♪ ♪ HI, FRIENDS.

WELCOME TO ANOTHER AWESOME DAY OF CLASSROOM CONNECTION.

I'’M MR. R., AND I'’M SO GLAD TO SEE YOU TODAY.

DID YOU KNOW THAT THIS SPACE RIGHT HERE-- THIS SPACE RIGHT HERE IS MAGICAL?

YEAH, IT'’S TRUE.

AND YOU KNOW WHY?

BECAUSE THIS IS WHERE LEARNING HAPPENS, AND LEARNING IS THE MOST MAGICAL THING EVER.

I LOVE LEARNING NEW THINGS.

DO YOU?

I KNOW YOU DO.

TODAY IS GOING TO BE SO MUCH FUN.

WE'’RE GOING TO LEARN ABOUT READING AS WELL AS ARTS AND SCIENCE, BUT MOSTLY, WE'’RE GOING TO HAVE SOME FUN.

SO, LET'’S JUMP IN.

♪ ♪ HI, EVERYONE.

IT'’S MS. SHAKEMIA HERE, AND I'’M EXCITED TO LEARN WITH YOU TODAY.

I'’VE BEEN THINKING A LOT ABOUT SIMILARITIES AND DIFFERENCES AND HOW I CAN COMPARE 2 OR MORE THINGS.

LIKE... HOW WOULD YOU COMPARE A DAY AT THE BEACH TO A DAY IN THE PARK?

I HEARD LOTS OF POSSIBILITIES FOR HOW A DAY SPENT AT THESE 2 PLACES WOULD BE DIFFERENT.

LIKE, AT THE PARK, I WOULD BE PLAYING ON THE PLAYGROUND OR WALKING UNDER SOME NICE LEAFY SHADE TREES, BUT AT THE BEACH, I WOULD BE SWIMMING IN THE WATER WITH THE SUN BEATING DOWN ON ME AND NO TREES IN SIGHT.

WHAT ABOUT SOME THINGS THAT A DAY IN THE PARK AND A DAY AT THE BEACH WOULD HAVE IN COMMON?

GOOD IDEAS.

I WAS THINKING ABOUT HOW, WHEN I SPEND THE DAY AT EITHER THE PARK OR THE BEACH, I'’M OUTSIDE, AND ALSO, HOW I LOVE TO HAVE PICNIC LUNCHES IN BOTH PLACES.

TODAY, WE ARE GOING TO APPLY OUR COMPARE AND CONTRASTING SKILLS TO LOOK AT THE SIMILARITIES AND DIFFERENCES BETWEEN 2 FABLES: "THE WIND AND THE SUN" AND "THE LION AND THE MOUSE."

I'’M GOING TO QUICKLY RECOUNT THESE 2 FABLES BEFORE WE DIG INTO OUR "COMPARE AND CONTRAST" DISCUSSION.

IN "THE WIND AND THE SUN," OUR CHARACTERS... NOW THAT I'’VE RECOUNTED "THE WIND AND THE SUN," LISTEN AS I RECOUNT "THE LION AND THE MOUSE."

NOW THAT WE HAVE RECOUNTED OUR 2 FABLES, WE WILL BE ABLE TO COMPARE AND CONTRAST THE STORIES.

WHEN WE COMPARE AND CONTRAST, WE ARE...

THERE ARE 5 STORY ELEMENTS THAT WE WILL BE COMPARING AND CONTRASTING.

WHEN WE ARE THINKING ABOUT THE CHARACTERS, WE WANT TO THINK ABOUT WHAT THEY LOOK LIKE, AS WELL AS WHAT THEY THINK, SAY, AND HOW THEY ACT.

FOR EXAMPLE, 2 STORIES MIGHT BOTH BE ABOUT A BIG, RED DOG THAT IS BRAVE.

WHEN THINKING ABOUT THE SETTING, WE WANT TO IDENTIFY WHERE AND WHEN THE STORY TAKES PLACE.

THE PROBLEM AND SOLUTION ARE WHAT HAPPENED TO THE CHARACTERS AND HOW THE PROBLEM WAS SOLVED.

AND, FINALLY, THE MORAL IS THE LESSON LEARNED FROM A STORY OR EXPERIENCE.

WE WILL BE USING THIS GRAPHIC ORGANIZER TO HELP US STAY ORGANIZED AS WE REVISIT BOTH STORIES.

NOTICE THAT THERE'’S A COLUMN FOR EACH STORY.

THAT'’S WHERE WE WILL WRITE THE DIFFERENCES.

THERE'’S ALSO A COLUMN THAT SAYS "BOTH."

THAT IS WHERE WE WILL WRITE THE SIMILARITIES.

WE WILL SCAN AND IDENTIFY KEY DETAILS FROM THE STORY IN ORDER TO FIND THEIR SIMILARITIES AND DIFFERENCES.

I HAVE MY "COMPARE AND CONTRAST" CHART READY TO GO.

SO, LET'’S GET STARTED.

THE FIRST TASK IS TO FIND THE SIMILARITIES AND DIFFERENCES OF THE MAIN CHARACTERS IN EACH STORY.

WATCH ME AS I RECALL THE MAIN CHARACTERS FROM EACH STORY AND RECORD IT ON THE CHART.

REMEMBER, WE WANT TO DISCUSS THE CHARACTERS'’ PHYSICAL APPEARANCES AND WHO THEY ARE ON THE INSIDE.

IN "THE WIND AND THE SUN," THE MAIN CHARACTERS WERE SUN AND WIND.

THE SUN WAS VERY WARM AND KIND.

THE WIND WAS VERY BOASTFUL AND PUSHY.

THE MAIN CHARACTERS IN "THE LION AND THE MOUSE" WERE LION AND MOUSE.

LION WAS PRIDEFUL AND FOOLISH, WHILE MOUSE WAS HELPFUL AND BRAVE.

HMM.

WELL, AFTER THINKING ABOUT THE CHARACTERS, I WOULD SAY THAT, PHYSICALLY, THE CHARACTERS FROM EACH STORY ARE DIFFERENT.

SO, I WOULD WRITE "PHYSICAL APPEARANCE" IN THE BOXES FOR DIFFERENCES.

I'’M ALSO GOING TO LIST THE CHARACTERS'’ NAMES.

HOWEVER, SOME OF THE CHARACTER TRAITS WERE VERY SIMILAR ACROSS THE 2 STORIES.

SUN AND MOUSE HAD THE CHARACTER TRAITS OF BEING KIND AND HELPFUL IN COMMON.

I'’M GOING TO WRITE THAT IN THE "BOTH" BOX.

THE WIND AND LION WERE AGGRESSIVE TOWARD THE OTHER CHARACTERS IN EACH OF THEIR STORIES, SO, I'’M GOING TO WRITE THAT IN THE "BOTH" BOX AS WELL.

THAT'’S INTERESTING THAT THE CHARACTERS IN EACH STORY HAD SIMILAR CHARACTER TRAITS.

NOW, LET'’S MOVE ON TO THE SETTING.

HMM.

I'’M GOING TO TAKE A LOOK BACK AT THE WIND AND THE SUN TO FIGURE OUT THE SETTING.

THE TEXT SAYS... AS I LOOK BACK AT "THE LION AND THE MOUSE," I SEE THAT THIS STORY TAKES PLACE ON... HMM.

BOTH STORIES HAPPEN ON A BEAUTIFUL DAY, BUT DIFFERENT LOCATIONS.

I'’M GOING TO WRITE THE LOCATIONS FOR EACH STORY UNDER THE CORRECT TITLE, AND IN THE "BOTH" BOX, I'’M GOING TO WRITE "BEAUTIFUL DAY."

DID YOU SEE WHAT I JUST DID?

I REVISITED EACH STORY TO FILL IN OUR CHART WITH SIMILARITIES AND DIFFERENCES FOR EACH.

I NOTICED THAT THESE 2 STORIES HAVE MORE IN COMMON THAN I EXPECTED.

WE'’RE GOING TO CONTINUE, BUT NOW, IT'’S YOUR TURN.

I NEED YOUR HELP IN DETERMINING THE SIMILARITIES AND DIFFERENCES BETWEEN THE 2 STORIES'’ PROBLEMS, SOLUTIONS, AND MORALS.

WE'’RE GOING TO START WITH THE PROBLEM.

WHAT WAS THE PROBLEM IN "THE WIND AND THE SUN"?

THAT'’S RIGHT.

THE PROBLEM WAS THAT THE WIND AND THE SUN WERE TRYING TO DETERMINE WHO WAS STRONGER.

GREAT JOB.

NOW, LET'’S THINK ABOUT "THE LION AND THE MOUSE."

WHAT WAS THE PROBLEM?

RIGHT AGAIN.

THE PROBLEM WAS THAT LION GOT CAUGHT IN A TRAP.

SO, AFTER THINKING ABOUT THE PROBLEM FOR BOTH STORIES, ARE THEY SIMILAR OR DIFFERENT?

YES, THESE ARE VERY DIFFERENT PROBLEMS, SO, WE SIMPLY NEED TO WRITE THEM IN THE BOXES UNDER EACH STORY TITLE.

YOU ALL ARE DOING SUCH AN OUTSTANDING JOB.

LET'’S MOVE RIGHT ALONG.

LET'’S GO BACK AND IDENTIFY THE SOLUTIONS FOR EACH STORY.

FIRST UP, "THE WIND AND THE SUN."

WHAT WAS THE SOLUTION?

YOU'’RE ON A ROLL.

THE SOLUTION WAS THAT THE SUN WON THE COMPETITION, BECAUSE SHE WAS SHINING BRIGHTER AND BRIGHTER, MAKING THE MAN SO WARM, THAT HE TOOK OFF HIS COAT.

NOW THINK ABOUT "THE LION AND THE MOUSE."

WHAT WAS THAT SOLUTION?

RIGHT AGAIN.

THE SOLUTION WAS THAT MOUSE GNAWED THE ROPE TO SET LION FREE.

NOW, LET'’S THINK.

ARE THESE SOLUTIONS SIMILAR OR DIFFERENT?

HMM.

WHAT DO YOU THINK?

I THINK YOU'’RE RIGHT.

THESE SOLUTIONS ARE DIFFERENT.

SO, WE NEED TO WRITE THEM UNDER EACH STORY TITLE, BECAUSE THEY ARE NOT THE SAME.

THE LAST TOPIC TO COMPARE AND CONTRAST IS THE MORAL OF EACH STORY.

THINK ABOUT THE MORAL OF "THE WIND AND THE SUN."

NOW, THINK ABOUT THE MORAL OF "THE LION AND THE MOUSE."

DO YOU THINK THESE MORALS ARE SIMILAR OR DIFFERENT?

I'’M GOING TO SHARE MY THINKING, AND IF YOU HAD THE SAME THOUGHT, SHOW ME YOUR FIREWORKS.

OKAY, I THINK THAT THE MORALS ARE SIMILAR, BECAUSE BOTH STORIES TEACH US ABOUT THE IMPORTANCE OF BEING KIND AND NEVER UNDERESTIMATING ANYONE.

BOTH THE WIND AND LION UNDERESTIMATED THE OTHER CHARACTERS AND THOUGHT THEY WERE BETTER THAN THEM.

THE WIND AND LION BOTH LEARNED VALUABLE LESSONS.

LOOKS LIKE SOME OF YOU WERE THINKING THIS TOO.

GREAT.

LET'’S WRITE THE MORALS IN THE "BOTH" BOX.

HERE'’S OUR CHART, ALL FILLED IN.

WOW, IT LOOKS LIKE THESE 2 STORIES HAD QUITE A BIT IN COMMON.

WE HAVE ACCOMPLISHED ANOTHER GOAL, SO LET'’S GO AHEAD AND-- YOU GUESSED IT-- LET'’S CELEBRATE.

ON 3, I WANT YOU TO KISS YOUR BRAINS.

TODAY, WE COMPARED AND CONTRASTED 2 STORIES FROM THE SAME GENRE OF FABLES.

REMEMBER THAT WHEN WE COMPARE AND CONTRAST, WE ARE SIMPLY DISCUSSING THE SIMILARITIES AND DIFFERENCES BETWEEN 2 OR MORE TEXTS.

WE CAN USE THIS STRATEGY, ALONG WITH OUR GRAPHIC ORGANIZER, FOR ANY 2 STORIES THAT WE ARE READING.

I'’LL EVEN LET YOU IN ON A LITTLE SECRET.

YOU CAN EVEN COMPARE AND CONTRAST MOVIES AND TV SHOWS.

SO, I CHALLENGE YOU TO PRACTICE COMPARING AND CONTRASTING WITH YOUR FAVORITE STORIES, MOVIES, OR SHOWS AT HOME.

I REALLY ENJOYED LEARNING WITH YOU TODAY.

UNTIL NEXT TIME.

SEE YA.

HEY, FRIENDS.

CHECK OUT THIS AMAZING VIDEO I JUST FOUND.

YOU'’RE GOING TO LOVE IT.

[metallic scraping] [David Cranford] WE'’RE OUT HERE THIS WEEK TO REOPEN OUR EXCAVATIONS FROM LAST FALL.

WE'’RE HOPING TO FIND EVIDENCE OF THE FIRST COLONIAL COURTHOUSE.

MY NAME IS DAVID CRANFORD.

I'’M AN ASSISTANT STATE ARCHAEOLOGIST WITH THE OFFICE OF STATE ARCHAEOLOGY IN RALEIGH.

WHAT WE FOUND LAST FALL WAS AN EROSIONAL DEPRESSION, OR A GULLY, FILLED WITH BROKEN PIECES OF BRICK.

THIS FEATURE WAS FOUND IN THE 1960s BY A HISTORIC ARCHAEOLOGIST NAMED STANLEY SOUTH.

HE IDENTIFIED THAT BRICK FEATURE AS A BRICK-BAT WALK, OR WALKWAY, AND WE WERE INTRIGUED BY WHETHER OR NOT THAT COULD BE RELATED TO THE COLONIAL COURTHOUSE.

[metal scraping] SO, THE FOUNDING OF HALIFAX DATES BACK TO ABOUT 1758, 1759.

MY NAME IS FRANK MCMAHON.

I'’M ONE OF THE SITE'’S HISTORICAL INTERPRETERS HERE AT HALIFAX.

RIGHT NOW, WE'’RE IN THE CENTER OF THE COLONIAL TOWN OF HALIFAX.

THE ORIGINAL TOWN WAS PLANNED OUT WITH THE COURTHOUSE BEING ON THIS LOT HERE BEHIND US.

[David] WE'’RE HOPING THAT THESE EXCAVATIONS WILL ALLOW US TO SAY WHETHER OR NOT THERE'’S INTACT PARTS OF THAT ARCHITECTURE STILL UNDER THE GROUND.

[Mary Beth Fitts] THIS IS THE BASE OF ESSENTIALLY A WINE BOTTLE.

WE CAN TELL THAT '’CAUSE IT'’S A VERY THICK, OLIVE-GREEN GLASS.

MY NAME IS MARY BETH FITTS.

I AM AN ARCHAEOLOGIST WITH THE OFFICE OF STATE ARCHAEOLOGY.

WE'’VE ALSO FOUND NUMEROUS NAILS AND WINDOW GLASS.

THESE DATE TO A VARIETY OF PERIODS.

WE'’LL BE ABLE TO TAKE THEM BACK TO THE LAB AND FIGURE OUT MORE PRECISELY HOW OLD THEY ARE.

FOR THE WINDOW GLASS, IT CHANGES IN THICKNESS THROUGH TIME, SO, WE'’LL BE ABLE TO FIGURE OUT WHICH STAGES OF THE COURTHOUSE CONSTRUCTION ARE REPRESENTED, AND THE SAME THING WITH THE NAILS.

THE ROUND-HEADED NAILS DATE TO THE LATE 1800s, WHEREAS THE SQUARE NAILS WILL BE EARLIER.

[indistinct chatter] THIS ONE'’S BROKEN.

MANY IMPORTANT MEETINGS WERE TAKING PLACE HERE IN HALIFAX DURING THE AMERICAN REVOLUTION.

AND AT ONE OF THOSE MEETINGS, THE FOURTH PROVINCIAL CONGRESS IS WHERE THEY GIVE PERMISSION FOR REPRESENTATIVES TO EVENTUALLY SIGN THE DECLARATION OF INDEPENDENCE IN PHILADELPHIA.

IT'’S EXTREMELY LIKELY THAT THEY WERE MEETING IN THIS COURTHOUSE.

WE THINK THAT THE COURTHOUSE PROBABLY STOOD RIGHT ON THIS LOT, AND GIVES US A CHANCE TO ACTUALLY LOOK FOR EVIDENCE OF THAT STRUCTURE.

WE'’VE ALSO FOUND COLONIAL-ERA CERAMICS THAT DATE TO THE PRECISE TIME PERIOD THAT THE COURTHOUSE WAS BUILT.

THE OLDEST ARTIFACT THAT WE FOUND IS THIS PIECE OF POTTERY, CALLED "WHIELDONWARE."

THE LITTLE PATTERN YOU CAN SEE ON IT IS CALLED THE BARLEY PATTERN.

THIS POTTERY DATES TO THE MID-1700s.

IT'’S KIND OF AN UNUSUAL GREEN COLOR, AND IT MIGHT ACTUALLY HAVE BEEN PRODUCED IN SOUTH CAROLINA BY JOHN BARTLAM, WHO WAS ONE OF THE FIRST COLONIAL POTTERS TO ESTABLISH A POTTERY IN SOUTH CAROLINA.

ONE OF THE MORE INTERESTING FINDS THAT WE FOUND WAS THIS BASE-- WHAT APPEARS TO BE SOME KIND OF WINE GLASS OR STEMWARE, BASICALLY.

IT'’S SORT OF UNUSUAL TO IMAGINE THAT THERE WAS A WINE GLASS OUT HERE.

[David] THEY HAD BOTTLES.

THEY HAD PLATES AND DISHES.

SO, EVENTS WERE TAKING PLACE HERE THAT DON'’T NECESSARILY END UP IN THE HISTORIC RECORD.

AGAIN, IF WE THINK ABOUT THE FACT THAT THIS AREA WAS USED AS AN OPEN SPACE OVER TIME, AND ALSO THAT PEOPLE HAVE BEEN CELEBRATING THE HALIFAX RESOLVES FOR AT LEAST 100 YEARS NOW, IT MIGHT WELL DATE TO AN EARLIER CELEBRATION AT HALIFAX.

SO YOU CAN EXPOSE IT.

AS ARCHAEOLOGISTS, WE WANT TO BE ABLE TO RECOVER THOSE MATERIALS, FIND OUT WHAT KINDS OF THINGS PEOPLE WERE DOING HERE.

BETTER THAN THIS?

AWESOME!

WOW.

THAT IS REALLY THICK.

COOL!

DO YOU THINK IT MIGHT BE LIKE A TUMBLER?

WOW!

I HOPE YOU LIKED THAT AS MUCH AS I DID.

WHAT WAS YOUR FAVORITE PART?

WELL, LET'’S NOT STOP THE PARTY NOW, '’CAUSE I'’M READY TO LEARN SOME MORE.

♪ ♪ 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 ♪ [meow] VERY GOOD.

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

READERS, DID YOU KNOW THAT ALL THE LETTERS IN THE ALPHABET HAVE SPECIAL NAMES?

THEY CAN BE PUT INTO 2 CATEGORIES-- CONSONANTS OR VOWELS.

DO YOU KNOW WHICH LETTERS ARE THE CONSONANTS, AND WHICH LETTERS ARE THE VOWELS?

THERE ARE 21 CONSONANTS AND 5 MAIN VOWELS.

CAN YOU NAME THE LETTERS THAT ARE VOWELS?

YOU CAN?

IF YOU KNOW THEM, YOU CAN SAY THEM ALONG WITH ME.

READY?

OKAY.

DO YOU KNOW THE SHORT VOWEL SOUNDS OF "A," "E," "I," "O," AND "U"?

OKAY.

I'’LL SAY THEM FIRST, AND THEN YOU CAN SAY THEM ALONG WITH ME.

I'’M GOING TO ADD SOME MOVEMENTS ALONG WITH EACH SOUND TO HELP US TO REMEMBER THEM.

SHORT "A" SAYS "[aa]."

SHORT "E" SAYS "[eh]."

SHORT "I" SAYS "[ih]."

SHORT "O" SAYS "[ah]."

SHORT "U" SAYS "[uh]."

ALRIGHT, THIS TIME, I WANT YOU TO SAY THE SHORT VOWELS ALONG WITH ME.

SEE IF YOU CAN ALSO ADD THE MOVEMENTS FOR EACH OF THE SOUNDS.

READY?

OKAY.

SHORT "A" SAYS "[aa]."

SHORT "E" SAYS "[eh]."

SHORT "I" SAYS "[ih]."

SHORT "O" SAYS "[ah]."

SHORT "U" SAYS "[uh]."

NICE JOB.

IN ADDITION TO KNOWING OUR SHORT VOWEL SOUNDS, DURING EACH OF OUR LESSONS, WE ARE GOING TO LEARN WORDS CALLED "HEART WORDS."

SOME SOUNDS CONTAIN ONE OR MORE SOUNDS THAT ARE SPELLED A LITTLE BIT DIFFERENTLY THAN THEY'’RE USUALLY SPELLED.

SINCE THESE PARTS ARE A LITTLE DIFFERENT THAN USUAL, WE HAVE TO LEARN THEM BY HEART.

WE CAN CALL THESE WORDS "HEART WORDS."

TO DO THIS, WE'’RE GOING TO CREATE OUR VERY OWN HEART WORD DICTIONARY.

YOU WILL NEED 2 PIECES OF PAPER AND SOMETHING TO WRITE WITH.

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

I'’LL BE RIGHT BACK.

♪ ♪ I'’M BACK WITH MY 2 PIECES OF PAPER AND SOMETHING TO WRITE WITH.

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

ALRIGHT, NOW, LET'’S GET STARTED ON MAKING OUR HEART WORD DICTIONARY.

I'’M GOING TO START BY STACKING MY 2 PIECES OF PAPER ON TOP OF EACH OTHER AND THEN FOLD THEM IN HALF HAMBURGER-STYLE.

THAT'’S THE SHORT WAY.

WOULD YOU LOOK AT THAT, READERS?

IT'’S A BOOK.

BOOKS ALWAYS HAVE A COVER, SO I'’M GOING TO DRAW A HEART AND WRITE THE WORD "WORD" AS THE TITLE, SO THAT I KNOW THAT THIS IS MY HEART WORD DICTIONARY.

TODAY, WE ARE GOING TO ADD 2 WORDS TO OUR HEART WORD DICTIONARY.

LET'’S GET READY FOR OUR FIRST HEART WORD.

LET'’S EXAMINE THE WORD "SOME," AS IN, "SOME OF MY FAVORITE FRIENDS WILL BE AT THE PARTY."

WE CAN USE OUR LETTER SOUNDS TO SPELL SOME OF THE SOUNDS IN "SOME."

THE OTHER SOUNDS WE NEED TO LEARN TO SPELL BY HEART.

"SOME" HAS 3 SOUNDS: "[s]... [uh]...

[m]."

SAY THOSE SOUNDS WITH ME.

"[s]... [uh]...

[m]."

THE FIRST SOUND, "[s]," IS SPELLED WITH THE LETTER "S." WHAT LETTER?

THAT'’S RIGHT, "S." THE LAST SOUND, "[m]," IS SPELLED WITH THE LETTER "M." WHAT LETTER?

THAT'’S RIGHT.

"M." THESE SOUNDS ARE SPELLED THE WAY THAT WE EXPECT THEM TO BE SPELLED, BASED ON OUR UNDERSTANDING OF LETTERS AND SOUNDS.

THE MIDDLE SOUND, "[uh]," IS SPELLED WITH THE LETTER "O," AND THERE'’S A LETTER "E" AT THE END OF THE WORD THAT DOESN'’T SPELL ANY SOUND.

THE "O" AND THE "E" ARE THE 2 PARTS THAT YOU HAVE TO LEARN TO SPELL BY HEART.

LET'’S SPELL "SOME" TOGETHER.

"SOME."

WHAT WORD?

THAT'’S RIGHT, "SOME."

NOW, LET'’S WRITE THIS WORD DOWN IN OUR HEART WORD DICTIONARY.

ALRIGHT, READERS.

LET'’S GET READY FOR OUR SECOND HEART WORD.

LET'’S DISCUSS THE WORD "WALK," AS IN, "I WENT FOR A LONG WALK WITH MY BEST FRIEND TODAY."

WE CAN USE OUR LETTER SOUNDS TO SPELL SOME OF THE SOUNDS IN "WALK."

AND OTHER SOUNDS WE WILL NEED TO LEARN TO SPELL BY HEART.

"WALK" HAS 3 SOUNDS: "[w]... [ah]...

[k]."

SAY THOSE SOUNDS WITH ME.

"[w]... [ah]...

[k]."

THE FIRST SOUND, "[w]," IS SPELLED WITH THE LETTER "W." WHAT LETTER?

THAT'’S RIGHT, "W." THE LAST SOUND, "[k]," IS SPELLED WITH THE LETTER "K." WHAT LETTER?

THAT'’S RIGHT, "K." WE CAN READ THESE PARTS USING PHONICS KNOWLEDGE.

THE MIDDLE SOUND, "[ah]," IS SPELLED WITH THE LETTERS "AL."

WHAT LETTERS?

THAT'’S RIGHT, READERS.

"AL."

THIS IS THE PART THAT WE NEED TO LEARN TO SPELL BY HEART.

LET'’S SPELL "WALK" TOGETHER.

WHAT WORD?

"WALK."

NOW, LET'’S WRITE THIS WORD DOWN IN OUR HEART WORD DICTIONARY.

GOOD.

I HOPE THAT AFTER THIS LESSON, YOU'’LL SHARE YOUR HEART WORD DICTIONARY WITH SOMEONE WHOM YOU LOVE.

TOGETHER, YOU CAN KEEP ADDING WORDS TO YOUR DICTIONARY.

THAT WAS A GREAT WARM-UP, READERS.

NOW, WE ARE GOING TO LEARN ABOUT "R"-CONTROLLED VOWELS, OR AS I LIKE TO CALL IT, "BOSSY '’R.

'’" I CAN'’T WAIT TO SHOW YOU.

TODAY, WE ARE GOING TO LEARN ABOUT "R"-CONTROLLED VOWELS.

THE LETTER "R" IS A CONSONANT, AND IT IS VERY BOSSY.

WHEN THE LETTER "R" IS BEHIND THE VOWELS...

...IT CHANGES THE SOUND TO THE VOWELS.

TODAY, WE'’LL FOCUS ON HOW "R" BOSSES AROUND THE LETTER "A."

AT THE BEGINNING OF OUR LESSON, WE REVIEWED THE SHORT VOWEL SOUNDS AND THE SOUNDS THAT THEY MAKE.

HOWEVER, WHEN BOSSY "R" IS BEHIND THE VOWEL, THE SOUND CHANGES.

LET ME DEMONSTRATE.

WHEN THE LETTER "R" IS BEHIND LETTER "A," IT NO LONGER SAYS "[aa]," IT NOW SAYS "[ar]," LIKE IN THE WORD "STAR."

WHEN THE LETTER "R" IS BEHIND THE LETTER "E," IT NO LONGER SAYS "[eh]," IT NOW SAYS, "[er]," LIKE IN THE WORD "GERMS."

YUCK!

WHEN THE LETTER "R" IS BEHIND THE LETTER "I," NO, NO, NO, IT DOESN'’T SAY "[ih]," IT NOW SAYS "[er]," LIKE IN THE WORD "STIR."

WHEN THE LETTER "R" IS BEHIND THE LETTER "O," MM-MM, IT DOES NOT SAY "[ah]" ANYMORE.

IT NOW SAYS "[or]," LIKE IN THE WORD "HORN."

HONK, HONK!

WHEN THE LETTER "R" IS BEHIND THE LETTER "U," IT NO LONGER SAYS "[uh]," IT NOW SAYS "[er]," LIKE IN THE WORD "CURL."

DO YOU HEAR HOW BOSSY THE LETTER "R" CAN BE?

THE LETTER "R" CONTROLS THE SOUND OF THE VOWEL THAT COMES BEFORE IT.

IN OTHER WORDS, IT BOSSES IT AROUND AND CHANGES THE SOUND.

TODAY, WE LEARNED ABOUT HOW BOSSY "R" BOSSES AROUND LETTER "A."

WHEN THE LETTER "R" HAS THE LETTER "A" IN FRONT OF IT, IT MAKES THE SOUND "[ar]."

LET'’S SEE HOW THIS WORKS.

I'’M GOING TO BUILD A FEW WORDS.

LET'’S START WITH THIS FIRST ONE.

DO YOU KNOW WHAT THIS WORD IS?

I'’M GOING TO TAP OUT THE SOUNDS IN THIS WORD TO FIGURE OUT THE WORD I BUILT.

REMEMBER, "AR" MAKES THE "[ar]" SOUND, SO WE WILL TAP OUT THOSE 2 LETTERS TOGETHER TO MAKE ONE SOUND.

ARE YOU READY?

OKAY.

[k]... [ar].

"CAR."

THIS WORD IS "CAR."

CAN YOU SAY "CAR"?

LISTEN TO THE SOUNDS THE "AR" MAKE IN THE WORD "CAR."

BOSSY "R" MAKES THE "A" SAY "[ar]."

NOW, LET'’S BUILD AND READ OUR NEXT WORD.

LET'’S TAP OUT THE SOUNDS IN THIS WORD.

[p]... [ar]... [t].

"PART."

AWESOME!

THIS WORD IS "PART."

LET'’S READ ALL OF THESE WORDS TOGETHER.

"CAR," "PART."

WOW, YOU DID AN AMAZING JOB TAPPING OUT THE SOUNDS OF EACH OF THOSE WORDS.

YOU ALSO REMEMBERED THAT "AR" IS READ TOGETHER AND MAKES THE SOUND "[ar]."

"AR" IS AN "R"-CONTROLLED VOWEL.

NOW THAT WE HAVE PRACTICED READING "R" WORDS, LET'’S SEE IF YOU CAN READ A COUPLE SENTENCES AND SPOT SOME OF THE WORDS THAT HAVE AN "R"-CONTROLLED VOWEL "AR."

AS WE READ THE SENTENCE, WHEN YOU HEAR THE "AR" WORDS, CLAP YOUR HANDS.

OKAY, LET'’S GET STARTED.

GET THOSE READING EYES READY.

LET'’S READ OUR FIRST SENTENCE.

I SEE AND HEAR BOSSY "R" BOSSING AROUND THE VOWEL IN FRONT OF IT.

DO YOU?

WHAT WORD HAD THE "R"-CONTROLLED VOWEL "AR"?

THAT'’S RIGHT, "CAR" AND "FAR."

LET'’S UNDERLINE THOSE WORDS.

"CAR" AND "FAR."

ALRIGHT, LET'’S READ OUR LAST SENTENCE AND SEE IF YOU CAN SPOT BOSSY "R" IN THE SENTENCE.

THERE'’S BOSSY "R" BOSSING AROUND THE VOWEL IN FRONT OF IT.

DO YOU SEE IT AND HEAR IT?

WHAT WORD HAD THE "R"-CONTROLLED VOWEL "AR"?

YES, THAT'’S RIGHT.

"JAR" AND "CART."

LET'’S UNDERLINE THEM.

TODAY, YOU DID AN AMAZING JOB IDENTIFYING BOSSY "R" WORDS THAT HAD THE "R"-CONTROLLED VOWEL "AR."

WHEN YOU ARE READING ON YOUR OWN, AND YOU COME ACROSS THE WORD, REMEMBER TO PRACTICE THIS SKILL YOU LEARNED TODAY TO HELP YOU TO DECODE THOSE WORDS.

I CHALLENGE YOU TO GO ON A BOSSY "R" SCAVENGER HUNT.

LOOK AT OBJECTS AROUND THE HOUSE, AND SEE IF THEY HAVE THE "AR" SPELLING.

I HOPE THAT YOU HAD FUN TODAY.

I WILL SEE YOU NEXT TIME, READERS.

BYE-BYE!

[electronic beeps] HI, MY NAME IS ZACH, AND TODAY, I'’M GOING TO BE SHOWING YOU A VERY SIMPLE MODEL YOU CAN DO AT HOME.

ALL YOU WILL NEED FOR THIS MODEL IS A SQUARE SHEET OF PAPER.

START RIGHT-SIDE UP, WHICH IS MY GREEN SIDE, AND DIAGONALLY FOLD IN HALF.

CREASE SHARPLY.

THEN WE'’RE GOING TO TAKE THIS CORNER AND FOLD IT UP TO HERE.

NOW, IT DOESN'’T MATTER HOW MUCH YOU DO IT, BUT I LIKE TO HAVE A TRIANGLE RIGHT HERE.

CREASE.

AND THEN TAKE THIS EDGE AND FOLD IT UP TO HERE.

AND CREASE.

THEN WE'’RE GOING TO TAKE THESE 2 CORNERS, AND WE'’RE GOING TO FOLD THIS CORNER DOWN... ON THIS SIDE, AND WE'’RE GOING TO TURN THE MODEL OVER AND FOLD THIS CORNER DOWN.

AND YOU'’VE COMPLETED THE ORIGAMI CUP.

WELL, IT'’S TIME TO GO, BUT I CAN'’T WAIT TO SEE YOU NEXT TIME.

HOPE YOU LEARNED A LOT TODAY, AND EVERY DAY.

WISHING YOU PEACE, LOVE, AND LOTS OF LEARNING.

♪ ♪ CAPTIONS BY FEATURE SUBTITLING www.featuresubtitling.com