♪ ♪ HEY, EVERYONE.

I'’M REALLY GLAD YOU'’RE HERE TODAY, BECAUSE I NEED YOUR HELP.

I'’M TRYING TO WRITE THIS SONG, BUT I KEEP GETTING STUCK.

HERE, LET ME SHOW YOU.

ALRIGHT, HERE GOES.

♪ 1, 2, 3, 4 ♪ ♪ PUT ON MY SHOES AND WALK OUT THE DOOR ♪ ♪ I SAID, 5, 6, 7, 8 ♪ ♪ THE SUN IS SHINING, AND I'’M FEELING... ♪ FINE?

THAT DOESN'’T RHYME.

HOLD ON.

HOLD ON, HOLD ON.

♪ 5, 6, 7, 8 ♪ ♪ THE SUN IS SHINING, AND I'’M FEELING... ♪ GOOD.

NO!

NO.

THAT'’S NOT RIGHT EITHER.

UHH!

WHAT'’S A WORD THAT RHYMES WITH "8" AND MEANS "SUPER GOOD"?

WAIT, HOLD UP.

I THINK I HEARD SOMETHING.

NO, SAY THAT AGAIN.

"GREAT"!

YES, THAT'’S IT.

THAT'’S IT!

♪ 5, 6, 7, 8 ♪ ♪ THE SUN IS SHINING, AND I'’M FEELING GREAT!

♪ WOW.

HOO!

THANK GOODNESS YOU'’RE HERE, OR I WOULD HAVE NEVER FINISHED THAT SONG.

LOOKS LIKE I COULD USE SOME MORE PRACTICE WITH MY READING AND MY NUMBERS.

YOU WANT TO PRACTICE TOO?

OKAY, LET'’S DO IT TOGETHER, STARTING NOW.

♪ ♪ HI, EVERYONE.

IT'’S MS. SHAKEMIA HERE, AND I'’M READY TO DO SOME MORE LEARNING WITH YOU.

TODAY, WE ARE GOING TO REVISIT "THE LION AND THE MOUSE," DESCRIBE BOTH CHARACTERS, AND THEN EXPLAIN HOW THEIR ACTIONS CONTRIBUTE TO THE EVENTS THAT TAKE PLACE IN THE STORY.

REMIND ME-- WHAT ARE CHARACTER TRAITS?

THAT'’S RIGHT.

REMEMBER THAT WE WANT TO FOCUS ON WHO THE CHARACTERS ARE ON THE INSIDE, RATHER THAN WHAT THEY LOOK LIKE ON THE OUTSIDE.

LET'’S DO A QUICK REFRESHER.

THIS IS MY FRIEND AMY.

IF I SAID THAT AMY IS VERY KIND, AM I DESCRIBING WHAT SHE LOOKS LIKE ON THE OUTSIDE, OR WHO SHE IS ON THE INSIDE?

RIGHT.

I AM DESCRIBING WHO SHE IS ON THE INSIDE.

WHAT ABOUT IF I SAID SHE HAS BEAUTIFUL BROWN HAIR?

RIGHT AGAIN.

I AM DESCRIBING WHAT SHE LOOKS LIKE ON THE OUTSIDE.

GREAT, YOU GUYS TOTALLY UNDERSTAND THE DIFFERENCE BETWEEN OUTSIDE AND INSIDE TRAITS.

ADDITIONALLY, CHARACTER TRAITS CAN BE CONSIDERED POSITIVE OR NEGATIVE.

POSITIVE CHARACTER TRAITS ARE USUALLY THINGS THAT CAN HELP OTHERS.

NEGATIVE CHARACTER TRAITS USUALLY ARE NOT VERY HELPFUL.

HOWEVER, BOTH POSITIVE AND NEGATIVE CHARACTER TRAITS HELP US TO BETTER UNDERSTAND THE CHARACTERS AND EVENTUALLY HELP US EXPLAIN HOW THEIR ACTIONS CONTRIBUTE TO THE SEQUENCE OF EVENTS IN A STORY.

I HAVE A FEW CHARACTER TRAITS THAT I WANT YOU TO HELP ME SORT.

I'’M GOING TO SHOW YOU A CHARACTER TRAIT, AND I WANT YOU TO TELL ME IF YOU THINK IT IS POSITIVE OR NEGATIVE.

IF THE CHARACTER TRAIT THAT I SHOW YOU IS POSITIVE, I WANT YOU TO GIVE ME A THUMBS-UP.

BUT IF THE CHARACTER TRAIT IS NEGATIVE, GIVE ME A THUMBS-DOWN.

ARE YOU READY?

LET'’S BEGIN.

OUR FIRST CHARACTER TRAIT IS "PATIENT."

IS "PATIENT" AN INSIDE OR OUTSIDE TRAIT?

RIGHT.

INSIDE.

IF SOMEONE IS PATIENT, THEY ARE CALM AND DON'’T COMPLAIN.

SO, DO YOU THINK BEING PATIENT IS POSITIVE OR NEGATIVE?

I SEE A LOT OF THUMBS-UP.

THAT'’S RIGHT.

IT'’S MOSTLY CONSIDERED POSITIVE.

NEXT TRAIT: "PRIDEFUL."

WHEN SOMEONE IS PRIDEFUL, THEY ARE PROUD AND ACT SUPERIOR.

DO YOU THINK "PRIDEFUL" IS A POSITIVE OR NEGATIVE TRAIT?

MM, I SEE A LOT OF THUMBS-DOWN.

THAT'’S RIGHT.

IT'’S MOSTLY CONSIDERED NEGATIVE.

OUR THIRD TRAIT IS "FOOLISH."

WHEN SOMEONE IS FOOLISH, THEY ARE SILLY OR THOUGHTLESS, MEANING THEY DON'’T THINK MUCH.

DO YOU THINK "FOOLISH" IS A POSITIVE OR NEGATIVE TRAIT?

I SEE A LOT OF THUMBS-DOWN, BECAUSE IT'’S MOSTLY CONSIDERED NEGATIVE.

OUR FINAL TRAIT IS "BRAVE."

WHEN SOMEONE IS BRAVE, THEY ARE COURAGEOUS AND BOLD.

DO YOU THINK "BRAVE" IS A POSITIVE OR NEGATIVE TRAIT?

I SEE MOSTLY THUMBS-UP, BECAUSE BEING BRAVE IS GENERALLY CONSIDERED TO BE POSITIVE.

TO SUMMARIZE, BEING PATIENT AND BRAVE ARE POSITIVE TRAITS, AND BEING PRIDEFUL AND FOOLISH ARE NEGATIVE TRAITS.

UNDERSTANDING BOTH TYPES OF TRAITS HELPS US BETTER UNDERSTAND THE CHARACTER, WHICH THEN HELPS US BETTER UNDERSTAND THEIR ACTIONS, AND EVENTUALLY, HOW THEIR ACTIONS CONTRIBUTE TO THE SEQUENCE OF EVENTS IN A STORY.

WHEN WE ARE TRYING TO DETERMINE CHARACTER TRAITS, WE ALWAYS WANT TO REVISIT THE STORY, TO LOOK AT THE CHARACTERS'’ ACTIONS AND WHAT THEY SAY.

WATCH ME, AS I READ THE FIRST PARAGRAPH OF "THE LION AND THE MOUSE" TO FIND CLUES THAT HELP ME FIGURE OUT WHO LION IS ON THE INSIDE.

TO HELP DETERMINE LION'’S CHARACTER TRAITS, I NOTICED THAT IN THE TEXT, LION SAYS...

CALLING HIMSELF "THE MIGHTY KING OF ALL" TELLS ME THAT LION IS VERY PRIDEFUL OR THINKS VERY HIGHLY OF HIMSELF.

I'’M GOING TO CONTINUE LOOKING BACK IN THE TEXT TO FIND MORE CLUES ABOUT LION.

HMM...

I THINK THAT'’S RUDE AND FOOLISH OF HIM, BECAUSE HE'’S LAUGHING AT HER FOR BEING SO SMALL.

I KNOW THAT YOU SHOULD NEVER JUDGE A BOOK BY ITS COVER.

HMM.

NOW, I NEED TO THINK ABOUT WHETHER OR NOT LION'’S CHARACTER TRAITS ARE POSITIVE OR NEGATIVE.

WHAT DO YOU THINK?

I THINK YOU'’RE RIGHT.

THOSE TRAITS SEEM PRETTY NEGATIVE TO ME.

IT'’S NOT VERY HELPFUL TO BE PRIDEFUL, RUDE, OR FOOLISH.

I JUST HAD AN "A-HA!"

MOMENT.

DO YOU MIND IF I SHARE MY THOUGHTS WITH YOU?

GREAT.

WELL, I WAS JUST THINKING THAT LION'’S CHARACTER TRAITS ARE PROBABLY THE REASON THAT HE ENDED UP GETTING CAUGHT IN THAT TRAP, BECAUSE HE PUT HIMSELF ABOVE ALL THE OTHER ANIMALS IN THE FOREST AND THOUGHT HE WAS INVINCIBLE, OR COULD NEVER BE HURT.

NOW IT'’S YOUR TURN.

LOOK FOR CLUES.

BUT THIS TIME, YOU'’RE GOING TO BE TRYING TO FIGURE OUT MOUSE'’S CHARACTER TRAITS.

WE'’RE GOING TO REVISIT THE FIRST PARAGRAPH TO LOOK FOR CLUES.

AS WE'’RE READING, IF YOU NOTICE A CLUE, GIVE ME A THUMBS-UP.

THEN WE'’RE GOING TO SHARE OUR FINDINGS.

ARE YOU READY?

LET'’S BEGIN.

THANKS FOR READING WITH ME.

I SEE THAT LOTS OF YOU FOUND SOME CLUES THAT WILL HELP US DETERMINE MOUSE'’S CHARACTER TRAITS.

I'’M GOING TO SHARE WHAT I NOTICED IN THE FIRST PARAGRAPH.

IF YOU NOTICED THE SAME THING, I WANT YOU TO FLASH YOUR FIREWORKS, JUST LIKE THIS.

HERE WE GO.

IN THE FIRST PARAGRAPH, YOU MIGHT HAVE NOTICED THAT MOUSE WAS SHY AND HELPFUL.

THE TEXT SAYS THAT SHE WAS "A SHY LITTLE MOUSE."

EVEN THOUGH SHE WAS SCARED OF LION, SHE PROMISED TO HELP HIM ONE DAY WHEN HE NEEDED IT.

THAT'’S VERY HELPFUL, IF YOU ASK ME.

DID YOU NOTICE THOSE CLUES TOO?

AWESOME.

WE'’RE ON THE RIGHT TRACK.

LET'’S KEEP GOING AND READ THE NEXT PARAGRAPH TO FIND MORE CLUES ABOUT MOUSE.

REMEMBER, WHEN YOU FIND A CLUE, GIVE ME A THUMBS-UP.

HERE WE GO.

GREAT READING AGAIN.

LET'’S SHARE OUR FINDINGS.

REMEMBER, I NEED TO SEE YOUR FIREWORKS IF YOU NOTICED WHAT I DID.

I NOTICED THAT... THAT MEANS SHE'’S VERY BRAVE AND PATIENT.

DO YOU THINK THAT MOUSE HAS POSITIVE OR NEGATIVE CHARACTER TRAITS?

I THINK YOU'’RE RIGHT.

I WOULD DEFINITELY SAY THAT SHE HAS VERY POSITIVE TRAITS.

HOW DO YOU THINK MOUSE'’S CHARACTER TRAITS IMPACTED THE STORY AND THE WAY THAT IT ENDED?

I AGREE.

I THINK THE ONLY REASON THAT LION WAS FREED FROM DANGER IS BECAUSE MOUSE WAS SO PATIENT, BRAVE, AND HELPFUL.

THIS IS EVIDENT WHEN SHE WENT BACK TO HELP LION ESCAPE FROM THE TRAP, EVEN THOUGH HE HAD LAUGHED AT HER IN THE BEGINNING OF THE STORY.

NOW, WE SEE THAT... YOU CAN USE THIS STRATEGY WITH ANY STORY, NOT JUST THIS ONE.

WE REACHED ANOTHER GOAL TOGETHER, SO, DO YOU KNOW WHAT THAT MEANS?

THAT'’S RIGHT.

CELEBRATION TIME.

ON 3, I WANT YOU TO KISS YOUR BRAIN FOR WORKING SO HARD TODAY.

TODAY, WE READ "THE LION AND THE MOUSE," IDENTIFIED CHARACTER TRAITS SPECIFIC TO EACH OF THE MAIN CHARACTERS, DETERMINED IF THEIR CHARACTER TRAITS WERE POSITIVE OR NEGATIVE, AND DISCUSSED THE SIGNIFICANCE OF THE TRAITS TO THE OUTCOME OF THE STORY.

WOW!

WE'’VE BEEN PRETTY BUSY.

I WANT YOU TO TAKE WHAT YOU'’VE LEARNED TODAY ABOUT CHARACTER TRAITS AND APPLY IT TO A DIFFERENT STORY, OR EVEN A TV SHOW OR MOVIE.

I HAD SO MUCH FUN LEARNING WITH YOU TODAY AND CANNOT WAIT FOR OUR NEXT LESSON.

UNTIL NEXT TIME, FRIENDS.

[chimes] WOW.

WHAT A DAY SO FAR.

SO MUCH GREAT LEARNING GOING ON.

NEXT, WE'’RE GOING TO WATCH A VIDEO ABOUT OUR COMMUNITY THAT I KNOW YOU'’LL LOVE.

[Abby] MY NAME IS ABBY, AND I'’M 12 YEARS OLD.

AND MY GIRL POWER IS TO SPREAD LOVE AND KINDNESS TO THE WORLD.

[Chloe-Olivia] ♪ ...BEAUTIFUL ♪ ♪ YOU'’RE BEAUTIFUL ♪ ♪ CRAZY KINDA BEAUTIFUL ♪ ♪ ♪ [Abby] I SAW THIS PAGEANT, AND IT WAS A MAKEUP-FREE PAGEANT.

SO, LIKE, WE JUST HAD TO BE NATURAL AND SHOW OUR INNER BEAUTY.

AND ALL THE GIRLS THAT WERE, LIKE, WINNING, AND THE QUEENS, THEY WOULD DO COMMUNITY SERVICE.

I WAS LIKE, "I DON'’T HAVE TO BE A QUEEN TO HELP OTHER PEOPLE."

AND SO, IN THE BACK OF MY MIND, I WAS LIKE, "WHAT SHOULD I DO TO HELP OTHER PEOPLE?"

WE WERE DRIVING BACK FROM PENNSYLVANIA ONE DAY, AND I WAS JUST SITTING IN THE CAR, AND I LOOK UP, AND I SEE A BILLBOARD.

AND IT WAS LIKE, "1 OUT OF 4 KIDS GO HUNGRY."

AND, "THAT'’S IT.

THAT'’S WHAT I SHOULD DO.

I SHOULD DO FOOD DRIVES."

WHEN ME AND MY MOM WERE JUST DOING THE FOOD DRIVES, I THOUGHT THAT IT COULD BE BIGGER, WE COULD HELP MORE PEOPLE, IF I INVITED SOME OF MY FRIENDS TO DO IT.

[all] GIRL POWER!

AT FIRST, WE WERE GONNA GO, LIKE, KNOCK ON DOORS, BUT THEN, THAT WOULD JUST BE TOO MUCH, AND SO, WE MADE LITTLE FLYERS AND PUT THEM ON THE MAILBOX OR, LIKE, THE LITTLE PEGS IN THE GROUND.

AND WE'’D BE, LIKE, "WE'’RE GOING TO COME NEXT SATURDAY FROM THIS TIME TO THIS TIME.

IF YOU WANT TO DONATE TO OUR FOOD DRIVE, LEAVE IT BY YOUR MAILBOX."

MAKE HOLES IN THIS THING.

[laughing] YOU CAN WRITE THANK-YOU NOTES.

AND THE NEXT WEEKEND, WE'’LL GO BACK AND PICK UP THE FOOD FROM THE MAILBOXES.

AND SOME PEOPLE WILL BE SITTING OUTSIDE, LIKE, WAITING FOR US.

SO, WE'’LL WALK UP TO THEM, AND WE'’LL HAVE THESE THANK-YOU NOTES THAT WE WROTE, AND WE'’LL GIVE THEM TO THEM.

THANK YOU!

I LIKE WHEN, LIKE, WE GO UP TO THEM AND THANK THEM IN PERSON... HAVE A GOOD DAY!

YOU TOO!

AND TELL THEM HOW MUCH WE APPRECIATE IT, AND EVEN THOUGH SOME PEOPLE CAN'’T DONATE, LIKE, A WHOLE LOT, WE STILL APPRECIATE THAT THEY'’RE EVEN DONATING TO US.

WE HAD TO FIND A SHELTER TO DONATE TO, AND, SO, WE FOUND DORCAS.

WE GOT TO HELP THERE, AND VOLUNTEER, AND WE GOT TO PUT OUT THE FOOD.

AND IT WAS FUN.

AND I WAS LIKE, "WE HAVE TO DO THIS MORE," '’CAUSE IT'’S NOT ONLY FUN, BUT IT'’S HELPING THE PEOPLE.

SO, WHEN WE STARTED DOING THE FOOD DRIVES, I MADE A GOAL, AND IT WAS JUST GOING TO BE ONE TON OF FOOD, WHICH IS 2,000 POUNDS, AND RIGHT NOW, I'’M AT, LIKE, 5,000 POUNDS OF FOOD, AND THERE'’S ONE WE STILL HAVEN'’T COLLECTED YET.

SO, I'’M PROBABLY GOING TO GET MORE.

ANOTHER WAY I SPREAD HAPPINESS AND KINDNESS IS I'’M A STUDENT AMBASSADOR AT MY SCHOOL.

OUR GOAL IS TO MAKE THE KIDS FEEL HAPPY, AND THAT THEY BELONG.

I THINK IT'’S IMPORTANT TO SPREAD KINDNESS AND HAPPINESS, BECAUSE EVERYONE SHOULD FEEL LOVED, AND EVERYONE SHOULD FEEL LIKE THEY BELONG.

IT JUST MAKES THE WORLD A BETTER PLACE.

EMBRACE YOUR GIRL POWER.

DID Y'’ALL LIKE THAT?

THAT WAS SO COOL.

THANK GOODNESS FOR THIS TIME RIGHT AT HOME.

LOOK, CAN'’T STOP NOW.

CHECK OUT WHAT WE GOT NEXT.

♪ ♪ HELLO, READERS.

MY NAME IS MS. GARY, AND I'’M SO EXCITED TO BE LEARNING WITH YOU TODAY.

BEFORE WE GET STARTED WITH 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 ♪ WELL, READERS, HAVE YOU EVER WONDERED HOW WE KNOW WHAT SOUNDS TO SAY WHEN WE ARE READING WORDS?

HMM.

WHEN I'’M READING WORDS OR HEARING WORDS, HOW DO I KNOW WHAT SOUNDS THE LETTERS MAKE OR WHAT SOUNDS ARE IN THE WORDS?

HOW DO I KNOW WHAT LETTERS ARE USED TO MAKE THOSE SOUNDS?

WE KNOW WHAT WORDS ARE AND WHAT SOUNDS LETTERS MAKE BECAUSE, AS A READER, OUR BRAINS ARE USING OUR KNOWLEDGE OF LETTER SOUNDS TO DETERMINE WHAT SOUNDS WE HEAR IN WORDS.

THIS IS WHAT HELPS US READ AND WRITE WORDS.

FOR EXAMPLE, WHEN I READ THE WORD "BAT," MY BRAIN TELLS ME THE WORD SOUNDS LIKE THIS: "[buh]...[aa]...[t]," BECAUSE THE WORD "BAT" IS SPELLED B-A-T.

SO, BEFORE WE CAN READ WORDS, WE HAVE TO KNOW WHAT THE SOUNDS SAY.

SO, LET'’S SEE AND SAY THE LETTER NAMES AND SOUNDS OF THE LETTERS ON THESE CARDS TOGETHER.

THIS IS THE LETTER "B."

THE LETTER "B" MAKES THE SOUND "[b]."

CAN YOU SAY "[b]"?

GOOD, READERS.

LOOK AT THIS LETTER.

THIS IS THE LETTER "F." THE LETTER "F" MAKES THE SOUND "[f]."

CAN YOU SAY "[f]"?

GREAT JOB, READERS.

DO YOU KNOW WHAT THIS LETTER IS?

THAT'’S RIGHT, THIS IS THE LETTER "G." THIS MAKES THE "[guh]" SOUND, AND SOMETIMES, IT CAN MAKE THE SOUND "[juh]" ALSO.

THIS IS THE LETTER "L." THE LETTER "L" MAKES THE SOUND "[l]."

CAN YOU SAY "[l]"?

GREAT JOB.

LET'’S LOOK AT THIS LETTER.

THIS IS THE LETTER "O."

THIS IS A VOWEL, AND IT CAN SAY THE SOUND "[ah]" OR "[oh]."

CAN YOU SAY THAT?

THERE'’S OUR NEXT LETTER.

THIS IS THE LETTER "U."

THIS IS A VOWEL THAT SAYS THE SOUND "[uh]" OR "[yuu]."

HERE'’S OUR NEXT LETTER.

THIS IS THE LETTER "P." THIS MAKES THE SOUND "[p]."

CAN YOU SAY "[p]," LIKE THE LETTER "P"?

GREAT JOB.

AND OUR LAST LETTER IS THE LETTER "X."

THE LETTER "X" MAKES THE SOUND "[ks]."

CAN YOU SAY "[ks]" LIKE THE LETTER "X"?

AWESOME WORK, READERS.

TO KEEP PRACTICING THESE LETTER SOUNDS, YOU CAN MAKE LETTER CARDS TOO.

JUST ASK YOUR RESPONSIBLE ADULT TO HELP YOU GATHER SOME INDEX CARDS AND WRITE THE LETTERS, AND THEN PRACTICE SAYING THE LETTER NAMES AND SOUNDS WITH YOU.

YOU CAN ALSO PRACTICE ON YOUR OWN TOO, AND THIS WILL HELP YOU GET EVEN BETTER AT KNOWING THE LETTER SOUNDS WHEN YOU HEAR OR READ THEM.

IN ADDITION TO KNOWING OUR LETTER SOUNDS, DURING EACH LESSON, WE'’RE GOING TO LEARN SOME WORDS.

THESE WORDS HAVE A SPECIAL NAME, CALLED "HEART WORDS."

WE CALL THESE WORDS "HEART WORDS" BECAUSE WE PRACTICE READING THEM SO THAT WE'’LL KNOW THEM BY HEART, OR SO THAT WE WON'’T HAVE TO SOUND THEM OUT.

SO, LET'’S LOOK AT THIS WORD.

THIS IS THE WORD "WHAT."

CAN YOU SAY "WHAT"?

GOOD.

NOW, LET'’S SPELL IT.

SAY IT ONE MORE TIME.

"WHAT."

NOW, LET'’S PUT THIS HEART WORD IN OUR MINDS AND KEEP IT THERE FOR WHEN WE SEE IT IN A BOOK OR WRITE IT ON OUR PAPER.

HERE COMES OUR NEXT ONE.

LOOK AT THIS WORD.

THIS IS THE WORD "SAID."

CAN YOU SAY "SAID"?

NOW, LET'’S SPELL IT.

"SAID."

LET'’S SAY IT ONE MORE TIME.

GOOD.

NOW, LET'’S PUT THIS HEART WORD IN OUR MIND AND KEEP IT THERE, SO WHEN WE SEE IT IN A BOOK OR WRITE IT ON PAPER.

SO, WE'’VE PRACTICED 2 HEART WORDS, READERS.

SO, WE HAVE 1 MORE TO GO TODAY.

LET'’S LOOK AT THIS WORD.

THIS IS THE WORD "THE."

CAN YOU SAY "THE"?

GOOD.

"THE" IS SPELLED... NOW, LET'’S PUT THIS HEART WORD IN OUR MIND ALSO, AND KEEP IT THERE FOR WHEN WE SEE IT IN A BOOK OR WRITE IT ON PAPER.

GREAT HEART WORD PRACTICING, READERS.

NOW, LET'’S MOVE ON TO OUR FOCUS FOR TODAY.

IN TODAY'’S LESSON, WE'’RE GOING TO LEARN HOW TO IDENTIFY SOUNDS WE HEAR IN THE BEGINNING, MIDDLE, AND ENDS OF WORDS.

WE'’RE ALSO GOING TO BREAK THOSE SOUNDS APART AND THEN BLEND THEM BACK TOGETHER TO READ THE WORD THAT WE HEAR.

SO, LET'’S GET STARTED.

[chimes] I'’M GOING TO SHOW YOU A PICTURE, AND YOU'’RE GOING TO TELL ME WHAT IT IS.

WHAT DO YOU SEE?

THAT'’S RIGHT, IT'’S A BUG.

WHAT LETTER SOUNDS DO YOU HEAR IN THE WORD "BUG"?

CAN YOU TELL ME THE FIRST, OR BEGINNING, SOUND IN THE WORD "BUG"?

YES, IT'’S "[b]."

CAN YOU SAY "[b]" LIKE IN THE BEGINNING?

NOW, WHAT SOUND DO YOU HEAR IN THE MIDDLE OF "BUG"?

"[uh]."

I HEAR THE "U" SAY THE "[uh]" SOUND IN THE WORD "BUG."

NOW, CAN YOU TELL ME THE LAST, OR FINAL, SOUND YOU HEAR IN THE WORD "BUG"?

RIGHT, READERS.

I HEARD THE "G" MAKE THE "[guh]" SOUND IN THE WORD "BUG."

SO, LET'’S SAY THIS WORD.

"BUG."

LET'’S SAY THE SOUNDS WE HEAR.

YOU READY?

"[b]...[uh]...[guh]."

"BUG."

LET'’S SAY IT ONE MORE TIME.

"BUG."

THAT'’S THE WORD "BUG."

I'’M GOING TO TAKE DOWN THE WORD "BUG" AND SHOW YOU OUR NEXT PICTURE.

LOOK AT THIS PICTURE.

WHAT DO YOU SEE?

YES, READERS.

THIS IS A PLUG.

LET'’S SEE WHAT SOUNDS WE HEAR IN THE WORD "PLUG."

THE FIRST SOUND WE HEAR IN THE WORD "PLUG" IS...

"[p]."

THAT'’S RIGHT.

IT'’S THE LETTER "P," AND IT MAKES THE SOUND "[p]."

CAN YOU SAY "[p]"?

GOOD.

WHAT ABOUT THE NEXT SOUND IN THE WORD "PLUG"?

YES.

IT'’S THE "[l]" SOUND.

GOOD JOB.

WHAT ABOUT THE SOUND AFTER?

RIGHT.

IT'’S "U," AND IT MAKES THE SOUND "[uh]."

CAN YOU SAY "[uh]"?

AND WHAT'’S THE LAST SOUND YOU HEAR IN THE WORD "PLUG"?

GREAT JOB.

IT'’S THE LETTER "G," AND IT MAKES THE "[guh]" SOUND.

SO, NOW, LET'’S BLEND THOSE INDIVIDUAL SOUNDS TOGETHER.

ARE YOU READY?

"[p]...[l]...[uh]...[guh]."

"PLUG."

CAN YOU SAY IT ONE MORE TIME?

"PLUG."

THIS IS THE WORD "PLUG."

NOW, I'’M GOING TO SHOW YOU ANOTHER PICTURE.

WHAT DO YOU SEE IN THIS PICTURE, READERS?

GOOD.

THIS IS A FOX.

WHAT'’S THE BEGINNING SOUND IN THE WORD "FOX"?

RIGHT.

IT'’S THE "[f]" SOUND.

CAN YOU SAY "[f]" LIKE IN FOX?

GOOD.

THAT'’S THE SOUND THE LETTER "F" MAKES IN "FOX."

WHAT ABOUT OUR NEXT SOUND?

YEAH, I HEARD YOU SAY "[ah]."

THE LETTER "O" MAKES THE "[ah]" SOUND.

WHAT ABOUT OUR FINAL SOUND IN THE WORD "FOX"?

RIGHT, OUR "X" MAKES THE "[ks]" SOUND.

CAN YOU MAKE THE "[ks]" SOUND, LIKE THE LETTER "X"?

GREAT JOB.

SO, NOW, LET'’S BLEND ALL OF OUR SOUNDS TOGETHER AND READ OUR WHOLE WORD, "FOX."

"[f]...[ah]...[ks]."

"FOX."

GREAT JOB.

THOSE SOUNDS WORK TOGETHER IN THIS WORD TO MAKE THE WORD "FOX".

OKAY, READERS.

LET'’S GET READY.

NOW THAT WE'’VE PRACTICED IDENTIFYING LETTER SOUNDS AND BLENDING THEM BACK TOGETHER INTO WORDS, I WANT TO TEACH YOU A STRATEGY FOR PRACTICING THIS SKILL ON YOUR OWN WITH NEW WORDS.

SO, LET'’S USE OUR WORD "FOX."

I CAN TAP THE SOUNDS I HEAR IN THE WORD "FOX" BY USING MY FINGERS... "[f]...[ah]...[ks]..." AND BLEND THEM TOGETHER: "FOX."

CAN YOU TRY IT ON YOUR OWN?

"[f]...[ah]...[ks]."

"FOX."

GREAT JOB.

SO, NOW, WE'’RE GOING TO PRACTICE ON OUR OWN.

WHAT PICTURE DO YOU SEE HERE, READERS?

CAN YOU TAP OUT THE SOUNDS THAT YOU HEAR IN THE WORD "BOX"?

GREAT.

I HEARD YOU TAP OUT THE WORD "BOX" LIKE THIS: "[b]...[ah]...[ks]."

GREAT JOB.

YOU TAPPED OUT THE SOUNDS FOR THE WORD "BOX."

"[b]...[ah]...[ks]."

"BOX."

NOW, LOOK AT THIS PICTURE.

CAN YOU TELL ME WHAT THIS IS?

IT'’S A DOG, BUT IT'’S A SPECIAL KIND OF DOG.

THIS IS A PUG.

CAN YOU TAP OUT THE SOUNDS YOU HEAR IN THE WORD "PUG"?

LET'’S HEAR.

GREAT JOB.

DID YOU TAP OUT: "[p]...[uh]...[guh]"?

"PUG"?

GOOD.

YOU TAPPED OUT THE SOUNDS IN THE WORD "PUG."

WELL, READERS, THAT'’S THE END OF OUR LESSON FOR TODAY.

THANK YOU ALL FOR JOINING ME, AS WE LEARNED ABOUT HOW TO IDENTIFY THE SOUNDS WE HEAR IN THE WORDS AND BLEND THOSE SOUNDS TOGETHER TO READ THE WORD.

REMEMBER TO PRACTICE THIS SKILL WHEN YOU'’RE READING OR WRITING YOUR WORDS.

I'’LL SEE YOU NEXT TIME, READERS.

[meow] THINK OF ALL THE WAYS YOU USE YOUR VOICE...

OKAY.

OKAY.

TO SAY HELLO... HELLO.

TO SING AND TALK... HI.

AND SO MUCH MORE.

YOU CAN ALSO USE YOUR VOICE TO SPEAK UP WHEN SOMETHING IS WRONG OR UNFAIR.

WHEN SOMETHING HELPS CERTAIN PEOPLE BUT HURTS OTHERS, THAT IS UNFAIR.

PEOPLE HAVE USED MARCHES, PROTESTS, AND PETITIONS TO SPEAK OUT AGAINST UNFAIRNESS.

WE CAN ALL BE HELPERS BY SPEAKING UP WHEN SOMETHING IS UNFAIR.

AND BY DOING SO, WE MAKE THE WORLD A BETTER PLACE.

IT'’S BEEN ANOTHER WONDERFUL DAY, AND I'’M SO GLAD WE GOT TO SPEND IT TOGETHER.

PEACE, LOVE, AND LEARNING, HOMIES.

♪ ♪ CAPTIONS BY FEATURE SUBTITLING www.featuresubtitling.com