♪ ♪ I TALK ALL THE TIME ABOUT HOW IMPORTANT OUR BRAINS ARE, BUT CHECK THIS OUT.

ONLY HALF OF A DOLPHIN'’S BRAIN GOES TO SLEEP WHEN THEY'’RE SLEEPING, AND THE OTHER HALF STAYS AWAKE.

MAYBE THAT'’S SO THEY CAN SWIM AWAY REAL QUICKLY IF THEY GET INTO TROUBLE.

I BET YOUR BRAIN IS ALWAYS ACTIVE, ESPECIALLY DURING THIS LITERACY LESSON WE'’RE ABOUT TO GET INTO.

HERE IT IS.

♪ ♪ HI, LEARNERS.

MY NAME IS MR. CARRINGTON, AND I'’M SO GLAD YOU'’RE 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 I WAS READING THIS BOOK, I FOUND AN UNKNOWN WORD THAT I DIDN'’T KNOW.

AS A TEXT DETECTIVE, I KNEW I SHOULDN'’T JUST SKIP THE WORD.

I KNEW I NEEDED TO FIGURE OUT THE MEANING OF THIS UNKNOWN WORD TO HELP ME BETTER UNDERSTAND THE TEXT.

CAN YOU HELP ME?

GREAT.

I KNEW I COULD COUNT ON YOU.

TODAY, WE'’LL BE LOOKING AT CONTEXT CLUES TO HELP US DETERMINE THE MEANING OF AN UNKNOWN WORD IN THE BOOK: "DEAR MR. ROSENWALD: THE SCHOOL THAT HOPE BUILT."

LET'’S JUMP RIGHT IN.

HERE, I HAVE MY DETECTIVE CASE THAT CONTAINS ALL OF THE CLUES FOR THIS CASE.

HERE'’S WHAT I HAVE SO FAR.

CLUE 1: THIS IS OUR ANCHOR CHART THAT EXPLAINS HOW WE WILL USE CONTEXT CLUES TO DETERMINE THE MEANING OF OUR UNKNOWN WORD.

AS SEASONED TEXT DETECTIVES, I KNOW YOU ARE ALREADY FAMILIAR WITH CONTEXT CLUES.

IN FACT, I SUSPECT YOU KNOW THAT THERE ARE MANY TYPES OF CONTEXT CLUES.

THIS WILL HELP US DETERMINE THE MEANING OF THIS UNKNOWN WORD.

THIS MIGHT SOUND DIFFICULT, BUT, LUCKILY, THE BOSS HAS GIVEN US THE STEP-BY-STEP INSTRUCTIONS.

ALL RIGHT, TEXT DETECTIVES, WHAT WILL WE DO FIRST?

THAT'’S RIGHT, WE WILL STOP AND IDENTIFY THE UNKNOWN WORD.

WHAT'’S OUR SECOND STEP?

YES.

WE WILL USE CONTEXT AROUND THE WORD TO HELP US DETERMINE THE MEANING.

BUT, WAIT.

HOW WILL WE DO THAT?

OH, RIGHT.

I CAN ASK MYSELF WHAT CLUES I SEE IN THE TEXT TO HELP ME UNDERSTAND THE MEANING AND WHAT IS HAPPENING IN THE TEXT.

THEN WHAT?

YOU'’VE GOT IT.

WE WILL COMBINE THE CONTEXT CLUES WE FIND WITH WHAT WE ALREADY KNOW TO MAKE AN INFERENCE ABOUT THE WORD'’S MEANING.

FOR OUR LAST STEP, WE WILL CHECK OUR THINKING BY SUBSTITUTING OUR "INFERENCING," OR WORD MEANING, TO SEE IF IT MAKES SENSE.

WOW!

THAT'’S A LOT.

BUT I THINK YOU CAN DO IT.

WHAT DO YOU THINK?

LET'’S TAKE A LOOK AT CONTEXT CLUE 2, THE PORTION OF THE TEXT WHERE I FOUND AN UNKNOWN WORD.

TODAY, WE WILL JUST BE FOCUSING ON 2 PAGES FROM MRS. BOSTON'’S "ROSENWALD" BOOK.

ONE PAGE IS TITLED "SUPPER," AND THE OTHER PAGE IS TITLED "NEW SCHOOL RALLY."

SINCE WE DON'’T HAVE TIME TO READ THE WHOLE BOOK TODAY... LET'’S TAKE A MINUTE TO READ THE FIRST OF THE 2 PAGES WE'’LL BE LOOKING AT TODAY.

DID YOU SEE ANY WORDS YOU DIDN'’T KNOW AS WE WERE READING?

OUR FINAL CLUE IS CLUE 3.

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

SINCE WE ARE TRYING TO FIGURE OUT THE MEANING OF AN UNKNOWN WORD, WE WILL WRITE "UNKNOWN WORD" ON THE TOP OF OUR PAPER, LIKE THIS.

NOW, LET'’S LABEL OUR 2 COLUMNS.

WE WILL LABEL OUR FIRST COLUMN "CLUES."

THIS IS WHERE WE WILL WRITE THE CONTEXT CLUES WE FIND IN THE TEXT THAT MIGHT HELP US UNDERSTAND THE MEANING OF THE UNKNOWN WORD.

WE WILL LABEL THIS SECOND COLUMN "DEFINITION."

THIS IS WHERE WE WILL WRITE THE DEFINITION WE COME UP WITH FOR THE UNKNOWN WORD.

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

SO, WHEN WE WERE READING, I HAD JOTTED DOWN "RALLY" AS A WORD THAT I DIDN'’T KNOW.

WHAT ABOUT YOU?

DID YOU CHOOSE THIS WORD, TOO?

OKAY, LET'’S JUST LOOK AT THE WORD "RALLY."

MY BOSS SAYS, WITHOUT UNDERSTANDING THIS WORD, IT MIGHT BE DIFFICULT TO UNDERSTAND THE TEXT, SO WE HAVE TO FIGURE THIS ONE OUT.

I'’LL MODEL FOR YOU HOW I IDENTIFIED ONE CONTEXT CLUE TO HELP ME UNDERSTAND THE WORD "RALLY."

AND THEN, I WILL NEED YOUR HELP TO IDENTIFY AT LEAST ONE OTHER CLUE.

LET'’S GO BACK TO OUR ANCHOR CHART, SO WE CAN FOLLOW THE INSTRUCTIONS FOR FIGURING OUT THE MEANING OF THIS UNKNOWN WORD.

OKAY, SO, STEP ONE.

OUR UNKNOWN WORD IS "RALLY."

LET'’S WRITE THAT DOWN IN OUR GRAPHIC ORGANIZER.

STEP 2 SAYS WE NEED TO LOOK AT THE CONTEXT AROUND THE WORD.

WHEN I WENT AND REREAD THE TEXT, I FIRST LOOKED AT THE SENTENCE WHERE WE SEE THE WORD "RALLY."

I NOTICED THAT IT SAYS, "UNCLE BO INVITED MOM AND DAD TO A RALLY AT CHURCH."

HMM.

THAT DOES SOUND LIKE THE WORD "INVITE" TELLS US ABOUT THE WORD "RALLY."

WHEN I THINK OF THE WORD "INVITE," I THINK OF A PARTY OR A SPECIAL EVENT.

SO, LET'’S WRITE DOWN THE WORD "INVITE" IN OUR "CLUES" COLUMN.

I STILL DON'’T THINK I CAN WRITE A DEFINITION FOR THE WORD "RALLY."

WE NEED MORE CLUES.

CAN YOU HELP ME FIND SOME MORE?

GREAT.

I KNOW WHAT YOU'’RE THINKING.

WE NEED TO READ THE SECOND PAGE OF OUR TEXT TO FIND MORE CLUES TO HELP US UNDERSTAND THE MEANING OF THE UNKNOWN WORD "RALLY."

SINCE WE ALREADY FOUND A CLUE ON THE PAGE TITLED "SUPPER," LET'’S FOCUS ON THE SECOND PAGE, "NEW SCHOOL RALLY."

WHEN I READ THIS ALOUD... WATCH AS I WRITE THESE CLUES ON OUR "CLUES" COLUMN OF THE GRAPHIC ORGANIZER.

DID YOU NOTICE ANY CLUES IN THE TEXT THAT HELP US UNDERSTAND THE MEANING OF THE WORD "RALLY"?

OKAY, TEXT DETECTIVES, SHOW ME WHAT YOU'’VE GOT.

SHOUT OUT THOSE CLUES TO ME.

WOW, I HEARD A LOT OF YOU SAY THAT THE TITLE OF THE SECOND PAGE IS "NEW SCHOOL RALLY."

SHOUT IT OUT.

♪ ♪ EXACTLY: I'’M GOING TO ADD "NEW SCHOOL RALLY" TO MY CLUES COLUMN ON OUR GRAPHIC ORGANIZER.

I HEARD SOME OTHERS MENTION A CLUE THAT THEY HAD FOUND REALLY DEEP IN THE TEXT.

SOME OF YOU FOUND A CLUE IN THE TEXT FROM WHEN PROFESSOR JAMES IS SPEAKING TO THE PEOPLE AT THE RALLY AND TELLS THEM, "YOU HAVE TO RAISE MONEY ON YOUR OWN."

SOME OTHERS EVEN FOUND ANOTHER CLUE WHERE THE TEXT SAYS, "EVERYONE IN THE CHURCH STOOD, CLAPPING."

WHAT INFORMATION MIGHT THESE 2 CLUES GIVE US ABOUT THE RALLY?

SHOUT IT OUT.

GOOD POINT.

NOW THAT WE HAVE ALL OUR CLUES, WE ARE READY TO MOVE ON TO STEP 3, MAKING AN INFERENCE ABOUT THE MEANING OF THE WORD "RALLY."

SO, BASED ON OUR CLUES, WE FIGURED OUT THAT...

SO, WHAT DO WE ALREADY KNOW ABOUT WHAT'’S GOING ON IN THE TEXT THAT WE COULD COMBINE WITH THESE CLUES TO HELP US INFER THE MEANING OF THE WORD "RALLY"?

YES: OKAY.

SHOUT OUT YOUR DEFINITION TO ME.

EXCELLENT.

IN THE CONTEXT OF THIS TEXT... AND WHAT IS THE PURPOSE OF THIS RALLY?

RIGHT.

TO GET PEOPLE TO SUPPORT THE BUILDING OF THE NEW SCHOOL.

I ALMOST FORGOT STEP 4, CHECKING OUR THINKING.

LET'’S SUBSTITUTE THE WORD "MEETING" INTO THE SENTENCE IN THE TEXT TO SEE IF IT MAKES SENSE.

OKAY, THAT MAKES SENSE.

AND NOW THAT WE HAVE COMPLETED ALL 4 STEPS, WE CAN WRITE OUR DEFINITION IN THE GRAPHIC ORGANIZER.

WE'’VE CRACKED THE CASE OF OUR UNKNOWN WORD!

GREAT WORK, TEXT DETECTIVES.

WE WERE ABLE TO USE THE CONTEXT CLUES FROM THE STORY COMBINED WITH WHAT WE ALREADY KNOW ABOUT THE ROSENWALD SCHOOLS AND WHAT WAS HAPPENING IN THE STORY TO FIGURE OUT THE MEANING OF THE UNKNOWN WORD "RALLY."

HIGH-FIVE!

THIS CASE IS CLOSED.

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

SEE YOU THEN!

[electronic beeps] DID YOU EVER WONDER WHAT NORTH CAROLINA LOOKED LIKE BEFORE THE LAND WAS COLONIZED?

THIS LAND IS A TRADITIONAL TERRITORY OF SEVERAL DIFFERENT NATIVE AND INDIGENOUS PEOPLE.

BUT THE STORY DOESN'’T END THERE.

SINCE THE INCEPTION OF THESE NATIVE LANDS, THEY HAVE TRANSCENDED INTO 8 STATE-RECOGNIZED TRIBES THAT ARE STILL HERE TODAY... ...AND THE WACCAMAW SIOUAN TRIBE.

WE ACKNOWLEDGE THE HISTORY OF THIS LAND AND OUR RESPONSIBILITY TO HONOR, PROTECT, AND SUSTAIN IT.

OKAY, SO HERE'’S A REALLY COOL READING LESSON FOR ALL YOU PRE-K AND KINDERGARTENERS.

I HEARD THIS ONE IS REALLY SUPER-DUPER GOOD.

SO, YOU DON'’T WANT TO MISS IT.

HERE WE GO.

♪ ♪ HELLO, SUPER LEARNERS.

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

FOR TODAY'’S ACTIVITY, YOU WILL NEED A STUFFED ANIMAL FRIEND.

WHILE YOU ARE FINDING A STUFFED ANIMAL FRIEND, I AM GOING TO GO FIND MINE.

I'’LL BE RIGHT BACK.

♪ ♪ OKAY, I'’M BACK, AND I SEE YOU ARE, TOO.

LET'’S GET STARTED.

TODAY I'’M GOING TO BE READING A STORY TO YOU TITLED "FRUIT SALAD."

HAVE YOU EVER HAD A FRUIT SALAD?

LET'’S MAKE A FRUIT SALAD TOGETHER RIGHT NOW.

TO MAKE OUR FRUIT SALAD, WE ARE GOING TO PLAY A GAME TOGETHER.

I'’M GOING TO SAY A LETTER SOUND, AND YOU ARE GOING TO TELL ME WHICH FRUIT BEGINS WITH THAT SOUND, AND THEN WE WILL ADD IT TO OUR SALAD BOWL, WHICH I HAVE RIGHT HERE.

FIRST, I WILL SHOW YOU THE FRUITS, SO YOU WILL KNOW WHAT YOUR CHOICES ARE.

I HAVE GRAPES, APPLES, BERRIES, MELONS, ORANGES, AND BANANAS.

LET'’S START MAKING OUR FRUIT SALAD.

I AM THINKING OF A FRUIT THAT BEGINS WITH "[aa]."

WHICH FRUIT UP HERE BEGINS WITH "[aa]"?

WHISPER YOUR ANSWER TO YOUR STUFFED ANIMAL FRIEND.

ARE YOU READY FOR THE ANSWER?

"APPLES" BEGINS WITH "[aa]."

VERY GOOD, SUPER LEARNERS.

LETTER "A" MAKES THE "[aa]" SOUND.

LET'’S ADD APPLES TO OUR BOWL.

OKAY.

ON TO THE NEXT FRUIT.

I'’M THINKING OF A FRUIT THAT BEGINS WITH "[ah]."

WHISPER YOUR ANSWER TO YOUR STUFFED ANIMAL FRIEND.

ARE YOU READY FOR THE ANSWER?

"ORANGES" BEGINS WITH "[ah]."

VERY GOOD, SUPER LEARNERS.

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

LET'’S ADD ORANGES TO OUR BOWL.

THIS SALAD IS LOOKING TASTY.

OKAY, ON TO THE NEXT FRUIT.

I AM THINKING OF A FRUIT THAT BEGINS WITH "[b]."

WHISPER YOUR ANSWER TO YOUR STUFFED ANIMAL FRIEND.

THE ANSWER TO THIS QUESTION IS A LITTLE BIT TRICKY.

ARE YOU READY FOR THE ANSWER?

"BANANAS" BEGINS WITH "[b]."

AND "BLUEBERRIES" BEGINS WITH "[b]."

GREAT LISTENING, SUPER LEARNERS.

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

LET'’S ADD BANANAS... AND BLUEBERRIES TO OUR BOWL.

YUM-YUM.

OKAY, ON TO THE NEXT FRUIT.

I AM THINKING OF A FRUIT THAT BEGINS WITH "[m]."

WHISPER YOUR ANSWER TO YOUR STUFFED ANIMAL FRIEND.

ARE YOU READY FOR THE ANSWER?

"MELONS" BEGINS WITH "[m]."

VERY GOOD, SUPER LEARNERS.

LETTER "M" MAKES THE "[m]" SOUND.

LET'’S ADD MELONS TO OUR BOWL.

THIS SALAD IS LOOKING AMAZING.

YOU ARE SUCH GOOD HELPERS.

OKAY, ON TO THE LAST FRUIT.

I AM THINKING OF A FRUIT THAT BEGINS WITH "[gah]."

WHISPER YOUR ANSWER TO YOUR STUFFED ANIMAL FRIEND.

ARE YOU READY FOR THE ANSWER?

"GRAPES" BEGINS WITH "[gah]."

VERY GOOD LISTENING, SUPER LEARNERS.

LETTER "G" MAKES THE "[gah]" SOUND.

LET'’S ADD GRAPES TO OUR BOWL.

WOW, SUPER LEARNERS.

YOU'’VE JUST HELPED ME MAKE FRUIT SALAD.

GIVE YOUR STUFFIE A HIGH-FIVE FOR HELPING.

NOW LET'’S TAKE A LOOK AT THE BOOK.

EVERY BOOK HAS A FRONT COVER AND A BACK COVER.

ON THE FRONT COVER OF THE BOOK, WE HAVE THE "TITLE," OR NAME, OF THE BOOK, WHICH, IN THIS CASE, IS "FRUIT SALAD."

TELL YOUR STUFFIE THE TITLE OF THE BOOK.

GOOD REMEMBERING.

NOW LET'’S SPEND A MINUTE LOOKING AT THE ILLUSTRATIONS ON THE FRONT COVER OF THE BOOK.

WHAT ILLUSTRATIONS, OR PICTURES, DO YOU SEE ON THE FRONT COVER OF OUR BOOK?

WHISPER YOUR ANSWER TO YOUR STUFFED ANIMAL FRIEND.

I SEE DIFFERENT KINDS OF FRUITS ON THE FRONT COVER OF THE BOOK.

I SEE APPLES, GRAPES, BANANAS, ORANGES, MELON, AND BLUEBERRIES.

THESE ARE THE SAME FRUITS WE USED TO MAKE FRUIT SALAD.

I ALSO SEE 1, 2, 3 LITTLE BUNNIES.

HOW DO YOU THINK THESE LITTLE BUNNIES MIGHT BE FEELING RIGHT NOW?

WHISPER YOUR ANSWER TO YOUR STUFFED ANIMAL FRIEND.

I THINK THEY MIGHT BE FEELING HUNGRY.

LET'’S TAKE A PICTURE WALK.

DURING A PICTURE WALK, WE LOOK AT THE PICTURES ON EACH PAGE OF THE BOOK TO HELP US LEARN MORE ABOUT THE STORY.

LET'’S TURN TO THE FIRST PAGE OF THE BOOK.

LOOK.

I SEE BUNNIES, AND THEY HAVE FRUIT.

WHISPER TO YOUR ANIMAL FRIEND WHAT FRUIT YOU SEE ON THE PAGE.

DID YOU SEE APPLES?

LET'’S LOOK AT THE NEXT PAGE.

ON THE NEXT PAGE, I SEE ANOTHER FRUIT.

WHAT IS THIS FRUIT?

WHISPER YOUR ANSWER TO YOUR ANIMAL FRIEND.

DID YOU SEE ORANGES?

LET'’S LOOK AT THE NEXT PAGE.

I SEE ANOTHER FRUIT.

WHAT FRUIT DO YOU SEE NOW?

WHISPER YOUR ANSWER TO YOUR ANIMAL FRIEND.

DID YOU SEE BANANAS?

LET'’S LOOK AT THE NEXT PAGE.

THIS FRUIT IS SMALL, ROUND, AND BLUE.

DO YOU KNOW WHAT IT IS?

WHISPER YOUR ANSWER TO YOUR ANIMAL FRIEND.

YES, YOU'’RE RIGHT, BLUEBERRIES.

ARE YOU READY TO SEE WHAT IS ON THE NEXT PAGE?

ME, TOO.

LET'’S TURN THE PAGE.

I SEE ANOTHER TYPE OF FRUIT.

DO YOU KNOW WHAT IT IS?

WHISPER YOUR ANSWER TO YOUR STUFFED ANIMAL FRIEND.

I SEE MELON.

I AM GETTING MORE AND MORE HUNGRY JUST LOOKING AT ALL OF THESE FRUITS.

LET'’S GO TO THE NEXT PAGE.

TAKE A LOOK AT THIS FRUIT.

DO YOU KNOW WHAT THESE ARE?

CAN YOU TELL YOUR ANIMAL FRIEND?

YES, GRAPES.

NOW, ON TO THE LAST PAGE OF THE BOOK.

WHAT DO YOU SEE?

I SEE LOTS OF BUNNIES STANDING AROUND A BIG BOWL OF FRUIT SALAD.

DOESN'’T THAT SALAD LOOK DELICIOUS?

SO, NOW THAT WE HAVE LOOKED AT THE PICTURES AND HAVE AN IDEA OF WHAT THE STORY IS ABOUT, WE ARE GOING TO GO BACK TO THE BEGINNING AND READ THIS BOOK TOGETHER.

TO READ THIS STORY, YOU ARE GOING TO NEED TO KNOW 2 WORDS.

LET'’S LOOK AT OUR FIRST WORD.

THE FIRST SOUND SAYS "[w]."

TELL YOUR FRIEND THAT SOUND.

THE NEXT SOUND SAYS "[ee]."

TELL YOUR FRIEND THAT SOUND.

NOW LISTEN TO ME BLEND THEM TOGETHER.

[w]... [ee].

WE.

DO THAT WITH ME.

[w]... [ee].

WE.

NOW TELL YOUR FRIEND... [w]... [ee].

WE.

GREAT JOB.

YOU JUST SOUNDED OUT THE WORD "WE."

OUR NEXT WORD IS "HAVE."

WE CAN USE OUR LETTER SOUNDS TO READ AND SPELL SOME OF THE LETTERS IN "HAVE," AND OTHER SOUNDS WE LEARN BY HEART.

"HAVE" HAS 3 SOUNDS.

[h]... [aa]... [v].

SAY THOSE SOUNDS WITH ME.

[h]... [aa]... [v].

THE FIRST SOUND, "[h]," IS SPELLED WITH LETTER "H." TELL YOUR FRIEND THE LETTER FOR "[h]."

THAT'’S RIGHT, "H." THE NEXT SOUND, "[aa]," IS SPELLED WITH LETTER "A."

TELL YOUR FRIEND THE LETTER FOR "[aa]."

THAT'’S RIGHT, "A."

WE CAN READ THESE PARTS USING WHAT WE KNOW ABOUT SOUNDS.

THE LAST SOUND, "[v]," IS SPELLED WITH THE LETTERS "V-E." TELL YOUR FRIEND THE LETTERS FOR "[v]."

THAT'’S RIGHT, "V-E." THIS IS THE PART WE HAVE TO LEARN BY HEART.

LET'’S SPELL "HAVE" TOGETHER.

H-A-V-E. WHAT WORD?

"HAVE."

NOW WE CAN READ THOSE WORDS IN OUR STORY.

THEN I WILL STRETCH OUT THE SOUNDS FOR THE OTHER WORD, AND YOU CAN SAY THAT WORD SUPER FAST.

LAST, WE'’LL COUNT HOW MANY SOUNDS ARE IN THE WORD.

LET'’S GET STARTED.

WHEN WE READ, WE START READING HERE AND GO THIS WAY.

THE WORDS SAY "WE HAVE..." NOW WE'’LL STRETCH OUT THIS WORD, SO YOU CAN HEAR ALL THE SOUNDS AND SAY IT SUPER FAST.

WE'’LL DO THIS ONE TOGETHER.

HERE I GO.

AP...PLES.

APPLES.

SAY IT SUPER FAST TO YOUR ANIMAL FRIEND.

RIGHT.

"APPLES."

HOW MANY SOUNDS DO WE HEAR IN "APPLES"?

LET'’S COUNT.

A-PP-LE-S. TELL YOUR ANIMAL FRIEND HOW MANY SOUNDS.

4.

NOW LET'’S READ OUR SENTENCE TO YOUR ANIMAL FRIEND.

"WE HAVE APPLES."

WHAT DO YOU THINK YOU'’LL SEE IN THE PICTURE?

HMM.

DO YOU THINK IT WILL BE APPLES?

YOU'’RE RIGHT.

"WE HAVE APPLES."

GREAT READING.

LET'’S GO TO THE NEXT PAGE.

THE WORDS SAY "WE HAVE..." NOW I WILL STRETCH OUT THIS WORD SO YOU CAN HEAR ALL ITS SOUNDS AND SAY IT SUPER FAST.

HERE I GO.

OR... AN... GES.

SAY IT SUPER FAST TO YOUR ANIMAL FRIEND.

RIGHT.

"ORANGES."

NOW, LET'’S READ YOUR SENTENCE TO YOUR ANIMAL FRIEND.

"WE HAVE ORANGES."

WHAT DO YOU THINK YOU'’LL SEE IN THE PICTURE?

TELL YOUR ANIMAL FRIEND.

DID YOU SAY ORANGES?

YOU'’RE RIGHT, WE HAVE ORANGES.

GREAT READING.

LET'’S TURN TO THE NEXT PAGE.

I SEE THE WORDS "WE HAVE."

NOW I WILL STRETCH OUT THIS WORD SO YOU CAN HEAR ALL THE SOUNDS AND SAY IT SUPER FAST.

HERE I GO.

BA-NA-NAS.

SAY IT SUPER FAST TO YOUR ANIMAL FRIEND.

RIGHT.

"BANANAS."

HOW MANY SOUNDS DO WE HEAR IN "BANANAS"?

LET'’S COUNT.

BA-NA-NAS.

WOW!

HOW MANY WAS THAT?

1, 2, 3, 4, 5, 6, 7.

TELL YOUR ANIMAL FRIEND HOW MANY SOUNDS.

SEVEN.

NOW LET'’S READ OUR SENTENCE TO YOUR ANIMAL FRIEND.

"WE HAVE BANANAS."

WHAT DO YOU THINK YOU'’LL SEE IN THE PICTURE?

TELL YOUR ANIMAL FRIEND.

YOU'’RE RIGHT, WE HAVE BANANAS.

GREAT READING.

NOW, ON TO THE NEXT PAGE.

I SEE THE WORDS "WE HAVE."

NOW I WILL STRETCH OUT THIS WORD SO YOU CAN HEAR ALL ITS SOUNDS AND SAY IT SUPER FAST.

HERE I GO.

B...E...R...R...I...E...S.

SAY IT SUPER FAST TO YOUR ANIMAL FRIEND.

RIGHT.

"BERRIES."

NOW, LET'’S READ OUR SENTENCE TO YOUR ANIMAL FRIEND.

"WE HAVE BERRIES."

WHAT DO YOU THINK YOU'’LL SEE IN THE PICTURE?

TELL YOUR ANIMAL FRIEND.

YOU'’RE RIGHT, "WE HAVE BERRIES."

GREAT READING.

NOW, ON TO THE NEXT PAGE.

I SEE THE WORDS "WE HAVE."

NOW I WILL STRETCH OUT THIS WORD SO YOU CAN HEAR ALL THE SOUNDS AND SAY IT SUPER FAST.

HERE I GO.

M...E...L...O...N...S. SAY IT SUPER FAST TO YOUR ANIMAL FRIEND.

RIGHT.

"MELON."

HOW MANY SOUNDS DO WE HEAR IN "MELON"?

LET'’S COUNT.

M-E-L-O-N. TELL YOUR ANIMAL FRIEND HOW MANY SOUNDS.

5.

NOW, LET'’S READ OUR SENTENCE TO YOUR ANIMAL FRIEND.

"WE HAVE MELONS."

WHAT DO YOU THINK YOU'’LL SEE IN THE PICTURE?

TELL YOUR ANIMAL FRIEND.

YOU'’RE RIGHT, "WE HAVE MELONS."

GREAT READING.

LET'’S READ THE NEXT SENTENCE.

I SEE THE WORDS "WE HAVE."

NOW I WILL STRETCH OUT THIS WORD SO YOU CAN HEAR ALL THE SOUNDS AND SAY IT SUPER FAST.

HERE I GO.

G...R...A...P...E...S. SAY IT SUPER FAST TO YOUR ANIMAL FRIEND.

RIGHT.

"GRAPES."

HOW MANY SOUNDS DO WE HEAR IN "GRAPES"?

LET'’S COUNT.

G-R-A-P-ES.

TELL YOUR ANIMAL FRIEND HOW MANY SOUNDS.

5.

NOW, LET'’S READ OUR SENTENCE TO YOUR ANIMAL FRIEND.

"WE HAVE GRAPES."

WHAT DO YOU THINK YOU'’LL SEE IN THE PICTURE?

TELL YOUR ANIMAL FRIEND.

YOU'’RE RIGHT, "WE HAVE GRAPES."

GREAT READING.

HERE IS THE LAST PAGE.

I'’LL READ THIS PAGE, AND YOU GUESS WHAT WILL BE IN THE PICTURE.

"WE HAVE FRUIT SALAD!"

HMM.

WHAT DO YOU THINK WILL BE IN THE PICTURE?

TELL YOUR ANIMAL FRIEND.

DID YOU SAY "FRUIT SALAD"?

YOU'’RE RIGHT.

WE HAVE APPLES, ORANGES, BANANAS, BERRIES, MELONS, AND GRAPES.

THIS FRUIT SALAD LOOKS DELICIOUS.

THAT MEANS YUMMY.

SO, TODAY, WE SUCCESSFULLY READ A BOOK TOGETHER ABOUT MAKING FRUIT SALAD BY KNOWING WHERE TO START READING ON A PAGE, WHERE TO GO NEXT, AND USING A FEW WORDS THAT WE KNOW, LIKE "WE HAVE," AND BLENDING SOUNDS TO SAY OUR FRUIT VOCABULARY WORDS.

I AM SO PROUD OF ALL OF YOU FOR HELPING ME READ THIS BOOK.

I'’M GOING TO GO EAT SOME FRUIT SALAD NOW.

I HOPE YOU HAVE A WONDERFUL DAY.

YOU KNOW IT, YOU LOVE IT, YOU CRAVE IT.

HERE'’S THE AMAZING PBS KIDS CONTENT YOU WANT TO SEE.

HAVE YOU NOTICED THAT PEOPLE HAVE DIFFERENCES, EVEN THOUGH WE ARE ALL HUMAN BEINGS?

SOME PEOPLE HAVE BROWN SKIN, AND OTHERS HAVE WHITE SKIN.

SOME HAVE STRAIGHT HAIR, AND SOME HAVE CURLY HAIR.

SOME PEOPLE HAVE NO HAIR AT ALL.

OUR DIFFERENCES ARE WONDERFUL, BECAUSE THEY MAKE EVERY PERSON ONE OF A KIND.

MEETING NEW FRIENDS LETS US LEARN ABOUT HOW OTHER PEOPLE ARE DIFFERENT AND SIMILAR TO YOU.

YOU CAN BE A HELPER BY BEING PROUD OF YOUR DIFFERENCES AND RESPECTING THE DIFFERENCES IN OTHER PEOPLE, TOO.

TODAY'’S AFFIRMATION IS "I HONOR MY BODY."

SAY IT WITH ME.

WHAT A GREAT LESSON.

I LOVE READING SO MUCH.

I FEEL LIKE I LEARN SOMETHING NEW EACH TIME.

DO YOU?

I BET YOU DO.

I CAN ALREADY SEE YOUR BRAIN LOOKS BIGGER THAN IT DID BEFORE THE LESSON.

OR DID YOU JUST DO SOMETHING DIFFERENT WITH YOUR HAIR?

EITHER WAY, YOU'’RE LOOKING SMART.

♪ ♪ CAPTIONS BY FEATURE SUBTITLING www.featuresubtitling.com