♪ ♪ WHAT'’S GOOD, MY GOOD PEOPLE?

I'’M MR. R., AND I'’M GOING TO BE YOUR GUIDE ON TODAY'’S LEARNING JOURNEY.

THERE'’S GOING TO BE SOME TWISTS AND SOME TURNS, BUT, MOSTLY, WE'’RE GONNA HAVE SOME FUN.

♪ ♪ HI, WE ARE THE SUPER TWIN TEACHERS, GRACE AND CLAUDIA.

WE ARE HAPPY THAT YOU CAN JOIN US TODAY.

THIS LITERACY LESSON WILL BE IN SPANISH AND INCLUDE ENGLISH CAPTIONS.

IF YOU WANT TO PRACTICE THE SOUNDS IN ENGLISH, ASK A TRUSTED ADULT TO SIT WITH YOU, TO READ THE CAPTIONS AND SAY THE SOUNDS.

IF YOU WANT TO SAY THE SOUNDS IN SPANISH, FOLLOW ALONG WITH US.

HELLO, SUPER LEARNERS.

WE ARE THE POWERFUL TWINS, CLAUDIA AND GRACE, AND WE'’LL BE HAVING ANOTHER FUN TIME, AND WE'’LL BE LEARNING A LOT.

WE ALSO WANT TO INTRODUCE TO YOU OUR FRIEND KIRA.

[meow] SHE WILL FOLLOW US THE WHOLE TIME.

SO, WE INVITE YOU TO LOOK FOR A STUFFED FRIEND OR TRUSTED ADULT, SO THEY CAN FOLLOW YOU AND HELP YOU WITH OUR MISSION FOR TODAY.

AFTER GRACE INTRODUCES HERSELF, WE WILL GIVE YOU 20 SECONDS TO FIND YOUR STUFFED FRIEND OR TRUSTED ADULT.

SUPER LEARNERS, TODAY, WE ARE GOING TO IDENTIFY LETTERS AND THEIR SOUNDS.

[speaking Spanish] HI, SUPER LEARNERS.

WE ARE THE POWERFUL TWINS, CLAUDIA AND GRACE.

AND WE WILL BE SHARING ANOTHER FUN TIME, AND LEARNING A LOT.

WE ALSO WANT TO INTRODUCE YOU TO OUR FRIEND KIRA.

[meow] SHE WILL BE WITH US THE WHOLE TIME, AND WE INVITE YOU TO FIND A STUFFED ANIMAL TO ACCOMPANY YOU TODAY AND HELP YOU COMPLETE TODAY'’S MISSION.

WE'’LL GIVE YOU 20 SECONDS TO DO SO.

♪ ♪ YOU WILL NEED: SUPER LEARNERS, WE'’RE BACK.

TODAY, WE'’RE GOING TO IDENTIFY LETTERS AND THEIR SOUNDS.

FIRST, WE'’RE GOING TO WARM UP A BIT, WITH OUR ALPHABET SONG.

ARE WE READY?

YES?

HERE WE GO.

[both] ♪ LET'’S LEARN, LET'’S LEARN ♪ ♪ LET'’S LEARN THE LETTERS ♪ VERY GOOD!

WE DID IT, SUPER LEARNERS.

TO FIND OUT WHAT WE'’RE GOING TO DO TODAY, LET'’S FIRST SAY HI TO OUR FRIEND KIRA, AND SHE'’LL TELL US WHAT WE'’RE GOING TO DO.

HI, KIRA.

[meow] WHAT ARE WE GOING TO DO TODAY?

[meow] AH, THANK YOU, KIRA.

SUPER LEARNERS, WE'’RE GOING TO IDENTIFY LETTERS AND THEIR SOUNDS.

HOW INTERESTING.

AND HOW WILL WE DO THAT?

YES, GOOD IDEA, SUPER LEARNERS.

READING A BOOK.

LOOK, HERE WE HAVE SEVERAL BOOKS.

MM...

WHICH SHOULD WE READ?

HOW ABOUT THIS ONE?

"AT HOME ON THE FARM" YES!

GREAT, SUPER LEARNERS.

CLAUDIA, WILL YOU READ US THE BOOK, PLEASE?

OF COURSE!

IT'’S CALLED "AT HOME ON THE FARM."

"AT HOME ON THE FARM."

"LOOK AT THE BARN.

LOOK AT THE COW."

[cow moos] "LOOK AT THE PIGPEN.

LOOK AT THE PIG."

[pig grunts] "LOOK AT THE CHICKEN COOP.

LOOK AT THE CHICKEN."

[chicken squawks] "LOOK AT THE FARM."

WHAT DO YOU SEE?

YES, A LOT OF ANIMALS.

WE HAVEN'’T FINISHED.

VERY GOOD, SUPER LEARNERS.

I LIKED THE BOOK.

BUT WHAT DO YOU THINK IF WE LOOK AT THESE ANIMALS WE HAVE HERE?

HMM?

LET'’S REMEMBER WHICH ONES WERE IN THE STORY.

HMM?

LET'’S TELL OUR STUFFED ANIMALS, READY?

LET'’S START.

LET'’S LOOK AT THEM CLOSELY.

YES!

ONE ANIMAL ON THE FARM WAS THE COW.

[cow moos] VERY GOOD.

AND ANOTHER ONE _ YES, OF COURSE.

THE PIG.

VERY GOOD, SUPER LEARNERS.

ARE WE MISSING ONE FROM THESE ANIMALS?

YES, VERY GOOD.

THE CHICKEN WAS MISSING.

[chicken squawks] VERY GOOD.

THESE 3 ANIMALS WERE IN THE STORY.

GRACE, SUPER LEARNERS, I HAVE AN IDEA.

WE CAN LEARN TO WRITE THESE WORDS.

MM-HMM.

YES?

YES.

REALLY?

MM-HMM.

OH, I WANT TO!

AND YOU, SUPER LEARNERS?

YES, THEY WANT TO ALSO.

THEN, LET'’S START.

MM-HMM.

HERE IS LA VACA (THE COW).

LET'’S DO MAGIC, MAGIC, MAGIC, AND LET'’S FOLD HERE.

LET'’S SEE... WHAT DO WE SEE, SUPER LEARNERS?

YES, THE LETTER "V." AND?

VERY GOOD.

THE LETTER "A."

AND IF WE JOIN THOSE 2 LETTERS, WHAT SOUND DO THEY MAKE?

VERY GOOD, SUPER LEARNERS.

"[bah]."

AND IF WE FOLD HERE... AND WE DO MAGIC... WHAT DO WE SEE?

VERY GOOD.

"C" AND "A."

HOW DOES IT SOUND?

GREAT.

"[kah]."

NOW, LET'’S PUT THE WHOLE WORD TOGETHER.

VERY GOOD, SUPER LEARNERS.

"[bahkah]."

NOW, TELL YOUR FRIEND, SO THEY CAN HEAR IT TOO.

"[bahkah]."

VERY GOOD, SUPER LEARNERS.

WE WROTE IT.

NOW FOR EL CERDO (THE PIG).

WHAT DO WE SEE HERE?

VERY GOOD, EL CERDO (THE PIG).

AND WE'’RE GOING TO DO MAGIC.

WE FOLD HERE... WHAT LETTERS DOES IT HAVE?

VERY GOOD, "C," "E," AND "R." VERY GOOD, SUPER LEARNERS.

IT SOUNDS LIKE THIS: "[sayr]."

TELL YOUR STUFFED ANIMAL.

AND IF WE FOLD HERE... WHAT?

VERY GOOD.

"D" AND "O."

WHAT SOUND?

"[doh]."

VERY GOOD.

AND IF WE JOIN THE WHOLE WORD?

HOW DOES IT SOUND?

YES!

"[sayrdoh]."

LET'’S TELL OUR FRIEND.

"[sayrdoh]."

VERY GOOD, SUPER LEARNERS.

AND, LASTLY, WE HAVE LA GALLINA (THE CHICKEN).

MM-HMM.

LET'’S DO MAGIC AGAIN.

IF WE FOLD HERE... WHAT LETTER DO WE SEE?

VERY GOOD, "G" AND "A."

AND TOGETHER, THEY SOUND LIKE... OF COURSE.

"[gah]."

AND IF WE FOLD THIS DOWN... WHAT LETTERS DO WE SEE THERE?

VERY GOOD, "LL" AND "I."

AND TOGETHER, THEY SOUND LIKE...?

VERY GOOD, "[jee]."

TELL YOUR STUFFED ANIMAL.

AND IF WE FOLD HERE... WHAT LETTERS DO WE SEE?

VERY GOOD, SUPER LEARNERS.

"N" AND "A."

AND TOGETHER, THEY SOUND LIKE...

VERY GOOD.

TELL YOUR STUFFED ANIMAL.

NOW, LET'’S READ THE WHOLE WORD, WITH ALL THE LETTERS TOGETHER.

"[gah-jee-nah]."

VERY GOOD, SUPER LEARNERS.

TELL YOUR FRIEND LOUD ENOUGH TO HEAR.

WE DID A GREAT JOB, SUPER LEARNERS.

NOW, WE KNOW HOW TO WRITE "VACA" (COW), "CERDO" (PIG), AND "GALLINA" (CHICKEN).

AND NOW, IT'’S TIME TO...

YES, SUPER LEARNERS!

IT'’S TIME TO MOVE.

AND HERE WE HAVE OUR FRIEND THE COW.

LOOK.

IF WE GET 1 COW, WE'’LL JUMP ONCE.

IF WE GET 2 COWS, WE'’LL JUMP 2 TIMES.

AND IF THERE IS NOTHING, WE STAY...

COMPLETELY STILL.

READY, SUPER LEARNERS?

LET'’S START.

VERY GOOD, SUPER LEARNERS!

NOW, WE FEEL RECHARGED.

WE CAN CONTINUE NOW.

ARE YOU READY?

VERY GOOD, SUPER LEARNERS.

OF COURSE.

LET'’S CONTINUE.

SO, LOOK AT WHAT WE HAVE HERE.

IN OUR BOOK, SUPER LEARNERS, WHAT DID WE SEE?

VERY GOOD, A LOT OF ANIMALS.

AND, BESIDES, THERE WAS A WORD THAT WE REPEATED AGAIN AND AGAIN.

DO YOU REMEMBER WHAT IT WAS?

TELL YOUR FRIEND.

VERY GOOD, YES.

LOOK.

NOW, WE'’RE GOING TO WRITE IT.

YOU'’RE GOING TO TRY TO WRITE WITH US.

OKAY, LISTEN.

"MIRA" (LOOK).

HMM.

WHAT LETTER SPELLS "MIRA"?

HMM?

VERY GOOD.

TELL YOUR FRIEND.

CORRECT.

"M." LET'’S WRITE "M" WITH A LINE GOING DOWN, WE GO BACK UP TOP, WE DRAW A CURVED LINE DOWN, WE GO BACK UP, ANOTHER CURVED LINE DOWN, AND WE WRITE THE LETTER "M." VERY GOOD.

THE NEXT SOUND IS...

VERY GOOD, "[ee]."

WHAT LETTER SPELLS IT?

"I," AND ITS SOUND IS?

"[ee], [ee]."

NOW, IT'’S WRITTEN WITH A LINE GOING DOWN, AND A LITTLE DOT ABOVE IT.

VERY GOOD.

LET'’S CONTINUE.

WHAT LETTER IS NEXT?

VERY GOOD, "R." AND HOW DOES IT SOUND?

YES!

[rolling tongue] "[rr], [rr]."

AND TO WRITE "[rr]," WE DRAW A LINE GOING DOWN, WE GO BACK TO THE TOP, AND WE TURN A BIT TO THE RIGHT.

VERY GOOD!

NOW, WHAT LETTER IS NEXT?

CORRECT, "A."

AND HOW IS "A" WRITTEN?

VERY GOOD.

A LITTLE BALL LIKE A CIRCLE, AND A LITTLE STICK ON THE RIGHT SIDE.

AND HOW DOES IT SOUND?

TELL YOUR FRIEND.

"[ah], [ah]."

VERY GOOD.

WE DID IT.

SUPER LEARNERS, NOW WE KNOW HOW TO WRITE "MIRA" (LOOK).

NOW, LET'’S LOOK IN THIS LETTER SOUP FOR THE WORD "MIRA."

WHERE IS IT?

LET'’S LOOK.

VERY GOOD, SUPER LEARNERS.

HERE IS THE WORD "MIRA."

WE DID IT.

WE FOUND THE WORD THAT IS REPEATED THE MOST IN OUR STORY IN THIS LETTER SOUP.

NOW, LET'’S CHECK WITH OUR FRIEND KIRA TO SEE IF WE ACHIEVED TODAY'’S GOAL.

BRAVO!

WE DID IT!

THANKS TO YOU, SUPER LEARNERS, TO YOUR FRIENDS, AND TO OUR FRIEND KIRA.

SUPER LEARNERS, TODAY, WE RECOGNIZED SOME LETTERS AND THEIR SOUNDS.

CLAUDIA.

SUPER LEARNERS, THANK YOU FOR FOLLOWING US FOR TODAY'’S CHALLENGE.

THANK YOU, TOO, KIRA.

[both] AND REMEMBER THAT IN ORDER TO READ, WE HAVE TO LEARN THE LETTERS AND SOUNDS.

¡ADIÓS!

BYE!

♪ ♪ [kids] LALO'’S LUNCHBOX!

HELLO, FRIENDS.

MY NAME IS LALO.

ALL DAY LONG, MY LUNCHBOX HAS BEEN POPPING UP ENGLISH MUFFINS.

[clang, clang] GET DOWN!

WHOA!

[rapid "boing" sound] OH.

THAT WAS A CLOSE ONE.

THANKS.

GOT YOUR BACK, BOSS.

WE SURE DO HAVE QUITE A FEW ENGLISH MUFFINS.

[clang, clang] [yells] [rapid "boing"] WE HAVE ENOUGH.

WE HAVE ENOUGH FOR AN ARMY.

HAVE YOU TRIED CALMING LUNCHBOX DOWN WITH YOUR YODELING?

I HAVE, SEVERAL TIMES.

EVEN UPSIDE-DOWN.

BUT IT WON'’T STOP GIVING US ENGLISH... [clang, clang] MUFFINS!

MUFFINS!

[rapid "boing" noise] WAIT A MINUTE.

SAY THAT AGAIN.

"THAT AGAIN."

NO.

PLEASE SAY THE WORD "ENGLISH."

[clang, clang rapid "boing" noises] THAT'’S IT!

LUNCHBOX DOES THAT EVERY TIME WE SAY "ENGLISH."

[clang, clang, "boing" noises] OH.

YOU'’RE RIGHT!

I'’VE BEEN TRYING TO GET LUNCHBOX TO RESPOND BETTER TO WORDS.

I'’VE GOT TO WORK THIS OUT.

BUT UNTIL I DO, NO MATTER WHAT, PLEASE DON'’T SAY THE WORD-- YOU KNOW.

ROGER THAT.

[door bell jingles] HELLO!

IS ANYBODY HOME?

WE'’RE HERE.

HELLO.

I'’M LALO.

MY NAME IS ♪ DAISY ♪ I'’M FREDDY, FROM FREAKY, FAST, AND FRESH FOOD DELIVERY SERVICE.

I'’M HERE TO PICK UP THE DOOZY DOUBLE BIG DAY BIRTHDAY PARTY PLATTER FOR 2 SETS OF TRIPLETS.

SAY THAT 10 TIMES FAST.

I'’M FREDDY FROM FREAKY, FAST, AND FRESH FOOD DELIVERY SERVICE.

I'’M HERE TO PICK UP THE DOOZY DOUBLE BIG DAY BIRTHDAY PARTY PLATTER FOR 2 SETS OF TRIPLETS.

I'’M FREDDY FROM FREAKY, FAST, AND FRESH FOOD DELIVERY SERVICE.

I'’M HERE TO PICK UP THE DOOZY DOUBLE BIG DAY BIRTHDAY PARTY PLATTER FOR 2 SETS OF TRIPLETS.

I'’M FREAKY FREDDY-- UM, IT'’S READY, FREDDY.

[laughs] [sighs] HEY, LALO, I, UH-- SEEM TO HAVE WORKED UP A SORE THROAT.

YOU HAVE ANY WARM TEA YOU COULD SPARE?

OH, YOU BETCHA.

WARM TEA DOES WONDERS FOR A SORE THROAT.

UM, DAISY, HAS LUNCHBOX GIVEN US ANY MORE TEA?

WE GOT TEA GALORE.

WHAT KIND OF TEA YOU LIKE, MISTER?

ENGLISH TEA, IF YOU PLEASE.

[clang, clang] [fast "boing" noises] WAS IT SOMETHING I SAID?

I ASKED FOR ENGLISH TEA-- ["boing" noises] ...AND IT STARTS RAINING ENGLISH MUFFINS!

[clang, clang, boing noises] DON'’T SAY ANYTHING ELSE.

WHAT, I GOT TO STOP TALKING ENGLISH?

[clang, clang, boing noises] I'’M SORRY, FREDDY.

MY LUNCHBOX IS RESPONDING EVERY TIME WE SAY THE WORD-- EN--ENGAGEMENT.

NO.

EN-GINEERING.

NO.

WHAT WORD?

[both] ENGLISH!

[clang, clang] OH!

OH!

[boing sounds continue] OH!

[silence] WOW.

THIS IS AN AMAZING MESS OF MUFFINS.

HUH.

BUT WE SHOULDN'’T THROW THEM AWAY.

WE SHOULD GIVE THEM AWAY.

YEAH.

FREDDY, WOULD YOU LIKE OUR EXCESS?

"EXCESS" MEANS WE HAVE MORE THAN WE NEED.

[ding] DAISY AND I CAN ADD THEM TO THE DOOZY DOUBLE BIG DAY BIRTHDAY PARTY PLATTER.

THAT'’S GREAT, BUT... WHO WANTS A PILE OF PLAIN ENG-- BRITISH MUFFINS?

GOOD POINT.

WE COULD MAKE PIZZAS OUT OF THEM.

THAT'’S AN IDEA.

THE 2 SETS OF TRIPLETS WILL BE THRILLED 3 TIMES OVER.

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. JILL.

I'’M SO EXCITED TO BE LEARNING WITH YOU TODAY.

LET'’S GET STARTED WITH OUR WELCOME SONG.

[singing] HELLO, SUPER READERS.

TODAY, WE'’RE LEARNING ABOUT CONSONANT DIGRAPHS, OR 2 CONSONANTS THAT COME TOGETHER TO MAKE A UNIQUE SOUND.

WE ARE ALL GOING TO BE SUPER READERS TODAY.

I HAVE MY CAPE, AND IF YOU HAVE A CAPE, OR YOU WANT TO MAKE ONE OUT OF SOMETHING AT HOME, YOU CAN PUT THAT ON NOW.

IN ADDITION TO OUR LETTER SOUNDS, TODAY, WE'’RE GOING TO LEARN ABOUT SOME HEART WORDS.

SOME WORDS HAVE ONE OR MORE SOUNDS THAT ARE SPELLED DIFFERENTLY THAN USUAL.

SINCE THOSE PARTS ARE DIFFERENT, WE CALL THESE "HEART WORDS."

WITH PRACTICE, ANY WORD CAN BECOME A WORD YOU KNOW BY HEART.

BUT SOME WORDS ARE TRICKIER THAN OTHERS TO READ, SO, WE PRACTICE THOSE TOGETHER.

LET'’S FIRST TALK ABOUT THE WORD "DOES," AS IN, "HE DOES NOT LIKE TO EAT HIS VEGETABLES."

WE CAN USE OUR LETTER SOUNDS TO SPELL SOME OF THE SOUNDS IN "DOES," AND OTHERS, WE HAVE TO SPELL BY HEART.

"DOES" HAS 3 SOUNDS: "[d]... [uh]...

[z]."

SAY THOSE SOUNDS WITH ME.

"[d]... [uh]...

[z]."

THE FIRST SOUND, "[d]," IS SPELLED WITH THE LETTER "D." WHAT LETTER?

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

YES, "S." WE CAN READ THESE PARTS USING OUR PHONICS KNOWLEDGE.

HOWEVER, THE MIDDLE SOUND, "[uh]," IS SPELLED WITH THE LETTERS "OE."

THE "OE" IS THE PART WE HAVE TO LEARN BY HEART.

LET'’S SPELL "DOES" TOGETHER.

WHAT WORD?

THAT'’S RIGHT, "DOES."

ONE MORE HEART WORD FOR TODAY.

LET'’S TALK ABOUT THE WORD "WOULD," AS IN, "SHE WOULD LIKE TO HAVE CAKE FOR DESSERT."

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

"WOULD" HAS 3 SOUNDS: "[w]... [oo]...

[d]."

SAY THOSE SOUNDS WITH ME.

"[w]... [oo]...

[d]."

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

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

YES, "D." WE CAN READ THOSE PARTS WITH OUR PHONICS KNOWLEDGE.

BUT THE MIDDLE SOUND, "[oo]," IS SPELLED WITH THE LETTERS "OUL."

THE "OUL" IS THE PART WE HAVE TO LEARN BY HEART.

LET'’S SPELL "WOULD" TOGETHER.

WHAT'’S THAT WORD?

YES, "WOULD."

NOW, LET'’S PRACTICE BOTH OF OUR HEART WORDS ONE MORE TIME TOGETHER.

READY?

THAT WAS A GREAT WARM-UP, SUPER READERS.

NOW, WE ARE GOING TO TAKE ON THOSE CONSONANT DIGRAPHS.

LET'’S DO IT!

IN TODAY'’S LESSON, WE'’RE GOING TO READ AND SPELL WORDS THAT HAVE 2 CONSONANTS THAT TOGETHER MAKE A SPECIAL, UNIQUE SOUND.

MAKE SURE YOU HAVE SOMETHING TO WRITE ON AND SOMETHING TO WRITE WITH TODAY, BECAUSE WE'’RE GOING TO BE READING AND WRITING TOGETHER.

LET'’S GO GRAB OUR GEAR.

♪ ♪ WELCOME BACK, SUPER READERS.

I'’VE GOT WHAT I NEED, AND I HOPE YOU HAVE SOMETHING TO WRITE WITH AND WRITE ON, TOO.

LET'’S KEEP GOING.

NOW, CONSONANT DIGRAPHS ARE CONSONANTS SIDE BY SIDE IN A SYLLABLE, BUT INSTEAD OF MAKING THEIR OWN USUAL SOUNDS, THEY COME TOGETHER TO MAKE A NEW, SPECIAL SOUND.

HERE ARE MANY OF THE CONSONANT DIGRAPHS THAT WE OFTEN READ.

WE ARE GOING TO TAKE ON 2 TODAY, "SH" AND "CH."

SOMETIMES, THESE 2 CAN BE A BIT OF A CHALLENGE, BECAUSE THEY SOUND A BIT ALIKE.

"CH" SAYS "[ch]," LIKE IN "CHECK."

LISTEN CAREFULLY.

CH... CH...

CHECK.

"[ch]" IS SPELLED "CH."

I'’M GOING TO SHOW YOU, AND WE'’RE GOING TO READ, A FEW WORDS THAT HAVE THE "[ch]" DIGRAPH.

HERE'’S OUR FIRST WORD.

FIRST, I SEE THE "CH."

I KNOW THESE 2 TEAM UP TO MAKE A SPECIAL SOUND, "[ch]."

SO, I DON'’T SAY EACH OF THEIR SOUNDS INDIVIDUALLY.

"[ch]... [ih]...

[p]."

"CHIP."

NOW, WE CAN CHANGE SOME LETTERS AROUND, TO MAKE A NEW WORD THAT STARTS WITH "[ch]."

"[ch]... [aa]...

[t]."

"CHAT."

NOW, HOW ABOUT IF I HAVE A "CH" AT THE END OF A WORD?

I STILL HAVE TO REMEMBER THAT "CH" MAKES THE SOUND "[ch]."

READY?

"[r]... [ih]...

[ch]."

"RICH."

OKAY, NOW, LET'’S LOOK AT THE OTHER CONSONANT DIGRAPH WE'’RE LEARNING TODAY.

"SH."

"SH" SAYS "[sh]," LIKE IN "SHIP."

LISTEN CAREFULLY.

[sh], [sh], "SHIP."

"[sh]" IS SPELLED "SH."

NOW, I'’M GOING TO READ A FEW WORDS THAT HAVE THE "SH" DIGRAPH.

FIRST, LOOK AT THIS WORD.

HERE, I SEE THE "SH."

I KNOW THESE 2 TEAM UP TO MAKE THAT SPECIAL SOUND, "[sh]," SO, I DON'’T SAY EACH OF THEIR SOUNDS INDIVIDUALLY.

"[sh]... [ah]...

[t]."

"SHOT."

NOW, I CAN CHANGE THE LETTERS AND MAKE A NEW WORD THAT STARTS WITH THE "[sh]" SOUND.

[sh]... [ay]... [r].

"SHARE."

AND HOW ABOUT IF I HAVE "SH" AT THE END OF A WORD?

I STILL HAVE TO REMEMBER THAT "SH" TOGETHER MAKES THE SOUND "[sh]."

[r]... [uh]... [sh].

"RUSH."

LIKE I SAID, THESE 2 CONSONANT DIGRAPHS CAN BE A BIT TRICKY, BECAUSE THEY SOUND A BIT ALIKE.

LET'’S MAKE SURE WE CAN HEAR THE DIFFERENCE.

WHEN WE SEE A PICTURE OF A WORD, WE'’RE GOING TO POINT TO THE "CH" IF IT STARTS WITH THE "[ch]" SOUND, AND THE "SH" IF IT STARTS WITH THE "[sh]" SOUND.

WATCH ME THE FIRST TIME.

"CHICK."

HMM, I'’M THINKING.

DOES IT BEGIN WITH THE "CH," "[ch]," OR THE "SH," "[sh]"?

[ch], [ch].

"CHICK."

"CHICK."

I HAVE TO LISTEN CAREFULLY.

ON THE COUNT OF 3, I'’M GOING TO POINT TO THE DIGRAPH THAT "CHICK" BEGINS WITH.

1, 2, 3... "CHICK" STARTS WITH THE "[ch]" SOUND.

"CH."

NOW, YOU TRY IT WITH ME.

"SHOP."

DOES IT BEGIN WITH THE "CH," "[ch]," OR "SH," "[sh]"?

HELP ME OUT HERE.

POINT TO THE ONE YOU HEAR, ON 3.

1, 2, 3... YEP.

"SHOP" STARTS WITH THE "SH," "[sh]" SOUND.

NEXT WORD, "SHORE."

DOES IT BEGIN WITH "CH," "[ch]," OR "SH," "[sh]"?

ON 3, POINT TO THE ONE YOU HEAR.

1, 2, 3...

YES, "SHORE" STARTS WITH THE "[sh]" SOUND, "SH."

GREAT JOB LISTENING SO CAREFULLY.

NOW, "CHEESE."

DOES "CHEESE" BEGIN WITH THE "CH," "[ch]," OR "SH," "[sh]"?

ON 3, POINT TO THE ONE YOU HEAR.

1, 2, 3... "CHEESE" STARTS WITH THE "CH," "[ch]."

NOW, SUPER READERS, NOW THAT WE'’VE TAKEN ON THESE CONSONANT DIGRAPHS, YOU'’RE IN CHARGE OF THEM.

I WANT YOU TO USE WHAT YOU KNOW ABOUT THESE SPELLINGS AND SOUNDS TO SPELL AND WRITE A FEW WORDS.

I'’M GOING TO SAY A WORD, AND YOU WRITE IT.

YOU CAN WRITE IT ON A WHITEBOARD OR ANY PAPER WILL DO.

LET'’S DO IT.

THE FIRST ONE WE'’LL DO TOGETHER.

OUR FIRST WORD IS "CHOP."

"CHOP."

I'’M GOING TO LISTEN AND TAP EACH OF THE SOUNDS ON MY ARM BEFORE I SPELL.

[ch]... [ah]... [p].

NOW I'’M GOING TO TRY TO WRITE EACH SOUND I HEARD TO SPELL THE WORD.

LISTEN FOR THE "[ch]" SOUND AT THE BEGINNING, AND REMEMBER HOW WE SPELL IT.

"[ch]."

THAT'’S "CH."

"[ah]."

THAT'’S A SHORT "O" SOUND.

"[p]."

THAT'’S THE SOUND "P" TYPICALLY MAKES.

"CHOP."

"[ch]... [ah]...

[p]."

"CHOP."

"CHOP" STARTS WITH THE "CH" DIGRAPH.

DID YOU SPELL IT THIS WAY?

YOU'’RE WORKING SO HARD, SUPER READERS.

OUR NEXT WORD IS "SHUT."

"SHUT."

TAP IT.

[sh]... [uh]... [t].

NOW, WRITE IT.

LISTEN FOR THE "[sh]" DIGRAPH, SUPER READERS.

GO AHEAD AND WRITE "SHUT."

NOW, SHOW ME HOW YOU SPELLED IT, ON 3.

1, 2, 3...

"SHUT."

"[sh]... [uh]...

[t]."

"SHUT."

DID YOU SPELL IT THIS WAY TOO?

IF YOU MADE A MISTAKE, IT'’S OKAY TO CROSS OUT OR ERASE.

LET'’S TRY ANOTHER ONE.

"MUCH."

"[m]... [uh]...

[ch]."

"MUCH."

TAKE A MOMENT TO WRITE "MUCH."

HOW DID YOU SPELL IT?

SHOW ME ON 3.

1, 2, 3... GOOD.

THIS ONE HAS THE "[ch]" DIGRAPH AT THE END.

"[m]... [uh]...

[ch]."

"MUCH."

OUR LAST WORD FOR TODAY IS "SHINE."

"SHINE."

"[sh]... [I]...

[n]."

"SHINE."

NOW, WRITE IT.

"SHINE."

"[sh]... [I]...

[n]."

"SHINE."

"SHINE" BEGINS WITH THE "[sh]" DIGRAPH AND HAS THAT SILENT "E" AT THE END TO MAKE THE LONG "I" SOUND.

AMAZING EFFORT, SUPER READERS.

NOW, SUPER READERS PUT TOGETHER EVERYTHING THEY'’VE LEARNED ABOUT LETTERS AND SOUNDS TO TAKE ON MORE AND MORE CHALLENGING TEXTS.

LET'’S USE WHAT WE KNOW TO READ A SENTENCE TOGETHER.

FIRST, THIS IS A HEART WORD.

"DOES."

HEART WORD, "YOUR."

NOW, LET'’S SAY THE SOUNDS AND BLEND THIS WORD.

"[ch]... [ih]...

[n]."

BLEND, "CHIN."

HEART WORD, "HAVE."

HEART WORD, "A."

IDENTIFY AND BLEND THE SOUNDS IN THIS WORD.

"[r]... [aa]...

[sh]."

BLEND, "RASH."

AND A QUESTION MARK AT THE END TELLS ME THIS IS A QUESTION, SO MY VOICE MAY GO UP AT THE END WHEN I READ IT.

LET'’S PUT IT ALL TOGETHER TO READ THE WHOLE SENTENCE.

GET READY TO READ WITH ME.

GREAT JOB READING WITH ME, SUPER READERS.

AS YOU LEARN MORE SOUNDS, BLENDS, AND SPELLING PATTERNS, YOU'’LL BE ABLE TO READ MORE AND MORE TEXTS AND WORDS.

SOON, YOU CAN READ ANYTHING.

TODAY, YOU DID A FANTASTIC JOB LEARNING ABOUT HOW "SH" AND "CH" ARE CONSONANT DIGRAPHS THAT MAKE A SPECIAL SOUND WHEN THEY'’RE TOGETHER.

SO, WHEN YOU'’RE READING OR WRITING ON YOUR OWN, REMEMBER TO PRACTICE THIS SKILL YOU LEARNED TODAY TO HELP YOU READ AND SPELL THOSE WORDS.

GO FORTH AND READ, SUPER READERS!

SEE YOU SOON!

ALRIGHT.

EVERYONE, OUR TIME HAS COME TO AN END FOR TODAY.

ANOTHER GREAT DAY OF LEARNING UNDER OUR BELTS.

BE COOL, BE COURAGEOUS, AND BE KIND.

AND DON'’T FORGET-- PEACE, LOVE, AND LEARNING.

BYE!

♪ ♪ CAPTIONS BY FEATURE SUBTITLING www.featuresubtitling.com