[cheerful upbeat music] ♪ HI, SUPER LEARNERS, AND WELCOME TO MY CLASSROOM.

I'M YOUR HOST, MR. R., AND I AM SO EXCITED TO HANG WITH YOU TODAY.

WE'RE GOING TO HAVE A REALLY FUN TIME TOGETHER, AND WE'RE GOING TO LEARN AT THE SAME TIME.

YOU READY?

♪ ♪ HI, LEARNERS.

MY NAME IS MR. CARRINGTON, AND I'M SO GLAD YOU'RE HERE, BECAUSE I'M IN DESPERATE NEED OF A TEXT DETECTIVE.

ARE YOU READY FOR THE CHALLENGE?

AWESOME!

I HAVE MY DETECTIVE GEAR HERE.

ARE YOU READY?

GREAT!

LET'S GET STARTED ON TODAY'S CASE.

I'VE BEEN READING 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 EXPERIENCED TEXT DETECTIVES, WE KNOW THAT...

SO, AS I'VE BEEN READING, I'VE BEEN JOTTING DOWN SOME QUESTIONS I HAVE, HERE IN MY CASE NOTES.

HERE'S THE THING-- NOW I HAVE TO ANSWER THEM, BUT I NEED YOUR HELP.

WOULD YOU BE WILLING TO HELP ME?

EXCELLENT!

I KNEW I COULD COUNT ON YOU.

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 THAT SUPPORT OUR ANSWER.

THESE DETAILS WILL BE OUR TEXTUAL EVIDENCE.

REMEMBER... WHAT DOES "EXPLICITLY STATED" MEAN?

THAT'S CORRECT.

IT MEANS...

SO, WE WILL 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 BY MODELING ON THE CASE FOR WHAT IS NEEDED.

HERE'S WHAT I HAVE SO FAR.

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

ALRIGHT, TEXT DETECTIVES.

WHAT WILL WE DO FIRST?

[chimes sound] THAT'S RIGHT.

WE MUST WRITE THE QUESTION WE'LL BE INVESTIGATING.

WHAT'S OUR SECOND STEP?

[chimes sound] YES, WE MUST FIND DETAILS IN THE TEXT THAT HELP US ANSWER THE QUESTION.

THEN WHAT?

[chimes sound] YOU'VE 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.

TODAY, WE WILL JUST BE FOCUSING ON A PAGE OF THE BOOK TITLE, "PASSING THE PLATE."

SINCE WE DON'T HAVE TIME TO READ THE WHOLE BOOK TODAY... ONE OF THE CHARACTERS' NAMES IN THE STORY IS OVELLA.

SHE IS THE ONE SPEAKING IN THE PART OF THE STORY WE'RE GOING TO READ TODAY.

ONE OF THE QUESTIONS I WROTE DOWN IN MY CASE NOTES WAS: THIS IS THE QUESTION WE NEED TO ANSWER TODAY.

SO, AS YOU READ THIS QUESTION, KEEP IN MIND THE QUESTION... LET'S READ THE TEXT TOGETHER.

OUR FINAL CLUE IS CLUE 3.

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

WE ARE GOING TO CREATE A TRI-FOLD WITH OUR PAPER, SO THAT WE HAVE 3 COLUMNS FOR OUR GRAPHIC ORGANIZER.

SEE THE 3 COLUMNS IN THE GRAPHIC ORGANIZER?

IN THE FIRST COLUMN, WE ARE GOING TO WRITE OUR QUESTION.

"WHY WAS THE COMMUNITY ABLE TO RAISE THE MONEY NEEDED FOR THE NEW SCHOOL?"

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

FINALLY, IN THE THIRD COLUMN, LET'S WRITE "MY ANSWER."

THIS IS WHERE WE'LL RECORD THE FINAL ANSWER TO OUR QUESTION: "WHY WAS THE COMMUNITY ABLE TO RAISE THE MONEY NEEDED FOR THE NEW SCHOOL?"

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

WHEN I WENT BACK AND REREAD, I KNEW I NEEDED TO REALLY FOCUS ON FINDING A DETAIL IN THE TEXT THAT TALKED ABOUT WHY THE COMMUNITY WAS ABLE TO RAISE THE MONEY THEY NEEDED FOR THE NEW SCHOOL.

I HIGHLIGHTED THIS IN THE TEXT.

WHEN I SAW THIS, I SAID, [gasping] "AHA!

THIS IS A DETAIL THAT SUPPORTS MY ANSWER, BECAUSE IT TALKS ABOUT GATHERING MONEY AND THEN ABOUT PASSING A PLATE."

SO, IN MY "TEXTUAL EVIDENCE" COLUMN FOR DETAIL 1, I WROTE: "THE USHERS PASSED THE PLATE."

I KNOW THIS BECAUSE THE TEXT EXPLICITLY STATES THAT WE WERE GATHERING MONEY, AND THE USHERS PASSED THE PLATE.

SO, WHAT IS DETAIL 1?

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: "WHY WAS THE COMMUNITY ABLE TO RAISE THE MONEY NEEDED FOR THE NEW SCHOOL?"

GIVE ME A THUMBS-UP IF YOU'RE READY TO FIND 2 MORE DETAILS FROM THE TEXT AS TEXTUAL EVIDENCE.

I SEE A LOT OF THUMBS-UP, SO LET'S GET STARTED.

A SEASONED TEXT DETECTIVE LIKE YOU KNOWS THIS CALLS FOR A REREADING.

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

♪ ♪ EXCELLENT JOB.

I SAW LOTS OF MINDS THINKING.

THAT MEANS YOU WERE BUSY LOCATING YOUR DETAILS.

AWESOME!

YOU'RE RIGHT!

THIS DETAIL HELPS TO ANSWER OUR QUESTION!

WHAT OTHER DETAIL DID YOU IDENTIFY THAT DESCRIBES WHY THE COMMUNITY WAS ABLE TO RAISE THE MONEY THEY NEEDED FOR THEIR SCHOOL?

SOME OF YOU MAY HAVE FOUND THIS ONE.

IF YOU DID, LET'S WRITE SOMETHING LIKE: "WHITE NEIGHBORS SENT IN 20 DOLLARS" IN THE "TEXTUAL EVIDENCE" COLUMN.

SOME OF YOU MAY HAVE FOUND THIS ONE.

IF YOU FOUND THIS ONE, LET'S WRITE SOMETHING LIKE: "MISS ETTA MAE GAVE A DOLLAR" OR "SHE GAVE A DOLLAR" IN OUR "EVIDENCE" COLUMN.

RAISE YOUR HAND IF YOU WERE ABLE TO FIND BOTH OF THOSE DETAILS AS TEXTUAL EVIDENCE FOR OUR GRAPHIC ORGANIZER.

GREAT WORK, TEXT DETECTIVES!

NOW, THE VERY LAST THING WE HAVE TO DO IS PUT IT ALL TOGETHER AND ANSWER OUR QUESTION.

THEN, WE WILL HAVE CRACKED THE CASE.

REMEMBER OUR FIRST CLUE?

LET'S TAKE A LOOK AT IT AGAIN.

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

I'LL HELP YOU DETERMINE THE ANSWER.

THEN, YOU WILL FINISH IT OUT.

SO, THE QUESTION IS, WHY WAS THE COMMUNITY ABLE TO RAISE THE MONEY NEEDED FOR THEIR NEW SCHOOL?

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

THE ONLY THING I'M GOING TO TAKE AWAY ARE THE FIRST 2 QUESTION WORDS, "WHY" AND "WAS."

SO, LET'S START OUR ANSWER LIKE THIS.

"THE COMMUNITY RAISED MONEY FOR THE NEW SCHOOL BY..." NOW, I NEED YOU TO USE OUR TEXTUAL EVIDENCE TO COMPLETE THE REST OF THE ANSWER.

I'M GOING TO GIVE YOU 20 SECONDS TO FIND YOUR ANSWER.

♪ ♪ OKAY, TEXT DETECTIVES.

SHOUT OUT WHAT YOU'VE GOT.

AMAZING!

YOU'VE CRACKED THE CASE.

I HEARD ALL OF YOU SAY THE COMMUNITY WAS ABLE TO RAISE THE MONEY NEEDED FOR THEIR NEW SCHOOL BECAUSE THEY PASSED THE PLATE.

WHITE NEIGHBORS SENT IN 20 DOLLARS, AND MISS ETTA MAE GAVE A DOLLAR.

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

REMEMBER, WHEN YOU GIVE YOUR ANSWER, BE SURE TO USE THE WORDS FROM THE QUESTION.

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

SEE YOU THEN!

IT WAS REALLY FUN TO PRACTICE OUR READING AND WRITING TODAY.

WHAT WAS YOUR FAVORITE PART?

THINK ABOUT THAT WHILE WE GET READY FOR THE NEXT FUN ACTIVITY.

[man] LET'S COUNT IN KISWAHILI.

1.

[kids say words] MOJA.

2.

MBILI.

3.

TATU.

4.

NNE.

5.

TANO.

6.

SITA.

7.

SABA.

8.

NANE.

9.

TISA.

10.

KUMI.

[2nd man singing numbers] ♪ ♪ [kids join in] ♪ ♪ [child laughs] YO, WHOA, WHOA, WHOA, WHOA, WHOA.

WHOA.

I GOT ANOTHER VIDEO COMING UP FOR YOU.

MY NAME'S JESSICA.

I'M ONE OF THE AVICULTURISTS HERE AT THE AVIAN BREEDING CENTER.

THIS IS MY LITTLE FRIEND.

THIS IS A CURASSOW.

SO, YOU DON'T SEE CURASSOWS A LOT IN ZOOS AROUND THE COUNTRY.

THE AVIAN BREEDING CENTER, WE'RE TRYING TO PROPAGATE THESE.

THIS LITTLE GUY IS ACTUALLY ENDANGERED.

SO, CURASSOWS, THEY'RE A LARGE TERRESTRIAL BIRD.

THEY'RE NATIVE TO SOUTH AMERICA.

THEY'RE MAINLY IN VENEZUELA AND COLOMBIA.

THEY LIVE IN HIGH MOUNTAIN RANGES, USUALLY AT AN ALTITUDE OF OVER 3,000 FEET.

SO, THESE GUYS LIVE IN A UNIQUE ENVIRONMENT, CALLED A CLOUD FOREST.

IT'S A FOREST UP IN THE MOUNTAINS.

IT USUALLY HAS DIAGONAL TREES, AND THIS ALMOST SUPERNATURAL MIST COVERS IT MOST OF THE YEAR.

THESE GUYS SPEND A LOT OF THEIR LIVES ON THE GROUND.

THEIR PARENTS ARE MONOGAMOUS.

SO, THEY LAY ABOUT 2 EGGS, AND THEN, ABOUT 30 DAYS LATER, YOU SEE ONE EXACTLY LIKE THIS HATCH OUT.

HE HATCHES OUT WITH ALL OF HIS FEATHERS, COMPLETELY READY TO FLY, WHICH IS WHY I HAVE A GOOD GRIP ON HIM.

HE IS A PRECOCIAL SPECIES, WHICH MEANS, AS SOON AS HE HATCHES, HE'S READY TO GO.

SO, THESE GUYS, HE'LL COME DOWN TO THE FOREST FLOOR FROM HIS NEST, USUALLY UP IN THE TREES.

THEY CAN NEST ON THE GROUND, THOUGH.

HE'LL COME OUT OF HIS NEST, AND HE'S GOT THESE LOVELY, SPINDLY LITTLE FEET.

THEY'RE REALLY GOOD FOR CLIMBING AROUND ON NARROW BRANCHES, ALMOST LIKE A MONKEY.

THEY'RE SORT OF LIKE HANDS.

HE'S VERY GOOD AT CLIMBING.

AS YOU CAN SEE, HE'S LEAVING.

[laughs] THESE GUYS FEED PRIMARILY ON INSECTS, NUTS, SEEDS, AND FRUITS AND THINGS.

WHEN THEY'RE BABIES, ESPECIALLY, THEY NEED A LOT OF INSECTS, SO THEY CAN GROW QUICKLY.

THIS IS THEIR MOST VULNERABLE STAGE.

BUT THEY'RE NOT HELPLESS.

LIKE I SAID, HE CAN FLY SHORTLY AFTER HE HATCHES.

IF YOU SEE HERE, THIS GUY'S ONLY ABOUT 5 DAYS OLD.

YOU SEE THIS YELLOW BIT AT THE END OF HIS BILL?

THAT'S ACTUALLY HIS EGG TOOTH.

THAT'S HOW HE GOT OUT OF HIS EGG.

SO, HE PECKED AWAY AT THE INSIDE OF HIS EGG WITH THAT.

IN A FEW MORE DAYS, IT'S ACTUALLY GOING TO FALL OFF, AND WE'RE NOT GOING TO SEE IT ANYMORE.

HE'S GOING TO HAVE A NICE LITTLE BILL.

SO, THIS IS AN ENDANGERED SPECIES.

THE HELMETED CURASSOW IS VULNERABLE TO DEFORESTATION, SO, AS THEY'RE TAKING DOWN THE RAINFOREST, THESE GUYS ARE LOSING THEIR HABITATS.

THEY'RE ALSO VULNERABLE TO POACHERS CERTAIN TIMES OF THE YEAR.

IF THEY NEST ON THE GROUND, IT'S VERY DANGEROUS FOR MOM AND HER EGGS, BECAUSE SHE RARELY LEAVES HER EGGS.

SO, IT MAKES HER VULNERABLE TO ANYONE THAT WANTS TO TAKE A CURASSOW.

THEY USED TO BE POPULAR GAME BIRDS.

BUT ONE OF THE THINGS THAT ACTUALLY SAVED THEM FROM THAT WAS THAT THEY ONLY LAY 2 EGGS, AND IT TAKES THEM A LONG TIME TO GROW UP.

SO, THEY'RE NOT LIKE CHICKENS.

THEY'RE ACTUALLY-- THEY'RE ONLY PROTECTED BY THAT.

THESE GUYS TAKE A REALLY LONG TIME TO GROW.

WHEN THEY'RE ADULTS, THEY ACTUALLY HAVE A BLUISH KNOB ON THEIR HEAD, WHICH IS HOW THEY GOT THEIR NAME.

THE HELMETED CURASSOW.

THIS GUY WILL NOT HAVE A KNOB FOR A VERY LONG TIME.

AND IT'S VERY HARD TO TELL THE MALES FROM THE FEMALES.

THE DIFFERENCES BETWEEN THE SEXES, THE FEMALES HAVE SMALLER HELMETS, AND THE MALES HAVE LARGER ONES.

THE MALES ARE TYPICALLY MORE AGGRESSIVE.

BUT THE MALES WILL AGGRESSIVELY DEFEND THE FEMALES.

THERE'S ALSO A VERY INTERESTING FEEDING BEHAVIOR THAT THE MALES EXHIBIT.

WHEN THEY FIND A FOOD SOURCE, THEY'LL STAND OVER IT AND DO A VERY UNIQUE WHISTLING SOUND THAT CALLS THE FEMALE TO THE FOOD, AND THEN THEY'LL PICK UP A PIECE OF FOOD AND FEED IT TO HER.

SO, IN THE WILD, THESE GUYS ARE ACTUALLY REALLY HARD TO STUDY.

THEIR ENVIRONMENT IS REALLY HARD FOR RESEARCHERS TO GET TO.

THERE'S A LOT OF MOUNTAIN RANGE THAT THEY HAVE TO GET PAST.

THERE'S LOW VISIBILITY.

SO, IT'S HARD TO TAKE AIRCRAFTS THERE.

AND ALSO, THE ALTITUDE IS QUITE HIGH.

THANK YOU SO MUCH FOR JOINING US FOR THIS TALK.

EVERYBODY HAVE A NICE DAY, AND SAY GOODBYE TO OUR LITTLE FRIEND HERE.

SAY GOODBYE!

HE DOESN'T KNOW HOW TO WAVE.

THAT'S OKAY.

HE'S STILL LEARNING.

[laughs] THAT WAS SO COOL!

SCIENCE IS AMAZING.

THE WORLD IS FULL OF AMAZING CREATURES AND PLANTS, MAKING ME WANT TO LEARN SO MUCH MORE ABOUT OUR PLANET.

I AM SO GLAD WE GOT TO SEE THAT.

♪ ♪ HI, EVERYONE.

MY NAME IS MS. SHAKEMIA, AND I'M SO EXCITED TO LEARN WITH YOU ALL TODAY.

DID YOU KNOW THAT THE TEXTS WE READ CAN DO MORE THAN JUST ENTERTAIN US?

THEY CAN ALSO TEACH US MAJOR LESSONS ABOUT LIFE.

[bird chirping] A LITTLE BIRDIE TOLD ME THAT YOU ALREADY KNOW ALL ABOUT FABLES.

SO, LET'S DO A QUICK REVIEW.

TODAY, WE ARE GOING TO LEARN ABOUT RECOUNTING STORIES, WHICH IS JUST RETELLING THE EVENTS OF A STORY IN THE ORDER IN WHICH IT TOOK PLACE.

AFTER READING ANY STORY, IT IS IMPORTANT THAT WE CAN RECOUNT, BECAUSE IT HELPS US COMMUNICATE WHAT HAPPENED, IN THE ORDER THAT IT HAPPENED, HELPING US TO BETTER COMPREHEND, OR UNDERSTAND, WHAT WE READ.

WE RECOUNT ALL THE TIME.

FOR EXAMPLE, HAVE YOU EVER BEEN ASKED TO SHARE YOUR FAVORITE BIRTHDAY CELEBRATION, WHAT YOU DID OVER THE WEEKEND, OR HOW YOUR DAY WAS AT SCHOOL?

WELL, IF YOU'VE SHARED THE EVENTS THAT TOOK PLACE IN A SPECIFIC ORDER, THEN THAT MEANS YOU RECOUNTED YOUR VERY OWN STORY.

SHARING EVENTS IN ORDER IS A GREAT WAY TO PRACTICE YOUR RECOUNTING SKILLS.

WHEN WE RECOUNT STORIES, THERE ARE 3 COMPONENTS THAT WE MUST INCLUDE.

FIRST, WE MUST IDENTIFY THE MAIN CHARACTERS AND THE SETTING, MEANING, WE HAVE TO EXPLAIN WHO IS IN THE STORY AND WHERE AND WHEN THE STORY TAKES PLACE.

SECOND, WE MUST IDENTIFY THE MOST IMPORTANT EVENTS THAT HAPPEN AT THE BEGINNING, MIDDLE, AND END OF THE STORY.

I LIKE TO REFER TO THESE EVENTS AS "B" FOR "BEGINNING," "M" FOR "MIDDLE," AND "E" FOR "ENDING."

THERE ARE LOTS OF THINGS THAT CAN HAPPEN DURING A STORY, BUT WE WANT TO NARROW IT DOWN TO THE MOST IMPORTANT ONES, ALSO KNOWN AS "KEY DETAILS."

WHEN THINKING ABOUT WHAT HAPPENED IN THE BEGINNING OF A STORY, WE WANT TO LOOK AT THE VERY FIRST IMPORTANT EVENT THAT TOOK PLACE.

WHEN THINKING ABOUT THE MIDDLE OF THE STORY, WE SHOULD ASK OURSELVES WHAT PROBLEM THE CHARACTERS FACED.

AND THE END OF A STORY INCLUDES HOW THE PROBLEM WAS RESOLVED, AND WHAT THE CHARACTERS LEARNED AS A RESULT OF THE EVENTS THAT TOOK PLACE.

THIRD, WE MUST DETERMINE THE CENTRAL MESSAGE, OR MORAL OF THE STORY.

WHAT DO WE MEAN BY "THE MORAL OF THE STORY"?

EXCELLENT.

YOU ALL REMEMBERED THAT THE MORAL OF THE STORY IS THE LESSON LEARNED BY THE CHARACTERS.

SO, RECOUNTING A STORY MUST INCLUDE THE CHARACTERS AND THE SETTING, THE MOST IMPORTANT EVENTS IN CHRONOLOGICAL ORDER, AND THE MORAL, OR LESSON, OF THE STORY.

WE ARE GOING TO READ "THE WIND AND THE SUN" TO PRACTICE OUR RECOUNTING SKILLS.

AS I READ THIS FABLE, I WANT YOU TO LISTEN FOR THE CHARACTERS AND THE SETTING AND THE 3 PARTS NEEDED TO RECOUNT A STORY, SO THAT YOU'LL BE ABLE TO SHARE THE EVENTS THAT TOOK PLACE IN CHRONOLOGICAL ORDER.

HERE WE GO.

MAKE SURE YOU HAVE YOUR LISTENING EARS ON.

OKAY, NOW THAT I'VE READ THE STORY, I WANT YOU TO HELP ME GATHER MY THOUGHTS USING THIS GRAPHIC ORGANIZER.

YOU CAN USE THIS GRAPHIC ORGANIZER WITH ANY STORY THAT YOU'RE READING.

I'M GOING TO FILL IT ALL IN, SO WE CAN REFERENCE IT WHEN WE ARE READY TO RECOUNT THE STORY.

FOR THIS PARTICULAR STORY, WE ALREADY HAVE THE MORAL FILLED IN FOR US.

THAT'S BECAUSE OUR FOCUS TODAY IS PRIMARILY ON RECOUNTING.

WHAT'S THE VERY FIRST THING I NEED TO IDENTIFY IN ORDER TO RECOUNT THE STORY?

THAT'S RIGHT, I HAVE TO IDENTIFY THE MAIN CHARACTERS AND SETTING.

AS I THINK BACK TO THE STORY, THERE WERE 3 CHARACTERS: THE SUN, THE WIND, AND THE MAN.

HMM.

BUT WHICH CHARACTERS, DO YOU THINK, ARE THE MAIN, OR THE MOST IMPORTANT, CHARACTERS?

I THINK YOU'RE RIGHT.

THE SUN AND THE WIND WERE THE MOST IMPORTANT CHARACTERS.

SO, LET'S ADD THAT TO OUR GRAPHIC ORGANIZER.

NOW, I NEED TO IDENTIFY THE SETTING.

REMEMBER THAT THE SETTING INCLUDES WHERE AND WHEN THE STORY TAKES PLACE.

WHEN THE STORY TAKES PLACE REFERS TO A DAY OR TIME.

HOWEVER, WHERE THE STORY TAKES PLACE REFERS TO A SPECIFIC LOCATION.

LET'S REREAD THE FIRST SENTENCE AND SEE IF WE CAN FIGURE OUT WHEN AND WHERE THE STORY TAKES PLACE.

ONCE YOU HAVE AN IDEA, GIVE ME A THUMBS-UP.

ARE YOU READY?

LET'S BEGIN.

NOW, WE'LL TAKE A FEW SECONDS TO THINK ABOUT THE WHEN AND THE WHERE THE STORY'S TAKING PLACE.

GIVE ME A THUMBS-UP WHEN YOU HAVE AN IDEA.

I SEE LOTS OF YOU HAVE AN IDEA.

I'M GOING TO COUNT TO 3, AND I WANT YOU TO TELL ME WHEN AND WHERE THE STORY TAKES PLACE.

READY?

1, 2, 3.

OH, THAT'S RIGHT.

THE STORY TAKES PLACE ON A BEAUTIFUL DAY.

THAT'S THE "WHEN."

"IN THE PARK," THAT'S THE "WHERE."

IF WE LOOK BACK IN THE TEXT, WE CAN SEE THAT IN THE FIRST SENTENCE.

SEE?

ALRIGHT, LET'S ADD THAT TO OUR GRAPHIC ORGANIZER.

NEXT, I'M GOING TO IDENTIFY THE MOST IMPORTANT EVENT THAT HAPPENED AT THE BEGINNING OF THE STORY, AND ADD IT TO MY GRAPHIC ORGANIZER.

THE BEGINNING OF THE STORY IS USUALLY WHEN WE MEET THE MAIN CHARACTERS.

LET'S THINK BACK TO WHEN WE FIRST MET THE WIND AND THE SUN AND THINK ABOUT THE MOST IMPORTANT EVENT.

HMM.

WELL, I REMEMBER THAT AT THE BEGINNING OF THE STORY, THE WIND AND THE SUN WERE TALKING.

BUT I NEED TO SUPPORT MY THINKING WITH KEY DETAILS FROM THE TEXT.

I WANT YOU TO FIND A SENTENCE THAT SUPPORTS MY THINKING ABOUT THE MOST IMPORTANT EVENT, AT THE BEGINNING OF THE STORY.

ONCE YOU FIND THE SENTENCE, SHOW ME A THUMBS-UP.

READY?

GO.

GREAT!

I SEE LOTS OF THUMBS.

IT'S THE FIRST SENTENCE THAT CONFIRMS "THE WIND AND THE SUN WERE HAVING A CHAT."

LET'S MAKE SURE WE PUT THE VERY FIRST IMPORTANT EVENT IN OUR GRAPHIC ORGANIZER, WHERE WE CAN FIND KEY DETAILS TO SUPPORT THE THINKING OF THE TEXT.

AWESOME JOB REVISITING THE TEXT TO FIND KEY DETAILS THAT SUPPORT YOUR THINKING.

NOW, IT'S YOUR TURN.

YOU'RE GOING TO REVISIT THE TEXT TO IDENTIFY THE MOST IMPORTANT EVENTS IN THE MIDDLE AND END OF THE STORY.

BUT DON'T WORRY, I'LL BE HERE TO SUPPORT YOU THE ENTIRE TIME.

FIRST UP, LET'S IDENTIFY THE MOST IMPORTANT EVENT IN THE MIDDLE OF THE STORY.

REMEMBER, WE ARE LOOKING FOR THE PROBLEM THAT THE CHARACTERS ENCOUNTERED.

WHAT WAS THAT?

IF YOU'RE THINKING THAT THE PROBLEM WAS THAT THE SUN AND THE WIND DISAGREED ABOUT WHO WAS STRONGER, THEN YOU ARE CORRECT.

BUT, REMEMBER, WE HAVE TO GO BACK IN THE TEXT TO MAKE SURE THAT WE'RE RIGHT.

WHAT KEY DETAILS CAN YOU FIND TO SUPPORT YOUR THINKING?

GREAT JOB.

I FOUND A KEY DETAIL THAT SUPPORTS THIS IN THE LAST 2 SENTENCES OF PARAGRAPH 1.

THE WIND SAID... LET'S ADD THIS INFORMATION TO OUR RECOUNTING GRAPHIC ORGANIZER.

NOW, WE NEED TO DETERMINE WHAT HAPPENED AT THE END OF THE STORY.

WHAT ARE WE LOOKING FOR, SPECIFICALLY?

THAT'S RIGHT.

WE ARE LOOKING FOR THE SOLUTION TO THE PROBLEM.

I WANT YOU TO THINK-- HOW WAS THIS PROBLEM SOLVED?

HMM.

AH, I THINK YOU'RE RIGHT.

THE PROBLEM WAS RESOLVED BY THE SUN AND THE WIND ENGAGING IN A COMPETITION TO SEE WHO COULD GET THE MAN TO TAKE OFF HIS COAT FIRST.

AND THE SUN WON.

BUT BEFORE WE WRITE IT DOWN, WE MUST PROVE IT.

SCAN THE TEXT TO FIND THE SENTENCE OR SENTENCES THAT EXPLAIN THE SOLUTION.

YES, PARAGRAPH 3 EXPLAINS HOW THE SUN WON THE COMPETITION BY GETTING THE MAN TO REMOVE HIS JACKET, BY SHINING AND SMILING WARMLY.

LET'S ADD THAT TO THE GRAPHIC ORGANIZER.

GREAT JOB.

THE ONLY PART LEFT IS TO IDENTIFY THE MORAL OF THE STORY.

AND AS I SHARED AT THE BEGINNING OF OUR TIME, I PROVIDED YOU WITH THAT TODAY.

SO, LET'S READ THAT TOGETHER.

WELL, WE REACHED OUR GOAL FOR TODAY, AND THAT MEANS WE GET TO CELEBRATE.

LET'S KISS OUR BRAIN, BECAUSE WE DID A LOT OF HARD WORK TODAY.

ON 3, KISS YOUR BRAIN FOR ALL OF THE HARD WORK IT DID TODAY.

1, 2, 3.

TODAY, WE LEARNED HOW TO RECOUNT STORIES AND WHY IT'S IMPORTANT TO OUR COMPREHENSION.

WHEN YOU RECOUNT A STORY, YOU MUST INCLUDE THE CHARACTERS AND SETTING, THE MOST IMPORTANT EVENTS AT THE BEGINNING, MIDDLE, AND END OF THE STORY, IN CHRONOLOGICAL ORDER, THE MORAL, OR LESSON, OF THE STORY.

REMEMBER THAT YOU CAN RECOUNT THE EVENTS OF ANY STORY THAT YOU READ.

YOU CAN ALSO USE OUR RECOUNTING GRAPHIC ORGANIZER WITH ANY STORY AS WELL.

SO, I WANT YOU TO TAKE WHAT YOU LEARNED TODAY AND GO RECOUNT THE EVENTS OF "THE SUN--" "THE WIND AND THE SUN," OR ANOTHER FAMILIAR STORY, TO SOMEONE AT HOME.

I HOPE YOU HAVE ALL ENJOYED LEARNING TOGETHER TODAY, BECAUSE I'VE HAD A BLAST.

SEE YOU NEXT TIME.

HAVE AN AWESOME DAY.

[chimes sound] I LOVE THAT LESSON.

OUR TEACHERS ARE SUCH IMPORTANT PEOPLE, AND WE'RE SO GRATEFUL FOR THEM.

IF YOU SEE A TEACHER TODAY, SAY "THANK YOU" FOR ALL THAT THEY DO TO HELP US GROW.

♪ ♪ CAPTIONS BY FEATURE SUBTITLING www.featuresubtitling.com