♪ ♪ WELCOME TO CLASSROOM CONNECTION.

I'’M YOUR HOST, MR. R., AND I'’M ALSO A TEACHER.

I HOPE YOU'’LL JOIN ME IN THE CLASSROOM AS WE LEARN FROM TEACHERS ALL ACROSS THIS BEAUTIFUL STATE OF NORTH CAROLINA.

♪ ♪ HI, LEARNERS.

MY NAME IS MR. CARRINGTON, AND I'’M SO GLAD YOU ARE HERE, BECAUSE I DESPERATELY NEED A TEXT DETECTIVE.

ARE YOU UP FOR THE CHALLENGE?

AWESOME.

I HAVE MY DETECTIVE GEAR HERE.

SO, LET'’S GET STARTED ON TODAY'’S CASE.

I'’VE BEEN ENJOYING THIS INTERESTING HISTORICAL FICTION TEXT, TITLED "DEAR MR. ROSENWALD: THE SCHOOL THAT HOPE BUILT," WRITTEN BY CAROLE BOSTON WEATHERFORD.

IT'’S A COLLECTION OF SHORT POEMS THAT COME TOGETHER TO TELL US A STORY.

THE TITLE OF EACH POEM IS AT THE TOP OF EACH PAGE.

AS A TEXT DETECTIVE, I'’VE BEEN MAKING MY OWN NOTES OF SOME QUESTIONS THAT I HAVE ABOUT THE TEXT, AS I READ.

BUT HERE'’S THE HARD PART-- NOW, I NEED TO ANSWER THOSE QUESTIONS.

CAN YOU HELP ME?

I KNEW YOU COULD HELP.

TODAY, I'’M GOING TO SHARE ONE OF THE QUESTIONS THAT I HAVE ABOUT A SPECIFIC PART OF THE TEXT, AND WE ARE GOING TO WORK TOGETHER TO FIND 3 SPECIFIC DETAILS IN THE TEXT TO SUPPORT OUR ANSWER.

THESE DETAILS WILL BE OUR TEXTUAL EVIDENCE THAT SUPPORT OUR ANSWER.

REMEMBER... CAN SOMEONE TELL ME WHAT "EXPLICITLY STATED" MEANS?

SHOUT IT OUT!

YES, IT MEANS THAT THE EVIDENCE IS WRITTEN DIRECTLY IN THE TEXT.

SO, WE'’LL BE LOOKING FOR DETAILS THAT ARE WRITTEN DIRECTLY IN THE TEXT TO SUPPORT OUR ANSWER.

OKAY.

I THINK WE'’RE READY TO GET STARTED.

I'’LL CATCH YOU UP ON THE CASE BY MODELING FOR WHAT IS NEEDED.

HERE'’S WHAT I HAVE SO FAR.

CLUE 1: THIS IS OUR ANCHOR CHART THAT EXPLAINS HOW WE WILL COMPLETE THE GRAPHIC ORGANIZER WE NEED TO SOLVE THE CASE.

ALRIGHT, TEXT DETECTIVES.

WHAT WILL WE DO FIRST?

THAT'’S RIGHT.

WRITE THE QUESTION WE'’LL BE INVESTIGATING.

WHAT IS OUR SECOND STEP?

YES, WE MUST FIND DETAILS IN THE TEXT THAT HELP US ANSWER THE QUESTION.

THEN WHAT?

YOU GOT IT.

WE WILL USE THE WORDS FROM THE QUESTION IN STEP 1 AND THE TEXTUAL EVIDENCE IN THE TEXT FROM STEP 2 TO WRITE AN ANSWER TO OUR QUESTION.

SOUNDS LIKE YOU'’RE READY FOR ACTION.

LET'’S TAKE A LOOK AT CLUE 2, THE TEXT WE WILL USE TO IDENTIFY NEEDED TEXTUAL EVIDENCE TO ANSWER OUR QUESTION.

TODAY, WE WILL JUST BE FOCUSING ON A PAGE OF THE BOOK TITLED: "BOX PARTY."

SINCE WE DON'’T HAVE TIME TO READ THE WHOLE BOOK TODAY... ONE OF THE SCHOOL'’S CHARACTER'’S NAME IS THE STORY OF OVELLA.

SHE IS THE ONE SPEAKING IN THIS PART OF THE STORY WE ARE GOING TO READ TODAY.

AS I WAS READING THIS BOOK, I WROTE DOWN THE QUESTION...

THIS IS THE QUESTION WE NEED TO ANSWER TODAY.

SO, AS WE READ THIS SECTION, KEEP IN MIND THE QUESTION: "HOW DOES THE COMMUNITY RAISE MONEY FOR THE NEW SCHOOL?"

LET'’S TAKE A MINUTE TO READ THE TEXT TOGETHER.

OUR FINAL CLUE IS CLUE 3.

THIS IS THE GRAPHIC ORGANIZER THAT WE MUST COMPLETE TO CRACK THIS CASE.

I'’M GOING TO CREATE A TRIFOLD WITH OUR PAPER, SO THAT WE HAVE 3 COLUMNS FOR OUR GRAPHIC ORGANIZER.

FOLLOW ME, AS I FOLD MY PAPER.

IN THE FIRST COLUMN, WE HAVE OUR QUESTION: "HOW DOES THE COMMUNITY RAISE MONEY FOR THE NEW SCHOOL?"

CAN YOU SAY THAT QUESTION BY YOURSELF?

GREAT JOB.

IN THE SECOND COLUMN, WE WILL HAVE TEXTUAL EVIDENCE THAT WE FIND IN THE TEXT TO SUPPORT OUR ANSWER.

CAN YOU SAY "TEXTUAL EVIDENCE"?

GREAT JOB.

FINALLY, IN COLUMN 3, WE WILL HAVE MY ANSWER.

THIS IS WHERE WE WILL HAVE THE FINAL ANSWER TO OUR QUESTION "HOW DOES THE COMMUNITY RAISE MONEY FOR THE NEW SCHOOL?"

NOW, LET'’S COMPLETE THIS GRAPHIC ORGANIZER TOGETHER SO WE CAN CRACK OUR CASE.

SO, WHEN I WENT BACK AND REREAD, I KNEW I NEEDED TO REALLY FOCUS ON FINDING A DETAIL IN THE TEXT THAT TALKED ABOUT WAYS THE COMMUNITY WAS TRYING TO RAISE MONEY.

I FOUND THIS IN THE TEXT: WHEN I SAW THIS, I THOUGHT, "A-HA!

THIS IS A DETAIL THAT SUPPORTS MY ANSWER," BECAUSE IT TALKS ABOUT SELLING SOMETHING TO RAISE MONEY FOR THE NEW SCHOOL.

SO, IN MY "TEXTUAL EVIDENCE" COLUMN FOR "DETAIL 1," I WROTE...

I KNOW THIS, BECAUSE THE TEXT EXPLICITLY SAYS THAT MR. BENSON LETS THE COMMUNITY USE HIS LAND TO PLANT COTTON THAT THEY COULD SELL FOR THE NEW SCHOOL.

GO AHEAD AND SAY, "PLANTED COTTON AND SOLD COTTON."

GREAT JOB.

NOW WE HAVE ONE DETAIL THAT WE CAN USE TO SUPPORT OUR ANSWER.

BUT, WAIT.

WE HAVE 2 EMPTY BOXES.

WE NEED 2 MORE DETAILS FROM THE TEXT THAT WE CAN USE AS TEXTUAL EVIDENCE TO ANSWER THE QUESTION ABOUT HOW THE COMMUNITY RAISED MONEY FOR THE NEW SCHOOL.

A SEASONED DETECTIVE KNOWS THAT THIS CALLS FOR A REREADING.

AS I READ ALOUD, LISTEN FOR 2 DIFFERENT DETAILS THAT WE CAN USE TO ANSWER OUR QUESTION.

OKAY, I'’LL LEAVE THE TEXT ON THE SCREEN SO YOU CAN SCAN BACK THROUGH IT, BUT NOW YOU HAVE TIME TO FIND 2 DETAILS FROM THE TEXT THAT DESCRIBE THE WAYS THE COMMUNITY RAISED MONEY FOR THE SCHOOL.

♪ ♪ ALRIGHT, TEXT DETECTIVES.

LET ME HEAR YOU.

AWESOME.

YOU'’RE RIGHT.

THAT DETAIL DOES HELP TO ANSWER OUR QUESTION.

DID YOU FIND ANY OTHER DETAILS?

SOME OF YOU MAY HAVE FOUND THIS ONE.

"OTHER FOLKS RAISED HOGS AND CHICKENS TO SELL."

IF YOU DID, THEN "RAISED AND SOLD HOGS AND CHICKENS" CAN GO IN THE "TEXTUAL EVIDENCE" COLUMN.

SOME OF YOU MAY HAVE FOUND THIS ONE.

IF YOU DID, THEN "HAD BOX PARTIES" OR MAYBE "SOLD PIES" CAN GO IN THE "TEXTUAL EVIDENCE" COLUMN.

WERE YOU ABLE TO FIND BOTH DETAILS TO GO IN THE "TEXTUAL EVIDENCE" SECTION OF OUR GRAPHIC ORGANIZER?

GREAT WORK, TEXT DETECTIVES.

NOW, THE VERY LAST THING WE HAVE TO DO IS TO PUT IT ALL TOGETHER TO CRACK THE CASE.

REMEMBER OUR FIRST CLUE?

LET'’S TAKE A LOOK AT THAT AGAIN.

SO, TO COMPLETE COLUMN 3, WE WILL USE THE WORDS FROM OUR QUESTION AND THE TEXTUAL EVIDENCE WE FOUND FROM COLUMN 2.

SO, THE QUESTION IS, "HOW DOES THE COMMUNITY RAISE MONEY FOR THE NEW SCHOOL?"

I'’M GOING TO USE THE WORDS FROM THE QUESTION INSIDE OUR ANSWER.

THE ONLY THING I'’M GOING TO TAKE AWAY ARE THE FIRST 2 QUESTION WORDS, "HOW DOES."

SO, LET'’S START OUR ANSWER LIKE THIS.

"THE COMMUNITY RAISES MONEY FOR THE NEW SCHOOL BY..." NOW, I NEED YOU TO USE OUR TEXTUAL EVIDENCE TO FINISH THE SENTENCE.

CAN YOU FINISH THE SENTENCE FOR ME?

OKAY, TEXT DETECTIVES.

SHOUT OUT WHAT YOU HAVE GOT.

♪ ♪ AMAZING!

YOU CRACKED THE CASE!

I HEARD YOU ALL SAY THE COMMUNITY RAISES MONEY FOR THE NEW SCHOOL BY PLANTING AND SELLING COTTON, RAISING AND SELLING HOGS AND CHICKENS, AND HAVING BOX PARTIES.

YOU WERE ABLE TO USE TEXTUAL EVIDENCE, THOSE EXPLICIT DETAILS IN THE TEXT, TO SUPPORT YOUR ANSWER TO A QUESTION ABOUT THE TEXT.

HIGH FIVE!

THIS CASE IS CLOSED.

FOR AN ADDITIONAL CHALLENGE, I INVITE YOU TO LOOK BACK AT THE TEXT AND SEE IF YOU CAN COME UP WITH YOUR OWN QUESTION ABOUT BOX PARTIES, AND THEN USE DETAILS FROM THE TEXT TO ANSWER YOUR OWN QUESTION.

REMEMBER, WHEN YOU SAY YOUR ANSWER, USE THE WORDS FROM THE QUESTION IN YOUR ANSWER.

BE SURE TO JOIN ME NEXT TIME FOR ANOTHER LITERACY INVESTIGATION.

SEE YOU THEN.

ALL THIS LEARNING IS MAKING MY BRAIN GROW.

LET'’S CHECK OUT THIS NEXT VIDEO THAT WILL MAKE YOUR HEART BIGGER TOO.

MUSIC ALWAYS MAKES MY HEART SING.

♪ ♪ "ONE, TWO, THREE WITH ANDRÉS!

PRESENTS..." "IF I HAD A MARIACHI" [mariachi music playing] ♪ ♪ "THE VIOLIN" ♪ PLAY THAT VIOLIN!

AHA!

♪ "THE VIOLIN" ♪ PLAY IT FROM THE HEART!

♪ ♪ ¡AY!

♪ "THE GUITARRÓN" ♪ STRUM IT REALLY FAST!

♪ "THE VIHUELA" ♪ ♪ "THE GUITAR" ♪ ♪ ♪ THAT'’S HOW YOU PLAY IT!

HA HA!

♪ "THE TRUMPET" ♪ THIS IS MY MARIACHI!

HA HA!

♪ ♪ ♪ [sniffing] UHH.

DID YOU KNOW... [sniffs] THAT SOME CATS ARE ALLERGIC TO PEOPLE?

I JUST READ THAT.

THANK GOODNESS I KNOW HOW TO READ.

I GUESS I THOUGHT MY CAT JUST HAD A COLD.

I'’D BETTER PRACTICE MY READING SO I CAN LEARN MORE ABOUT CATS SNEE-- ACHOO!

CAT SNEEZES.

♪ ♪ 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...

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 WITH 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 "A," "E," "I," "O," AND "U," IT CHANGES THE SOUND OF 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 THAT 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.

"PART."

AWESOME.

THIS WORD IS "PART."

LET'’S READ ALL OF THESE WORDS TOGETHER.

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 "[ar]" WORDS, LET'’S SEE IF YOU CAN READ A COUPLE OF 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 THIS 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.

WELL, MY FRIENDS, IT'’S STORY TIME.

ONE OF MY FAVORITE TIMES OF THE DAY.

STORIES HAVE THE POWER TO MOVE US AND EVEN CHANGE THE WAY WE THINK.

WE GET TO IMAGINE WHAT IT'’S LIKE IN SOMEONE ELSE'’S SHOES.

I WONDER WHAT WE'’LL FEEL TODAY.

♪ ♪ MY NAME IS NICKY, AND I'’M GOING TO READ "HELLO PUPPY."

"WHAT'’S THAT PUPPY DOING?"

[snoring] "SHE'’S SLEEPING.

PUPPIES NEED LOTS OF SLEEP.

NOW SHE'’S WAKING UP."

[puppy yawns] "HELLO, PUPPY."

[puppy whines] "WHAT'’S THAT PUPPY DOING NOW?

SHE'’S STRE-E-ETCHING... AND GIVING HERSELF A GOOD SHAKE!"

[flapping] [puppy cries] "WHAT'’S THAT PUPPY LOOKING FOR?

SHE IS LOOKING FOR SOMETHING TO EAT.

SHE MUST BE HUNGRY.

WHY IS THAT PUPPY SNIFF-SNIFF-SNIFFING ALL AROUND?"

[sniffing] "OOPS!

THAT MEANS SHE NEEDS TO GO POTTY...

OUTSIDE!"

[puppy barking] "WHAT A SMART PUPPY.

NOW WHAT IS THAT PUPPY DOING?

SHE IS RUNNING WITH ME... AND PLAYING WITH ME," [puppy growling] "AND GIVING ME PUPPY KISSES.

[puppy whining] "'’I LOVE YOU, PUPPY!

'’" THE END.

♪ ♪ CAN YOU BELIEVE HOW MUCH WE LEARNED TODAY?

I'’M SO GRATEFUL YOU WERE HERE.

AND I KNOW YOU'’LL HAVE FUN NEXT TIME.

THANKS FOR STOPPING BY.

WISHING YOU PEACE, LOVE, AND LEARNING.

♪ ♪ CAPTIONS BY FEATURE SUBTITLING www.featuresubtitling.com