♪ ♪ 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 GONNA LEARN AT THE SAME TIME.

YOU READY?

♪ ♪ 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.

MY BOSS SAID THAT TODAY'’S CASE IS GOING TO BE A PIECE OF CAKE FOR YOU, TEXT DETECTIVES.

SHE KNOWS YOU'’LL SOLVE IT WITH NO PROBLEM.

YUM!

I CAN'’T WAIT TO EAT CAKE.

WAIT, WHAT?

WE'’RE NOT ACTUALLY EATING CAKE?

OHH!

RIGHT.

WHEN MY BOSS SAID THAT TODAY'’S CASE IS GOING TO BE A "PIECE OF CAKE," SHE DIDN'’T LITERALLY MEAN WE'’RE GOING TO EAT A PIECE OF CAKE.

SHE MEANT TODAY'’S CASE WILL BE EASY FOR YOU.

TEXT DETECTIVES, MY BOSS JUST GAVE US AN EXAMPLE OF NONLITERAL LANGUAGE.

AND GUESS WHAT?

THAT'’S THE FOCUS OF TODAY'’S CASE.

TODAY, I NEED YOUR HELP TO DETERMINE THE MEANING OF SOME NONLITERAL PHRASES IN 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.

THERE ARE LOTS OF EXAMPLES OF NONLITERAL LANGUAGE IN THIS BOOK, AND MY BOSS TOLD ME THAT I NEEDED TO DETERMINE THE MEANING OF 3 NONLITERAL WORDS OR PHRASES WITHIN THIS TEXT.

THAT'’S WHY I KNEW I HAD TO CALL YOU IN.

WHAT DO YOU THINK?

CAN YOU HELP ME?

GREAT.

I KNEW I COULD COUNT ON YOU.

WE DON'’T HAVE MUCH TIME, SO LET'’S JUMP RIGHT IN.

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

HERE'’S WHAT I HAVE SO FAR.

CLUE 1.

THIS IS OUR ANCHOR CHART THAT EXPLAINS THE DIFFERENCE BETWEEN LITERAL AND NONLITERAL LANGUAGE.

LITERAL LANGUAGE ARE WORDS AND PHRASES THAT ARE USED ACCORDING TO THEIR DEFINITION.

SO, WHAT THE TEXT SAYS IS EXACTLY WHAT THE TEXT MEANS.

LET'’S LOOK AT THE EXAMPLE ON OUR ANCHOR CHART.

CAN YOU READ IT ALOUD FOR ME?

IN THIS EXAMPLE, "PIECE OF CAKE" LITERALLY MEANS THAT I ATE A PIECE OF CAKE BEFORE MY TEST.

NOW, LET'’S LOOK AT NONLITERAL LANGUAGE.

NONLITERAL LANGUAGE ARE WORDS AND PHRASES THAT ARE INTENDED TO BE FIGURATIVE AND GO BEYOND THEIR LITERAL MEANING.

IN OTHER WORDS, THE TEXT DOESN'’T MEAN EXACTLY WHAT IT SAYS.

THERE'’S A DEEPER MEANING.

MANY TIMES, AUTHORS USE NONLITERAL LANGUAGE TO CREATE AN IMAGE IN THE READER'’S MIND.

NONLITERAL LANGUAGE MAKES READING MORE INTERESTING.

CAN YOU READ THE EXAMPLE OF NONLITERAL LANGUAGE OUT LOUD FOR ME?

OKAY.

READ IT OUT.

SO, IN THIS EXAMPLE, WHAT DOES "PIECE OF CAKE" MEAN?

YES!

THAT TEST WAS EASY.

YOU'’RE RIGHT.

IT'’S THE SAME AS WHEN MY BOSS SAID THAT SOLVING TODAY'’S CASE WOULD BE A PIECE OF CAKE.

BUT, WAIT, HOW DID YOU KNOW THAT "PIECE OF CAKE" MEANT "EASY"?

OH!

I SEE.

YOU WERE ABLE TO USE THE SENTENCE THAT CAME AFTER THE NONLITERAL LANGUAGE TO DETERMINE THE MEANING OF "PIECE OF CAKE," WHICH MEANT "EASY."

WHAT DOES THE SECOND SENTENCE SAY?

READ IT OUT LOUD FOR ME.

OKAY.

SO, SINCE THE STUDENT MADE 100% ON THEIR TEST, THAT GIVES US A CLUE THAT IT MUST HAVE BEEN EASY FOR THE STUDENT.

WE CAN USE CONTEXT CLUES IN THE TEXT TO HELP US INFER THE MEANING OF NONLITERAL LANGUAGE WHEN WE AREN'’T SURE.

GOOD WORK!

ALL RIGHT.

NOW THAT WE KNOW THE DIFFERENCE BETWEEN LITERAL AND NONLITERAL LANGUAGE, WE ARE READY FOR CLUE 2: OUR TEXT.

HERE ARE THE 3 PHRASES WE'’LL BE LOOKING AT FOR TODAY'’S CASE.

WE WILL COME BACK TO THEM IN JUST A MINUTE.

FINALLY, WE HAVE CLUE 3, OUR GRAPHIC ORGANIZER.

OKAY, I'’M GOING TO LABEL OUR GRAPHIC ORGANIZER.

SINCE WE ARE GOING TO DETERMINE THE MEANING OF NONLITERAL LANGUAGE, WE WILL PLACE "NONLITERAL LANGUAGE" ON TOP OF THE LEFT-HAND COLUMN.

IN OUR RIGHT-HAND COLUMN, WE WILL PLACE THE WORD "MEANING."

THIS IS WHERE THE MEANING OF NONLITERAL LANGUAGE WILL GO.

MY BOSS HAS IDENTIFIED 3 EXAMPLES OF NONLITERAL LANGUAGE IN THE TEXT, SO, WE WILL ALSO NEED TO NUMBER OUR PAPER "1, 2, 3."

ALL RIGHT, NOW THAT WE HAVE REVIEWED THE CLUES IN OUR CASE SO FAR, LET'’S GET STARTED.

I'’M GOING TO MODEL FOR YOU WHAT YOU WILL DO WITH OUR FIRST EXAMPLE FROM THE TEXT.

BEFORE WE LOOK AT OUR FIRST EXAMPLE OF NONLITERAL LANGUAGE, LET'’S DISCUSS WHAT THE BOOK IS ABOUT.

OKAY, NOW WE ARE READY TO LOOK AT OUR FIRST EXAMPLE OF NONLITERAL LANGUAGE.

WE'’LL LOOK BACK AT THE FIRST EXAMPLE IN CLUE 2.

LISTEN AS I READ THE EXAMPLE ALOUD.

THE EXAMPLE OF NONLITERAL LANGUAGE THAT MY BOSS HIGHLIGHTED IN THIS SENTENCE IS "DRUM UP."

DOES THIS MEAN THAT SOMEONE IS ACTUALLY GOING TO BE PLAYING A DRUM TO GET SUPPORT FOR THE NEW SCHOOL?

OF COURSE NOT.

THAT'’S NOT WHAT IT MEANS.

THIS LANGUAGE ISN'’T LITERAL.

SO, LET ME ADD THE PHRASE "DRUM UP" TO MY GRAPHIC ORGANIZER.

WHAT SIDE OF MY GRAPHIC ORGANIZER SHOULD I ADD IT TO?

GREAT!

I WILL ADD IT TO THE LEFT SIDE UNDER "NONLITERAL LANGUAGE."

OKAY.

NOW I KNOW I HAVE TO DETERMINE THE MEANING OF "DRUM UP."

I DON'’T HAVE A GOOD IDEA OF WHAT "DRUM UP" MIGHT MEAN, SO I'’M GOING TO LOOK FOR CLUES IN THE CONTEXT OF THE TEXT.

I SEE THAT "SUPPORT FOR A NEW SCHOOL" COMES AFTER "DRUM UP."

I KNOW THIS MUST MEAN THAT THEY ARE TRYING TO GET SUPPORT FOR BUILDING THE NEW SCHOOL SINCE THIS TEXT IS ABOUT COMMUNITY COMING TOGETHER TO BUILD A NEW SCHOOL.

SO, I CAN INFER THAT "DRUM UP" MEANS TO "GET."

I CAN SUBSTITUTE THE WORD "GET" INTO THE SENTENCE TO SEE IF IT MAKES SENSE WITHIN THE TEXT.

LET'’S TRY IT.

DOES THAT MAKE SENSE?

HMM.

I THINK SO, TOO.

SO, LET'’S PLACE "TO GET" IN THE RIGHT-HAND COLUMN UNDER "MEANING."

ALL RIGHT, TEXT DETECTIVES, WE'’VE COMPLETED ONE.

HOW MANY TO GO?

YES.

2 MORE TO GO.

NOW IT'’S YOUR TURN TO DETERMINE THE MEANING OF THE LAST 2 EXAMPLES OF NONLITERAL LANGUAGE IN THIS TEXT.

ARE YOU READY?

OKAY, LET'’S LOOK AT THE SECOND EXAMPLE IN CLUE 2.

I'’LL READ IT ALOUD FOR YOU.

IN THIS SENTENCE, YOU'’LL BE DETERMINING THE MEANING OF THE NONLITERAL PHRASE "STRONG AS AN OAK."

ALL RIGHT, TEXT DETECTIVES.

SHOUT OUT WHAT YOU WILL DO FIRST.

WHAT IS THE PHRASE?

SHOUT IT OUT!

NOW WHAT?

YES.

YOU WILL USE CLUES IN THE TEXT TO HELP YOU INFER THE MEANING OF "STRONG AS AN OAK."

SHOUT IT OUT!

ALL RIGHT, TEXT DETECTIVES, WHAT DID YOU SAY FOR THE MEANING OF "STRONG AS AN OAK"?

WOW!

YOU'’RE REALLY GOOD AT THIS.

I HEARD YOU SAY THAT THIS MEANS "VERY STRONG."

I WAS THINKING THE SAME THING, SINCE AN OAK IS A TREE.

I KNOW THAT TREES ARE VERY STRONG.

I ALSO SAW THE CLUE WORD "GREW," SO I CAN INFER THAT THIS MEANS THAT THE COLLEGE GREW VERY STRONG.

WE CAN ALSO SUBSTITUTE "VERY STRONG" INTO THE SENTENCE TO SEE IF IT MAKES SENSE.

LET'’S TRY IT.

"THE COLLEGE GREW VERY STRONG."

LOOKS LIKE YOU WERE RIGHT, TEXT DETECTIVES.

THIS MAKES SENSE TO ME.

ALL RIGHT, 2 DOWN AND ONLY 1 MORE TO GO.

LET'’S LOOK AT OUR LAST EXAMPLE IN CLUE 2.

LISTEN AS I READ ALOUD.

THE NONLITERAL LANGUAGE WE'’RE LOOKING AT IN THIS EXAMPLE IS "SPROUTED A NEW LEAF."

READY, SET, GO!

WHAT IS THE NONLITERAL PHRASE?

CORRECT.

"SPROUTED A NEW LEAF."

WHAT IS THE MEANING OF THIS PHRASE?

SHOUT IT OUT!

YOU'’VE GOT IT.

YOU SAID "GOT A NEW FAMILY MEMBER," TOO.

HOW DID YOU KNOW?

AH, YES.

I FOUND THOSE SAME CLUES.

I SAW THAT RIGHT AFTER THE NONLITERAL PHRASE "SPROUTED A NEW LEAF," THE NARRATOR TOLD US THE NAME OF HER BABY SISTER, LEANA.

SO I CAN INFER THAT LEANA IS THE NEW LEAF ON THE NARRATOR'’S FAMILY TREE.

GREAT WORK, TEXT DETECTIVES.

DO YOU KNOW WHAT THIS MEANS?

WE'’VE CRACKED THE CASE OF NONLITERAL PHRASES.

WE WERE ABLE TO DETERMINE THE MEANING OF NONLITERAL PHRASES USING CONTEXT CLUES IN THE TEXT.

HIGH-FIVE!

THIS CASE IS CLOSED.

BUT YOU KNOW OUR WORK DOESN'’T STOP HERE.

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

SEE YOU THEN.

TODAY'’S LESSON WAS SO COOL.

I FEEL LIKE I'’M A LITTLE STRONGER EACH TIME I LEARN SOMETHING.

DOES YOUR BRAIN FEEL GOOD AND STRONG?

I FEEL SHARP RIGHT NOW, AND I'’M EXCITED TO KEEP THE DAY GOING.

HELLO, MY NAME'’S JESSICA.

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

THIS LITTLE FRIEND OF MINE IS A BLACK SWAN.

THESE BIRDS ARE NATIVE TO AUSTRALIA.

THEY'’RE VERY PREVALENT IN PARTS OF SOUTHERN AUSTRALIA, AND ALSO, THEY'’VE BEEN SUCCESSFULLY REINTRODUCED TO NEW ZEALAND.

THESE GUYS ARE THE ONLY ALL-BLACK SWAN IN THE WORLD.

SO, WHEN THEY'’RE ADULTS... NOT THIS LITTLE GUY...

WHEN THEY'’RE ADULTS, THEY HAVE BRIGHT-RED BILLS THAT TURN EVEN BRIGHTER IN THE BREEDING SEASON.

THEY HAVE VERY LONG NECKS, AND THEY'’RE ONE OF THE TALLER SWANS BECAUSE OF THAT.

THEY MAKE LIKE A...

THEY HAVE, ACTUALLY, A MUCH MORE LIMITED RANGE OF VOCALIZATIONS THAN OTHER SWANS.

THEY MAKE MOSTLY LIKE THIS NOISE HE'’S MAKING RIGHT NOW, LIKE A SAD, LITTLE TRILLING NOISE.

THAT'’S SORT OF THEIR PRIMARY FORM OF COMMUNICATION.

PAIRS OF BLACK SWANS ARE MONOGAMOUS.

AND THEY'’RE VERY INTERESTING, BECAUSE BOTH THE MALES AND THE FEMALES INCUBATE THE NEST.

AND IT DEPENDS ON THE PAIR WHICH ONE IS INCUBATING THE NEST MORE OFTEN.

SO, THE PAIR THAT IS THE PARENTS TO THIS LITTLE GUY, THE FATHER ACTUALLY TAKES ON MOST OF THE PARENTING DUTIES, SO, HE'’S ALMOST ALWAYS ON THE NEST, AND THE FEMALE JUST SORT OF PROTECTS HIM WHILE HE'’S ON THE NEST, WHICH IS VERY INTERESTING.

HE'’S A VERY GOOD DAD.

THIS GUY COMES FROM GOOD GENES.

SO, BLACK SWANS CAN BE SEEN IN MASSIVE FLOCKS IN AUSTRALIA.

IN SOME PLACES, THEY'’RE EVEN CONSIDERED A NUISANCE, BECAUSE THEY CAN BE VERY AGGRESSIVE IN THE BREEDING SEASON.

AS YOU CAN SEE, THIS LITTLE GUY'’S ALL GRAY.

DEPENDING ON THE SPECIES, BABY SWANS ARE DIFFERENT COLORS.

A LOT OF THE BABY SWANS, LIKE THE NORTHERN SWANS, THEY CALL THEM, THE GENERALLY WHITE SWANS, THEIR CYGNETS ARE ACTUALLY ALL WHITE, LIKE SNOW-WHITE.

BLACK SWAN CYGNETS ARE ALL GRAY, AND THERE'’S A VERY INTERESTING VARIATION THAT CAN BE SEEN AS THESE GUYS GROW.

SO, THEY HAVE TO GO FROM GRAY TO BLACK.

BUT SOME BLACK SWANS, AS THEY'’RE GROWING, THEY ACTUALLY GROW WHITE FEATHERS, INTERMITTENT, ON THEIR BACK, SO YOU CAN SEE LITTLE PATCHES OF WHITE AMONG THE BLACK FEATHERS THAT ARE COMING IN, WHICH IS VERY CUTE.

WE'’RE NOT REALLY SURE WHY THIS HAPPENS.

BUT BY THE TIME THAT THEY'’RE ADULTS, GENERALLY, ALL THEIR FEATHERS ARE BLACK.

SO, THIS LITTLE GUY, HE'’S ABOUT 4 DAYS OLD, AT THIS POINT.

HE'’S VERY SMALL.

IT TAKES SWANS A REALLY LONG TIME TO REACH THEIR ADULT SIZE.

THIS GUY, IT'’LL PROBABLY BE ANOTHER 3 OR 4 MONTHS BEFORE HE'’S READY TO GO INTO A BIGGER POND.

RIGHT NOW, HE'’S ON A LITTLE BABY POND.

[cygnet trilling] BECAUSE HE'’S NOT COMPLETELY WATERPROOF YET.

AS YOU CAN SEE ON HIS FACE, HE'’S GOT A LITTLE EGG TOOTH.

SO, THIS IS LIKE A LITTLE POINTED TIP TO HIS BILL.

ALL BIRDS HAVE THEM.

IT'’S HOW THEY GET OUT OF THEIR EGG.

SO, WHEN HE'’S READY, HE POKES INTO HIS LITTLE AIR SPACE IN HIS EGG, AND THEN HE JUST STARTS HAMMERING AWAY AT THE SHELL.

WE CALL THIS PIPPING.

AND THEN HE SORT OF CLAWS HIS WAY OUT, AND THAT'’S A REALLY GOOD FIRST START.

HE USES A LOT OF ENERGY DOING THAT AND TUCKERS HIMSELF OUT A FEW TIMES.

WHEN HE COMES OUT, HE'’S SOAKING WET, BUT WITHIN A FEW HOURS, HE ACTUALLY LOOKS EXACTLY LIKE THIS.

WE CALL THIS PRECOCIAL.

SO, HE HATCHES WITH DOWN FEATHERS.

SO, IF YOU LOOK AT HIS FEET HERE, HE ACTUALLY HAS WEBBED FEET.

AND THIS IS A COMMON TRAIT IN WATERFOWL.

THIS IS VERY GOOD FOR PADDLING.

SO, HE'’S ACTUALLY A REALLY STRONG SWIMMER, EVEN AT THIS AGE.

BUT IT'’S IMPORTANT THAT FOR THE FIRST FEW DAYS OF HIS LIFE, HIS MOM ACTUALLY CONTINUES TO SIT ON HIM IN THE NEST.

SO, THEY HAVE A SPECIAL OIL THAT WATERPROOFS THEM AND WITH MOM SITTING ON THEM, SHE'’S ACTUALLY PUTTING SOME OF THE OIL FROM HER BODY ONTO THE BABIES, AND THAT HELPS THEM GET A KICK START FOR WATERPROOFING THEIR FEATHERS.

AND THE BABIES, THEY ALSO, RIGHT HERE, AT THE BASE OF THEIR TAIL, THEY HAVE A LITTLE GLAND, AND YOU'’LL SEE THEM PUTTING THEIR BEAK ON THE GLAND AND THEN RUBBING IT ALL OVER THEIR BODIES.

SO, MOM ACTUALLY DOES THIS.

EVEN AFTER THEY COME OFF THE NEST, SHE'’LL USE OIL FROM HER OWN GLAND TO WATERPROOF THE BABIES.

THAT HELPS THEM NOT GET SOAKING WET.

WATER ACTUALLY WILL ROLL RIGHT OFF OF THIS BIRD.

IT DOESN'’T LOOK LIKE IT, BUT IT WILL.

SO, AT THIS AGE, HE WOULD BE ABOUT READY FOR WATER, AND IT WOULDN'’T SOAK HIM.

HE WOULD JUST BOB AT THE SURFACE, LIKE A LITTLE BUOY.

PAIRS OF BLACK SWANS ACTUALLY RAISE BABIES EVERY YEAR, AND THEY'’RE VERY GOOD AT IT, IN OUR AUSTRALIA AVIARY.

AND I'’M JESSICA.

AND I HOPE EVERYBODY HAS A GOOD DAY.

AMAZING!

JUST WILD.

ANIMALS ARE THE BEST.

DO YOU HAVE A DOG OR A CAT AT HOME?

DO YOU KNOW ANYONE WHO DOES?

I REMEMBER WHEN I WAS YOUR AGE, I JUST LOVED MY DOG GINGER.

HEY, GINGER.

♪ ♪ 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.

[sings to tune of "Frère Jacques"] VERY GOOD.

I'’M SO GLAD THAT YOU CAME TO LEARN WITH ME TODAY.

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

THEY CAN BE PUT INTO 2 CATEGORIES: CONSONANTS AND 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?

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

READY?

OKAY.

DO YOU KNOW THE SOUNDS THAT THE VOWELS a, e, i, o, AND u MAKE?

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

I'’M GOING TO ADD A FEW MOVEMENTS WITH EACH OF THE SOUNDS TO HELP US TO REMEMBER.

SHORT "a" SAYS "[aa]."

SHORT "e" SAYS "[eh]."

SHORT "i" SAYS "[ih]."

SHORT "o" SAYS "[ah]."

SHORT "u" SAYS "[uh]."

ALL RIGHT, THIS TIME, I WANT YOU TO SAY THE SHORT VOWEL SOUNDS WITH ME.

SEE IF YOU CAN ALSO DO 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 LETTER SOUNDS, DURING EACH OF THE LESSONS, WE ARE GOING TO LEARN WORDS THAT WE CALL "HEART WORDS."

SOME WORDS CONTAIN ONE OR MORE SOUNDS THAT ARE A LITTLE BIT DIFFERENT THAN THEY USUALLY ARE SPELLED.

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

WE CAN CALL THESE WORDS HEART WORDS.

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

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

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

I'’LL BE RIGHT BACK.

♪ ♪ I'’M BACK.

I HAVE MY 2 PIECES OF PAPER AND SOMETHING TO WRITE WITH.

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

ALL RIGHT, NOW, LET'’S GET TO WORK MAKING OUR HEART WORD DICTIONARY.

I'’M GOING TO START BY STACKING MY 2 PIECES OF PAPER TOGETHER AND THEN FOLDING THEM IN HALF HAMBURGER-STYLE, 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" SO THAT I KNOW THIS IS THE HEART WORD DICTIONARY.

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

LET'’S DISCUSS THE WORD "SHOULD," AS IN, "SHE SHOULD HOLD ON TIGHT DURING THE ROLLER-COASTER RIDE."

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

THE OTHER SOUNDS WE HAVE TO LEARN BY HEART.

"SHOULD" HAS 3 SOUNDS: "[sh]... [oo]...

[d]."

SAY THOSE SOUNDS WITH ME.

"[sh]... [oo]...

[d]."

THE FIRST SOUND, "[sh]," IS SPELLED WITH THE LETTERS "S-H." WHAT LETTERS?

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

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

THE MIDDLE SOUND, "[oo]," IS SPELLED WITH THE LETTERS "O-U-L." WHAT LETTERS?

THAT'’S RIGHT, "O-U-L." THIS IS THE PART THAT WE HAVE TO LEARN BY HEART.

LET'’S SPELL "SHOULD" TOGETHER.

WHAT WORD?

"SHOULD."

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

LET'’S DISCUSS THE WORD "COULD," AS IN, "COULD YOU PLEASE PASS THE SALT?"

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

"COULD" HAS 3 SOUNDS: "[k]... [oo]...

[d]."

SAY THOSE SOUNDS ALONG WITH ME.

"[k]... [oo]...

[d]."

THE FIRST SOUND, "[k]," IS SPELLED WITH THE LETTER "C." WHAT LETTER?

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

THAT'’S RIGHT, "D." YOU CAN READ THESE PARTS USING YOUR PHONICS KNOWLEDGE.

THE MIDDLE SOUND, "[oo]," IS SPELLED WITH THE LETTERS "O-U-L." WHAT LETTERS?

THAT'’S RIGHT, "O-U-L." THIS IS THE PART THAT YOU HAVE TO LEARN TO SPELL BY HEART.

LET'’S SPELL "COULD" TOGETHER.

WHAT WORD?

"COULD."

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 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 THEM, "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 VOWEL... A, E, I, O, U...

IT CHANGES THE SOUND OF THE VOWEL.

TODAY, WE WILL FOCUS ON HOW "R" BOSSES AROUND THE LETTER "O."

AT THE BEGINNING OF OUR LESSON, WE REVIEWED THE SOUNDS OF SHORT VOWELS.

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

LET ME DEMONSTRATE.

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

YUCK!

WHEN THE LETTER "R" IS BEHIND THE LETTER "I," IT NO LONGER SAYS "[ih]," IT NOW SAYS "[ir]," LIKE IN THE WORD "STIR."

WHEN THE LETTER "R" IS BEHIND THE LETTER "O," 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," MM-MM, IT DOES NOT SAY "[uh]," IT NOW SAYS "[ur]," LIKE IN THE WORD "CURL."

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

THE LETTER "R" CONTROLS THE SOUNDS OF THE VOWELS THAT COME BEFORE IT, AND IN OTHER WORDS, IT BOSSES IT AROUND AND CHANGES THE SOUND.

TODAY, WE WILL FOCUS ON HOW "R" BOSSES AROUND THE LETTER "O."

WHEN THE LETTER "R" HAS THE LETTER "O" IN FRONT OF IT, IT MOST COMMONLY MAKES THE SOUND "[or]."

LET'’S SEE HOW THIS WORKS.

I'’M GOING TO BUILD A FEW WORDS.

LET'’S START WITH THIS 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, "O-R" MAKES THE "[or]" SOUND.

SO, THESE 2 LETTERS WILL BE BLENDED TOGETHER TO MAKE ONE SOUND.

ARE YOU READY?

OKAY.

THIS WORD IS "BORN."

CAN YOU SAY "BORN"?

LISTEN TO THE SOUND OF THE "O-R" IN THE WORD "BORN."

BOSSY "R" MAKES THE "O" IN THE WORD SAY "[or]."

LET'’S TRY ANOTHER ONE.

WHAT WORD DID I BUILD?

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

GOOD JOB.

THIS WORD IS "FORT."

WHAT SOUND IS "O-R" MAKING?

YOU GOT IT.

THE "O-R" IS MAKING THE "[or]" SOUND.

LET'’S READ THESE WORDS TOGETHER.

READY?

OKAY.

WOW!

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

YOU ALSO REMEMBERED THAT "O-R" IS READ TOGETHER, AND IT MAKES THE "[or]" SOUND.

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

NOW THAT WE HAVE PRACTICED READING "O-R" WORDS, LET'’S SEE IF YOU CAN READ A COUPLE OF SENTENCES AND SPOT THE WORDS THAT HAVE THE R-CONTROLLED VOWEL "O-R." OKAY, GET YOUR EAT-- READING EYES READY-- YOUR READING EYES READY.

LET'’S READ THE FIRST SENTENCE.

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

DO YOU?

WHAT WORDS HAVE THE R-CONTROLLED VOWEL "[or]"?

THAT'’S RIGHT.

LET'’S UNDERLINE THE WORDS "FORM" AND "FORT."

OKAY, LET'’S READ OUR NEXT 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 "[or]"?

THAT'’S RIGHT, "CORN" AND "FORK."

LET'’S UNDERLINE THEM.

TODAY, YOU DID AN AMAZING JOB IDENTIFYING BOSSY "R" WORDS THAT HAD THE R-CONTROLLED VOWEL "O-R." WHEN YOU ARE READING ON YOUR OWN AND YOU COME ACROSS THESE WORDS, REMEMBER TO PRACTICE THE SKILL THAT YOU LEARNED TODAY TO HELP YOU TO DECODE THOSE WORDS.

I HOPE THAT YOU HAD FUN TODAY, TOO.

I'’LL SEE YOU NEXT TIME, READERS.

BYE-BYE!

TODAY'’S AFFIRMATION IS...

I AM... SAY IT WITH ME.

I AM...

I AM...

I AM... WOW!

TIME SURE DOES FLY WHEN YOU'’RE LEARNING AND HAVING FUN.

I WANT TO THANK YOU SO MUCH FOR JOINING US TODAY ON PBS NORTH CAROLINA.

YOU ARE SO SMART, SO SPECIAL, AND SO FUN TO BE WITH.

WISHING YOU PEACE, LOVE, AND LEARNING, MY FRIENDS.

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