TO WRITE "U" AND "P" THERE.

AND NOW WE HAVE THE WORD "UP."

WRITE "LIGHT UP" ON YOUR CHART.

GREAT WORK, SUPER LEARNERS.

SUPER LEARNERS, CAN YOU LIGHT UP?

WELL, I CAN'’T LIGHT UP, BUT I KNOW SOMEONE WHO CAN.

THIS IS MY PET FIREFLY, FELICITY FIREFLY.

FELICITY FIREFLY, DO YOU LIGHT UP?

[squeaking] WILL YOU SHOW US?

[ding] WOW, YOU ARE BEAUTIFUL!

I HAD SO MUCH FUN LEARNING ABOUT WHAT INSECTS CAN DO.

INSECTS CAN FLY, WALK, SWIM, CARRY, HOP, BUZZ, CHIRP, AND LIGHT UP.

I HOPE YOU CAN USE THIS CHART TO HELP YOU TEACH SOMEONE IN YOUR FAMILY ABOUT WHAT INSECTS CAN DO.

SEE YOU NEXT TIME.

MAYBE YOU DIDN'’T KNOW THIS ABOUT ME, BUT I LOVE TO COOK.

IT FEELS SO GOOD TO COMBINE AND PREPARE INGREDIENTS WITH LOVE AND WATCH OTHERS ENJOY WHAT YOU'’VE MADE.

WE HAVE A GREAT COOKING VIDEO FOR YOU TO WATCH, AND MAYBE YOU CAN TRY THIS AT HOME.

♪ ♪ [kids] LALO'’S LUNCHBOX!

HELLO, I'’M LALO.

I'’M HERE WITH MY LUNCHBOX.

[ding ding] MY NAME IS DAISY.

AND I'’M FREDDY FROM FREAKY, FAST, AND FRESH FOOD DELIVERY SERVICE.

AND I'’M HERE TO PICK-- AND WE'’RE HERE TO MAKE... MAY I BE OF SERVICE?

YOU BETCHA.

BUT, FIRST, LET'’S WASH OUR HANDS.

OH.

[water gurgling] [ding] AND NOW... TO MAKE THESE MINI MARGHERITA PIZZAS, FIRST, YOU'’LL NEED... YOU'’LL ALSO NEED...

...CHOPPED.

STEP 1: SPREAD THE TOMATO SAUCE OVER THE ENGLISH MUFFINS.

STEP 2: SPRINKLE ON YOUR MOZZARELLA CHEESE.

YUMMY, CHEESY GOODNESS.

STEP 3: HAVE A GROWNUP CUT THE CHERRY TOMATOES AND YOU CAN SPRINKLE THEM ON.

DON'’T FORGET THE BASIL LEAVES.

I WAS JUST ABOUT TO SAY THAT.

♪ ♪ HAVE A GROWNUP PREHEAT THE OVEN TO 375 DEGREES, AND BAKE FOR 10 MINUTES, OR UNTIL THE EDGES ARE NICE AND BROWN.

PRESTO!

CUTE MINI MARGHERITA PIZZAS.

MMM!

ENGLISH... ENGLISH!

I'’M SO GLAD YOU TRAINED LUNCHBOX NOT TO GIVE US ENGLISH MUFFINS EVERY TIME WE SAY "ENGLISH ."

ME TOO.

HOW'’D YOU DO IT, LALO?

IT WAS SIMPLE.

I JUST TOLD IT TO STOP.

[ding ding] STOP THE MUSIC!

STOP THE MUSIC!

WAIT A MINUTE.

WHY DID THAT JUST HAPPEN?

OH, WOWZERS.

NOW LUNCHBOX IS LAUNCHING ENGLISH MUFFINS EVERY TIME WE SAY THE WORD-- [all] STOP!

♪ ♪ HELLO, READERS.

MY NAME IS MS. CLIETTE.

I AM SO EXCITED TO BE LEARNING WITH YOU TODAY.

BEFORE WE GET STARTED ON OUR LESSON, LET'’S SAY HELLO WITH OUR WELCOME SONG.

♪ HELLO, READERS HELLO, READERS ♪ ♪ HOW ARE YOU?

HOW ARE YOU?

♪ ♪ I'’M SO GLAD TO SEE YOU ♪ ♪ I'’M SO GLAD TO TEACH YOU ♪ ♪ HELLO, YOU YOU AND YOU ♪ VERY GOOD.

I AM SO GLAD THAT YOU CAME TO LEARN WITH ME TODAY.

READERS, WHEN YOU HEAR A STORY, DO YOU CREATE PICTURES IN YOUR MIND TO HELP YOU VISUALIZE THE STORY?

I DO TOO.

SEEING THE PICTURE IN MY MIND OR IN THE BOOK HELPS ME TO UNDERSTAND WHAT I AM READING EVEN MORE.

TODAY, WE ARE GOING TO LEARN ABOUT HOW PHOTOGRAPHS IN A TEXT HELP US TO BETTER UNDERSTAND THE IMPORTANT INFORMATION THAT WE ARE READING.

WE ARE GOING TO USE AN INFORMATIONAL TEXT TO HELP US WITH OUR LEARNING TODAY.

AN INFORMATIONAL TEXT IS A NONFICTION TEXT THAT INFORMS US OR HELPS US TO LEARN NEW INFORMATION OR FACTS.

THE TITLE OF THIS INFORMATIONAL TEXT IS CALLED "CRITTERS IN CAMOUFLAGE."

DO YOU KNOW WHAT A CRITTER IS?

THAT'’S RIGHT.

A CRITTER IS AN ANIMAL OR A LIVING CREATURE.

DO YOU KNOW WHAT THE WORD "CAMOUFLAGE" MEANS?

OH, WOW.

I HEARD SOME REALLY GREAT ANSWERS.

I HEARD SOMEONE SAY "HIDE," I HEARD THE WORDS "BLEND IN."

I EVEN HEARD THE WORD "INVISIBLE."

AND ALL OF THOSE ARE SUCH GREAT RESPONSES.

"CAMOUFLAGE" IS WHEN AN ANIMAL BLENDS IN WITH HIS ENVIRONMENT SO THAT IT IS NOT SEEN BY OTHER LIVING THINGS.

ANIMALS CAMOUFLAGE THEMSELVES FOR MANY DIFFERENT REASONS.

ALL OF THESE REASONS CAN BE SUMMED UP AS: FOR SURVIVAL, OR TO CONTINUE TO LIVE.

TODAY, WE ARE GOING TO BE READING EXCERPTS, OR PARTS, FROM THE BOOK "CRITTERS IN CAMOUFLAGE," BY KAREN ALEXANDER.

REMEMBER, THE PURPOSE OF USING THE TEXT IS TO USE THE PHOTOGRAPHS TO HELP US TO VISUALIZE AND FURTHER UNDERSTAND THE IMPORTANT INFORMATION THAT WE ARE READING.

I'’M GOING TO READ A PAGE FROM THE BOOK.

AT FIRST, I WON'’T SHOW YOU THE PHOTOGRAPH.

I'’LL ASK YOU WHAT PICTURE YOU HAVE CREATED IN YOUR MIND, BASED ON THE TEXT.

THIS IS CALLED "VISUALIZING."

THEN, I'’LL SHOW YOU THE PHOTOGRAPH, AND WE'’LL DISCUSS THE PARTS OF THE PHOTOGRAPH THAT YOU MAY NOT HAVE VISUALIZED AND HOW THE PHOTOGRAPH HELPS YOU TO UNDERSTAND THE TEXT EVEN MORE.

DON'’T WORRY, I'’LL BE RIGHT HERE WITH YOU TO HELP GUIDE YOU THROUGH.

ARE YOU READY?

LET'’S GET STARTED.

WE'’LL START OFF WITH AN ANIMAL THAT YOU MAY BE PRETTY FAMILIAR WITH.

ALRIGHT, WHAT ARE YOU VISUALIZING?

UH-HUH... DEFINITELY A LION.

DO YOU THINK IT'’S A MALE LION OR A FEMALE LION?

OKAY, I HEAR BOTH ANSWERS.

WHERE DO YOU THINK THE LION IS?

OKAY, THE ZOO?

MAYBE THE JUNGLE?

GOOD WORD-- A SAFARI?

THOSE ARE ALL GREAT THOUGHTS.

HERE'’S WHAT I VISUALIZE.

MAYBE A MALE LION WITH A LARGE MANE, SITTING BEHIND A TREE, SO NO ONE CAN SEE HIM.

LET'’S SEE IF WE ARE CORRECT.

DID MY VISUALIZATION MATCH THE PICTURE?

MMM... NOT QUITE.

IT WAS CORRECT THAT IT WAS A MALE LION, AND HE DOES HAVE A LARGE MANE.

BUT HE IS IN A SAFARI, AND NOT HIDING BEHIND A TREE.

I WAS CLOSE, BUT THE PICTURE HELPED ME TO UNDERSTAND THE TEXT EVEN MORE.

IN THIS PICTURE, WE SEE A MALE LION CAMOUFLAGING IN WHAT LOOKS TO BE A SAFARI.

THE TALL, YELLOW GRASS AROUND THE LION MATCHES ITS FUR AND HELPS HIM TO CAMOUFLAGE.

LET'’S READ THE TEXT ONE MORE TIME, NOW THAT WE CAN SEE THE ACTUAL PHOTOGRAPH.

IF THE PICTURE HELPS YOU TO UNDERSTAND THE TEXT EVEN MORE, GIVE ME A THUMBS-UP.

VERY NICE.

I SEE LOTS OF THUMBS-UP.

YOU'’RE PAYING CLOSE ATTENTION.

ALRIGHT, LET'’S LEARN ABOUT THE NEXT CAMOUFLAGED CRITTER.

ARE YOU READY?

ALRIGHT.

GET READY TO VISUALIZE.

HERE WE GO.

ALRIGHT, WHAT ARE YOU VISUALIZING?

YOU'’RE VISUALIZING THE BUG, CRAWLING AROUND?

YOU'’RE VISUALIZING A BUG SITING STILL OR LAYING ON THE GROUND?

OKAY, WHAT COLOR IS THE BUG?

OOH, I HEARD "GREEN"... UH-HUH...

I HEARD "BROWN"...

I HEARD LOTS OF OTHER COLORS TOO.

GOOD JOB.

YOU ARE ALL USING THE DETAILS FROM THE STORY TO HELP YOU VISUALIZE THE BOOK.

AWESOME!

LET'’S SEE IF YOU'’RE CORRECT.

READY?

IN THIS PICTURE, THIS BUG REALLY DOES LOOK LIKE A STICK.

HE'’S GREEN AND VERY THIN.

DO YOU THINK HE'’S CRAWLING AROUND?

NO.

HE'’S NOT CRAWLING AROUND.

HE'’S STAYING VERY STILL, JUST LIKE A STICK WOULD.

LET'’S READ THE TEXT AGAIN NOW THAT YOU CAN ACTUALLY SEE THE PHOTOGRAPH.

VISUALIZING HELPS US TO CREATE A PICTURE OF THE STICK BUG IN OUR HEADS.

BUT SEEING THE PICTURE REALLY HELPS US TO SEE ALL OF THE DETAILS OF THE STICK BUG TO CLARIFY, OR MAKE CLEAR, WHAT THE TEXT IS SAYING.

WOW!

YOU DID SO WELL VISUALIZING AND DISCUSSING THE WAYS THAT THE PHOTOGRAPH HELPED YOU TO CLARIFY THE TEXT.

WE USED 2 DIFFERENT PHOTOGRAPHS TO HELP US TO GAIN A DEEPER UNDERSTANDING OF THE TEXT.

AND YOU DID AN AMAZING JOB.

NOW, IT'’S YOUR TURN TO PRACTICE, USING A PHOTOGRAPH TO DEEPEN YOUR UNDERSTANDING OF THE TEXT.

TO DO THIS, WE'’RE GOING TO CREATE A T-CHART GRAPHIC ORGANIZER.

YOU WILL NEED 1 PIECE OF PAPER AND SOMETHING TO WRITE WITH.

WHILE YOU GO GRAB YOUR ITEMS, I'’LL GO GRAB MINE.

I'’LL BE RIGHT BACK.

♪ ♪ I'’M BACK WITH MY PIECE OF PAPER AND SOMETHING TO WRITE WITH.

I GRABBED A MARKER, BUT A PEN, CRAYON, OR PENCIL IS JUST FINE TOO.

LET'’S GO AHEAD AND FOLD OUR PAPER IN HALF, HOT DOG-STYLE, THE LONG WAY.

NOW, LET'’S LABEL THE TOP OF OUR T-CHART GRAPHIC ORGANIZER.

ON ONE SIDE, LET'’S LABEL IT "I" AND DRAW THE PICTURE OF A THINKING BUBBLE TO REPRESENT THE WORD "VISUALIZE."

ON THE OTHER SIDE, LET'’S LABEL IT "BOOK SHOWS."

I'’M GOING TO READ A PART FROM THE TEXT.

AS I'’M READING, YOU'’RE GOING TO WRITE DOWN 1 TO 2 THINGS THAT YOU VISUALIZE BASED ON THE TEXT ALONE.

YOU CAN WRITE DOWN A SENTENCE, YOU CAN WRITE A WORD, OR YOU CAN EVEN DRAW A REALLY QUICK PICTURE.

THEN, I'’LL SHOW YOU THE ACTUAL PHOTOGRAPH, AND YOU'’LL WRITE DOWN 1 TO 2 THINGS THAT THE PHOTOGRAPH HELPS TO MAKE CLEAR FOR YOU THAT YOU DIDN'’T VISUALIZE BASED ON THE TEXT ALONE, JUST LIKE WE DID IN THE LESSON.

ARE YOU READY?

OKAY.

I WON'’T SHOW YOU THE PICTURE UNTIL I GET DONE READING.

ARE YOU READY?

HERE WE GO.

OKAY, UNDER THE WORD "I VISUALIZE," WRITE DOWN 1 TO 2 THINGS THAT YOU SEE IN YOUR MIND BASED ON WHAT THE TEXT SAYS.

I'’LL GIVE YOU A MOMENT TO DO THAT.

WHAT'’S ONE THING THAT YOU VISUALIZED?

AWESOME THINKING.

OKAY, NOW I'’M GOING TO SHOW YOU THE ACTUAL PHOTOGRAPH.

UNDER "BOOK SHOWS," WHAT ARE 1 TO 2 DETAILS THAT YOU SEE IN THE PICTURE THAT YOU DIDN'’T VISUALIZE?

WRITE THAT DOWN UNDER "BOOK SHOWS."

WHAT DID YOU WRITE DOWN FOR "BOOK SHOWS"?

UH-HUH.

THAT WAS A GREAT OBSERVATION.

DID THE PHOTOGRAPH HELP YOU TO UNDERSTAND THE TEXT EVEN MORE?

IT DID?!

THAT IS SPECTACULAR.

TODAY, WE LEARNED ABOUT HOW TO USE PHOTOGRAPHS IN A TEXT TO HELP US TO UNDERSTAND THE IMPORTANT INFORMATION THAT WE READ.

WHEN YOU ARE READING TEXT ON YOUR OWN, IF THERE IS SOMETHING THAT YOU DON'’T QUITE UNDERSTAND, OR WOULD LIKE A CLEARER PICTURE OF, TAKE A MOMENT TO STUDY THE PHOTOGRAPH.

THIS IS ESPECIALLY USEFUL WHEN BOOKS ARE INFORMATIONAL TEXT.

VISUALIZATION IS A GREAT COMPREHENSION STRATEGY BUT IT IS VERY DIFFICULT TO VISUALIZE SOMETHING THAT YOU KNOW VERY LITTLE ABOUT.

MAKE SURE THAT YOU USE RESOURCES SUCH AS PHOTOGRAPHS TO HELP YOU TO BETTER UNDERSTAND.

THANK YOU FOR ALL OF YOUR HARD WORK TODAY.

I REALLY ENJOYED LEARNING WITH YOU.

I HOPE TO SEE YOU NEXT TIME.

BYE-BYE, READERS.

TODAY WAS AMAZING, AND I'’M SO GRATEFUL FOR YOU.

PEACE, A LITTLE BIT OF LOVE, AND A WHOLE LOT OF LEARNING, HOMIES.

BYE.

♪ ♪ CAPTIONS BY FEATURE SUBTITLING www.featuresubtitling.com