[cheerful upbeat music] ♪ ALRIGHT, GET READY FOR A SUPER COOL LITERACY LESSON.

"LITERACY" MEANS READING, AND WE'RE GOING TO LEARN ALL ABOUT READING SOUNDS, WORDS, AND SENTENCES.

DID YOU KNOW, WITHOUT READING, YOU WOULDN'T KNOW WHAT STREET YOU LIVE ON.

HOW WOULD YOU EVEN GET THE MAIL?

WELL, GET READY, 'CAUSE WE'RE GONNA GET STARTED RIGHT NOW.

♪ ♪ 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 LEARN ABOUT THE CHARACTERS, SETTINGS, AND EVENTS FROM THE STORY, READ A BOOK, AND LATER REMEMBER EVERYTHING THAT HAPPENED IN THE STORY.

WE ARE READY?

YES.

LET'S GO.

[speaking Spanish] HI, SUPER LEARNERS.

WE ARE THE POWERFUL TWINS, CLAUDIA AND GRACE, AND WE'LL BE SHARING ANOTHER FUN TIME, AND WE'LL LEARN A LOT.

WE ALSO WANT TO INTRODUCE OUR FRIEND KIRA.

[meow] SHE WILL BE WITH US THE WHOLE TIME.

AND WE INVITE YOU TO LOOK FOR A STUFFED ANIMAL TO ACCOMPANY YOU TODAY AND HELP YOU TO COMPLETE TODAY'S MISSION.

WE'LL GIVE YOU 20 SECONDS TO DO THAT.

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

LET'S LEARN ABOUT THE CHARACTERS, THE SETTING, AND THE EVENTS IN A STORY, READ A BOOK, AND THEN REMEMBER EVERYTHING THAT HAPPENED IN THE STORY.

MM-HMM.

BUT, FIRST, LET'S WARM UP A LITTLE WITH OUR ALPHABET SONG, OKAY?

ARE WE READY?

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, FIRST, LET'S SAY HI TO OUR FRIEND KIRA.

SHE'LL TELL US WHAT WE'RE GOING TO DO TODAY.

HI, KIRA.

[meow] WHAT ARE WE DOING TO DO TODAY?

AH, RIGHT, WE'RE GOING TO LEARN ABOUT THE CHARACTERS, THE SETTING, AND THE EVENTS OF A STORY, READ A BOOK, AND THEN REMEMBER EVERYTHING THAT HAPPENED IN THE STORY.

IT SOUNDS INTERESTING.

AND WHERE IS THE BOOK?

OH, IT'S NEXT TO KIRA.

OH, YES.

THANK YOU, KIRA.

HERE IT IS.

SUPER LEARNERS, WE'RE GOING TO TALK ABOUT THE CHARACTERS, THE SETTING, AND THE EVENTS IN TODAY'S STORY.

THE CHARACTERS ARE WHO THE STORY IS ABOUT.

TELL YOUR FRIEND WHAT THE CHARACTERS ARE.

CORRECT.

THE CHARACTERS ARE WHO THE STORY IS ABOUT.

IF WE LOOK AT THE BOOK, I SEE THAT THE CHARACTERS ARE HERE.

THE SETTING IS WHERE THE STORY TAKES PLACE.

TELL YOUR FRIEND WHAT THE SETTING IS.

YES.

THE SETTING IS WHERE THE STORY DEVELOPS.

IF I READ YOU A STORY ABOUT A FROG IN A POND, THE SETTING IS...

THE POND.

VERY GOOD, SUPER LEARNERS.

AND IF YOU WERE TOLD A STORY ABOUT A GIRL AND HER FIRST DAY OF CLASS, WHERE DO YOU THINK THE SETTING WOULD BE?

TELL YOUR FRIEND.

CORRECT, THE SETTING IS THE SCHOOL.

THE EVENTS ARE WHAT HAPPEN IN THE STORY.

TELL YOUR FRIEND WHAT EVENTS ARE.

DO YOU HAVE IT?

THE EVENTS ARE WHAT HAPPENS IN A STORY.

IF I TELL YOU THE STORY OF THE 3 LITTLE PIGS, THE CHARACTERS...?

YES, THE LITTLE PIGS.

AND THE EVENTS?

THAT THE PIGS BUILT THEIR HOUSES.

THE WOLF BLEW DOWN THE HOUSE MADE OF STICKS, AND THE HOUSE MADE OF STRAW, AND HE DIDN'T BLOW DOWN THE HOUSE MADE OF BRICKS.

WE'LL READ OUR STORY, AND I WANT YOU TO REMEMBER ALL THE EVENTS, MEANING WHAT HAPPENED IN OUR STORY.

VERY GOOD, SUPER LEARNERS.

WE JUST LEARNED 3 WORDS: "CHARACTER," "SETTING," AND "EVENTS."

TELL YOUR FRIEND WHAT CHARACTERS ARE.

CHARACTERS ARE WHO THE STORY IS ABOUT.

TELL YOUR FRIEND WHAT A SETTING IS.

THE SETTING IS WHERE THE STORY DEVELOPS.

TELL YOUR FRIEND ABOUT THE EVENTS.

YES, THE EVENTS ARE WHAT HAPPENED IN THE STORY.

WE ALREADY KNOW.

SO, NOW, WE'RE READY TO READ OUR STORY.

VERY GOOD, SUPER LEARNERS.

ARE WE READY?

YES?

IT'S TIME TO READ.

IT'S CALLED "LET'S EAT."

HERE THEY ARE.

ALL OUR LITTLE FRIENDS.

AND WE'RE GOING TO BEGIN.

"'HERE ARE THE PLACEMATS,' SAID MOM.

"SAM PUTS THEM ON THE TABLE.

"'HERE ARE THE PLATES,' SAID MOM.

JEN PUTS THE PLATES ON THE TABLE.

"'HERE ARE THE FORKS,' SAID MOM.

"SAM PUTS THEM ON THE TABLE.

"'HERE ARE THE KNIVES,' SAID MOM.

"MOM PUTS THEM ON THE TABLE.

"'THE CUPS ARE HERE,' SAID MOM.

"MOM PUTS THE CUPS ON THE TABLE.

"'HERE ARE THE NAPKINS,' SAID MOM.

"SALLY PUTS THEM ON THE TABLE.

WE ALL SAY, 'LET'S EAT.'"

AND WE FINISHED READING.

I LIKED THE BOOK A LOT.

OH, I ALSO LIKED THE BOOK.

AND YOU, SUPER LEARNERS?

YES, WE'RE GLAD YOU LIKED IT.

VERY GOOD, SUPER LEARNERS.

AND YOU KNOW WHAT?

IT'S TIME TO MOVE OUR BODIES.

LET'S DANCE WITH OUR FRIENDS.

WHEN WE HEAR THE MARACA, WE'LL DANCE, MOVING AROUND THE WHOLE SPACE.

WHEN THE MARACA STOPS, WE'LL STOP.

ARE WE READY?

YES?

[Kira meows] VERY GOOD, SUPER LEARNERS.

WE'RE BACK.

YES?

NOW WE'LL GO BACK TO THE BOOK, AND WE'LL TALK ABOUT THE CHARACTERS IN THE STORY.

THE CHARACTERS ARE WHO THE STORY TALKS ABOUT.

TELL YOUR FRIEND WHO THE CHARACTERS ARE.

YES, CORRECT.

THE CHARACTERS ARE WHO THE STORY TALKS ABOUT.

NOW, LOOK AT WHAT WE HAVE HERE.

MM-HMM.

YES, THEY'RE THE CHARACTERS IN THE STORY.

YES, SUPER LEARNERS.

DO YOU REMEMBER THEIR NAMES?

LET'S TELL YOUR STUFFED ANIMALS.

LET'S LOOK.

VERY GOOD.

SAM... WHO ELSE?

VERY GOOD.

JEN.

ANOTHER ONE?

DO YOU REMEMBER?

VERY GOOD, MOM.

AND ANOTHER?

VERY GOOD, SUPER LEARNERS.

SALLY.

THESE ARE THE FRIENDS, THE CHARACTERS THAT WERE IN OUR STORY.

OH, AND WHAT'S THE SETTING OF THE STORY?

WHERE DID THE STORY BEGIN?

TELL YOUR FRIEND.

YES, THEY WERE IN THE DINING ROOM AT HOME.

WHAT WERE THEY DOING?

WHAT WAS THE BEAR FAMILY DOING?

AH, YES.

NOW I REMEMBER, SUPER LEARNERS.

THANK YOU.

THEY WERE SETTING THE TABLE.

AND TELL YOUR FRIEND WHY THEY WERE SETTING THE TABLE.

AH, OF COURSE.

BECAUSE THEY WERE GOING TO EAT.

FINALLY, LET'S REVIEW THE EVENTS, OR WHAT HAPPENED IN THE STORY.

SUPER LEARNERS, TELL YOUR STUFFIE HOW THE BEARS KNEW WHAT TO PUT ON THE TABLE.

RIGHT!

MAMA BEAR TOLD THEM WHAT TO PUT ON THE TABLE.

HERE IS THE MOM.

SHE WOULD TELL THEM WHAT TO PUT ON THE TABLE.

AND WHAT DID THEY PUT ON THE TABLE?

YES, PLACEMATS, PLATES, FORKS, KNIVES, CUP, AND A NAPKIN.

HMM, WHO SET THE PLACEMATS?

YES, SAM.

AND WHAT ELSE DID SAM SET?

OF COURSE, THE FORKS.

WHO SET THE PLATES?

HMM.

YES, JEN.

TELL YOUR FRIEND.

AND WHAT DID MAMA BEAR SET?

YES, SHE SET THE KNIVES AND THE CUPS.

AND WHO SET THE NAPKINS?

VERY GOOD.

SALLY SET THE NAPKINS.

AND AFTER PUTTING EVERYTHING ON THE TABLE, WHAT DID THEY SAY?

YES, "LET'S EAT."

TELL YOUR STUFFIE.

"LET'S EAT."

GREAT, SUPER LEARNERS.

WE ANSWERED ALL THE QUESTIONS.

WOW, SUPER LEARNERS.

GREAT WORK.

LET'S CHECK WITH OUR FRIEND KIRA TO SEE IF WE COMPLETED TODAY'S MISSION.

HMM... OUR MISSION... OF COURSE!

BRAVO!

WE DID IT!

TODAY, WE LISTENED VERY CAREFULLY TO A STORY, AND WE WERE ABLE TO TALK ABOUT THE CHARACTERS, THE SETTING, AND THE EVENTS OF A BOOK.

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

THANK YOU, TOO, KIRA.

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

i¡¡ADIÓÓS!

BYE!

[sound of waves, deep breaths] BREATHE IN THROUGH YOUR NOSE... AND OUT THROUGH YOUR MOUTH.

DO YOU FEEL THAT?

THAT'S THE ENERGY OF THE UNIVERSE MOVING THROUGH YOUR ENTIRE BODY.

CAN YOU FEEL IT?

LET'S CHECK IN WITH DOCTOR POOLE FOR TODAY'S YOGA POSES.

HI, FRIENDS, IT'S MS. B. I'M SO EXCITED TO MOVE WITH YOU TODAY.

WE'RE GOING TO DO OUR SUNRISE STRETCHES.

BEFORE WE GET STARTED, TURN OUR BODIES FORWARD, INHALE, OUR ARMS UP TOWARDS THE SKY, SENDING OUR FINGERTIPS UP TOWARDS THE SUN, MAYBE EVEN WIGGLING THEM JUST A LITTLE BIT... AND THEN WE'LL SEND OUR ARMS OUT LIKE WINGS... WE'LL BREATHE ALL OUR BREATH OUT...

FOLD OUR BODIES FORWARD, SENDING OUR FINGERTIPS WIGGLING TOWARDS THE EARTH... TAKE ONE BIG BREATH IN... [inhaling] LET IT ALL GO... [exhaling] BEND YOUR KNEES, OPEN YOUR ARMS LIKE WINGS, AND SEND THEM BACK UP TOWARDS THE SKY... AND THEN ARMS BY YOUR SIDE.

WE'LL DO THAT 2 MORE TIMES.

ARE YOU READY?

LET'S DO IT.

INHALE, THOSE FINGERTIPS UP TOWARDS THE SKY... OPEN YOUR ARMS LIKE WINGS AND FOLD YOUR BODY FORWARD, LETTING ALL YOUR BREATH OUT.

YOUR FINGERTIPS ARE WIGGLING TOWARDS THE EARTH... TAKE A BIG BREATH IN... [inhaling] LET IT ALL GO... [exhaling] BEND YOUR KNEES, OPEN YOUR ARMS LIKE WINGS, AND SEND THOSE FINGERTIPS BACK UP TOWARDS THE SKY.

WE HAVE ONE MORE TO DO.

ARMS BACK BY YOUR SIDE.

INHALE, SEND THOSE FINGERTIPS UP TOWARDS THE SKY.

OPEN YOUR ARMS LIKE WINGS...

FOLD YOUR BODY FORWARD... LET YOUR BIG BREATH OUT... [exhaling] FINGERTIPS WIGGLING TOWARDS THE EARTH... TAKE A NICE, BIG BREATH IN... [inhaling] LET IT ALL OUT... [exhaling] BEND THOSE KNEES, OPEN YOUR ARMS LIKE WINGS, AND SEND YOUR FINGERTIPS BACK UP TOWARDS THE SKY... BRING YOUR PALMS TOGETHER... DOWN TO YOUR HEART.

AND THAT'S IT WITH OUR SUNRISE STRETCH.

THAT WAS SO MUCH FUN.

I CAN'T WAIT TO DO IT WITH YOU AGAIN.

UNTIL NEXT TIME.

BYE, FRIENDS.

DID YOU KNOW [sniffing] 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 SNEEZ-- ACHOO!

CAT SNEEZES.

♪ ♪ HELLO, READERS.

MY NAME IS MS. JILL.

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

BEFORE WE GET STARTED WITH OUR LESSON, LET'S SAY HELLO WITH OUR WELCOME SONG.

[ singing to the tune of "Frère Jacques" ] READERS, DO YOU EVER HEAR OR READ A WORD OR A PHRASE IN A BOOK THAT YOU DON'T YET KNOW?

THIS HAPPENS TO ME ALL THE TIME, ESPECIALLY WHEN I'M READING AN INFORMATIONAL TEXT ABOUT A NEW TOPIC.

IT CAN FEEL CONFUSING IF I JUST KEEP GOING.

SO, TODAY, WE'RE GOING TO LEARN WHAT TO DO WHEN YOU READ A WORD OR A PHRASE THAT YOU DON'T YET KNOW.

GREAT READERS CAN'T BE AFRAID TO STOP AND ASK.

ASKING YOURSELF QUESTIONS ABOUT WORDS IN THE TEXT AND SEEKING INFORMATION IS HOW SKILLED READERS MAKE SENSE OF NEW AND CHALLENGING TEXTS.

TODAY, WE'RE GOING TO USE A STRATEGY I CALL "STOP AND ASK" TO HELP US KNOW WHAT TO DO WHEN WE'RE READING AND WE ENCOUNTER A WORD OR A PHRASE IN A TEXT THAT WE DON'T YET KNOW OR UNDERSTAND.

THIS STRATEGY CAN WORK IF SOMEONE IS READING TO YOU OR WITH YOU, OR IF YOU'RE READING ON YOUR OWN.

WE'RE GOING TO READ AN INFORMATIONAL TEXT TODAY.

THIS BOOK TEACHES US REAL INFORMATION.

IT'S TITLED "LEWIS AND CLARK," AND IT'S WRITTEN BY KATE SINCLAIR.

LEWIS AND CLARK ARE 2 FAMOUS PEOPLE FROM AMERICAN HISTORY.

AND BY READING THIS BOOK, WE'LL LEARN MORE ABOUT WHAT MADE THEM FAMOUS.

WHILE WE'RE READING, WE'RE GOING TO USE THE "STOP AND ASK" STRATEGY.

I'LL SHOW YOU HOW TO DO IT, AND THEN YOU'LL GET THE CHANCE TO PRACTICE ALONG WITH ME.

"STOP AND ASK" IS A STRATEGY WE CAN USE WHEN WE HEAR OR READ A WORD OR PHRASE THAT WE DON'T ALREADY KNOW OR UNDERSTAND.

THIS HELPS US LEARN NEW WORDS AND BETTER UNDERSTAND THE TEXT WE'RE READING.

HERE'S HOW IT GOES.

FIRST, WHEN WE NOTICE THAT THERE IS A WORD WE DON'T UNDERSTAND, WE SHOULDN'T JUST KEEP READING.

WE SHOULD STOP, TO THINK.

SOMETIMES, IT'S A WORD WE DON'T YET KNOW, OR SOMETIMES, IT'S A WORD THAT HAS A DIFFERENT MEANING OR USAGE THAN HOW WE'VE HEARD IT BEFORE.

NEXT, WE SHOULD ASK THE QUESTION: "WHAT DOES THIS WORD MEAN HERE?"

WE CAN ASK OURSELVES THIS QUESTION, OR IF WE'RE READING WITH A BUDDY OR A TRUSTED ADULT, WE MAY ASK SOMEONE ELSE.

THEN, WE SEARCH.

WE SEARCH FOR MORE INFORMATION ABOUT THE WORD'S MEANING.

ARE THERE CLUES IN THE WORD ITSELF, SUCH AS PARTS OF THE WORD I ALREADY KNOW?

ARE THERE CLUES ELSEWHERE IN THE TEXT, SUCH AS MORE INFORMATION LATER ON IN THE SENTENCE OR PAGE OR IN THE ILLUSTRATIONS?

OR DO WE NEED TO SEARCH SOMEWHERE ELSE, LIKE RESEARCHING THE WORD OR ASKING A TRUSTED ADULT?

FINALLY, GO.

ONCE I HAVE MY ANSWER OR A GOOD UNDERSTANDING OF WHAT THE WORD MEANS IN THE TEXT, I CAN GO ON AND CONTINUE READING.

SO, LET'S TRY THE "STOP AND ASK" STRATEGY WITH OUR BOOK TODAY, "LEWIS AND CLARK."

READERS, FOLLOW ALONG WITH ME, AND I'LL SHOW YOU HOW IT'S DONE.

"JOIN."

WAIT.

I HAVE TO STOP HERE.

I'VE HEARD THE WORD "JOIN" BEFORE, BUT I DON'T QUITE UNDERSTAND HOW IT'S USED HERE.

USUALLY, I HEAR "JOIN" MEAN JOIN A CLUB, LIKE AN ART CLUB OR A BAND.

BUT THEY AREN'T TALKING ABOUT A CLUB HERE.

SO, I'M GOING TO ASK: "WHAT DOES 'JOIN' MEAN HERE?"

NOW, I'M SEARCHING.

EARLIER, IT SAID CAPTAIN LEWIS NEEDED HELP.

AND IF I READ AHEAD, IT SAYS THEY "NEEDED A TEAM TO HELP THEM."

IT SEEMS LIKE, HERE, "JOIN" MEANS TO HELP EACH OTHER OR WORK TOGETHER AS A TEAM FOR A COMMON GOAL.

SO, I THINK CLARK IS GOING TO JOIN LEWIS ON HIS EXPLORATION OF THE LAND.

I GOT IT NOW.

I'M GOING TO KEEP READING.

LET'S GO.

"COMPASS"?

OKAY, STOP.

THAT'S NOT A WORD I KNOW YET.

SO, I'M GOING TO ASK MYSELF, "WHAT DOES 'COMPASS' MEAN HERE?"

I'M SEARCHING.

I'M READING ON.

AND IT SAYS "TO HELP THEM FIND THEIR WAY."

SO, A COMPASS IS SOMETHING THAT HELPS YOU FIND YOUR WAY AROUND OR NOT GET LOST.

OH, AND LOOK.

HERE IS A PICTURE OF A COMPASS WITH A LABEL.

A COMPASS LOOKS LIKE A SMALL DEVICE THAT HAS ARMS LIKE A CLOCK, AND THEY POINT IN DIFFERENT DIRECTIONS.

THAT MUST HELP PEOPLE KNOW WHAT DIRECTION THEY'RE GOING.

OKAY, TIME TO KEEP READING.

LET'S GO.

NOW, YOU'RE GOING TO TRY USING THE "STOP AND ASK" STRATEGY WHILE I'M READING.

IF YOU'RE WITH A TRUSTED ADULT AT HOME, OF COURSE YOU CAN STOP AND ASK ABOUT WORDS ANYTIME YOU NEED.

I'LL KEEP READING, AND YOU'LL GET A CHANCE TO PRACTICE WITH ME.

ANYTIME I SAY "STOP," I WANT YOU TO DO THIS.

THEN, YOU'RE GOING TO ASK THAT IMPORTANT QUESTION.

"WHAT DOES THIS WORD MEAN HERE?"

SO, LET'S READ ON.

"OARS"?

OKAY, STOP.

DID YOU DO THAT WITH ME?

GOOD!

"OARS" SOUNDS LIKE THE WORD "OR," BUT THE WAY IT IS USED IS DIFFERENT.

NOW, IT'S YOUR TURN TO ASK THE QUESTION ABOUT OARS.

ON 3, LET'S ASK A QUESTION ABOUT THE WORD "OARS."

1, 2, 3... "WHAT DOES 'OARS' MEAN HERE?"

GOOD!

LET'S SEARCH.

DO YOU NOTICE ANYTHING IN THE TEXT THAT CAN GIVE US A CLUE TO THE WORD'S MEANING?

HERE, IT SAYS "OARS FOR PADDLING."

SO, WHAT DOES THAT TELL YOU?

TELL ME ON 3.

1, 2, 3...

YES, AN OAR MUST BE A TOOL USED TO PADDLE A BOAT.

DO YOU NOTICE ANYTHING ELSE THAT CAN GIVE YOU MORE INFORMATION ABOUT THE WORD'S MEANING?

THAT'S RIGHT.

IN THE PICTURE, ONE OF THE PEOPLE IN THE BOAT HAS A LONG OBJECT THEY ARE USING TO PADDLE.

THAT MUST BE WHAT AN OAR LOOKS LIKE.

OKAY.

WE UNDERSTAND THIS WORD NOW.

LET'S GO.

"MANDAN"?

OKAY, STOP.

DID YOU DO THAT WITH ME?

GREAT!

NOW, LET'S ASK TOGETHER.

READY?

"WHAT DOES 'MANDAN' MEAN HERE?"

NOW, WE'LL SEARCH.

DO YOU SEE ANYTHING IN THE TEXT THAT CAN GIVE US A CLUE TO THE WORD'S MEANING?

LOOK CAREFULLY AT THE TEXT AND TELL ME ON 3.

1, 2, 3... GOOD!

SOME FRIENDS NOTICED THAT "MANDAN" STARTS WITH A CAPITAL LETTER "M." WE KNOW CAPITAL LETTERS IN THE MIDDLE OF A SENTENCE ARE USUALLY USED FOR PROPER NOUNS, OR THE NAME OF PEOPLE, PLACES, OR THINGS.

DID YOU NOTICE THAT TOO?

ONE OF MY LEARNERS NOTICED THAT THE NEXT PART OF THE SENTENCE READS: "NATIVE AMERICAN TRIBE."

SO, THAT TELLS US "MANDAN" MUST BE THE NAME OF A NATIVE AMERICAN, OR AMERICAN INDIAN, TRIBE.

WE HAVE A PRETTY GOOD IDEA NOW ABOUT WHO THE MANDAN PEOPLE ARE, ENOUGH TO UNDERSTAND WHAT'S HAPPENING IN THE TEXT.

BUT IF WE WANTED TO LEARN MORE ABOUT THE MANDAN NATION, WE CAN ALWAYS DO RESEARCH IN ANOTHER BOOK, ONLINE, OR BY ASKING AN EXPERT.

ALRIGHT, LET'S GO AND READ ON.

"FRENCHMAN"?

OKAY, STOP.

YOU GOT IT.

LET'S ASK A QUESTION ABOUT "FRENCHMAN."

READY?

WHAT DOES "FRENCHMAN" MEAN HERE?

GOOD!

NOW, LET'S SEARCH.

DO YOU NOTICE ANYTHING ABOUT THE WORD THAT CAN GIVE YOU SOME INFORMATION?

TELL ME ON 3.

1, 2, 3...

AWESOME.

SOME OF YOU NOTICED THAT "FRENCHMAN" STARTS WITH A CAPITAL LETTER TOO.

OR YOU MAY HAVE RECOGNIZED A FAMILIAR PART IN THE WORD, LIKE "FRENCH" OR "MAN."

SO, THAT MAKES ME THINK.

"FRENCH" IS THE NAME FOR PEOPLE FROM FRANCE AND THE LANGUAGE THEY SPEAK.

I THINK A "FRENCHMAN" IS A MAN OR A PERSON FROM FRANCE.

OKAY, LET'S GO.

ALRIGHT, I'M GOING TO FINISH READING.

YOU MAY DISCOVER THERE ARE OTHER WORDS THAT YOU DON'T KNOW OR ARE UNSURE OF WHAT THEY MEAN IN THIS TEXT.

YOU CAN ALWAYS STOP, ASK, SEARCH, AND GO.

I HOPE YOU ENJOYED THAT TEXT AND YOU LEARNED SOMETHING NEW ABOUT LEWIS AND CLARK AND AMERICAN HISTORY.

GOOD READERS ARE ALWAYS THINKING ABOUT THE WORDS IN THE TEXT AND HOW THEY ARE USED AND WHAT THEY MEAN.

THIS HELPS US LEARN NEW WORDS AND BETTER UNDERSTAND WHAT WE'RE READING.

THANK YOU SO MUCH FOR TRYING OUT THE "STOP AND ASK" STRATEGY TODAY WITH ME.

REMEMBER TO USE THIS STRATEGY ANYTIME YOU'RE READING WITH AN ADULT OR READING ON YOUR OWN.

NEXT TIME YOU COME ACROSS A WORD OR PHRASE YOU DON'T KNOW, STOP, ASK, SEARCH, AND THEN GO.

SEE YOU NEXT TIME.

WHEN I HAVE A GREAT DAY, I FEEL REALLY HAPPY AND GRATEFUL FOR MY FRIENDS, FAMILY, AND MY TEACHERS.

BUT WHEN I'M HAVING A HARD DAY, IT CAN BE DIFFICULT TO REMEMBER TO FEEL GRATITUDE.

BUT DO YOU KNOW THAT IN THOSE HARD TIMES, IT'S EVEN MORE IMPORTANT THAT I THINK ABOUT HOW GRATEFUL I AM FOR SOME OF THE FOLKS I MENTIONED EARLIER AND ALL THE PEOPLE AND PLACES WHO HAVE HELPED ME TO BE WHO I AM: MY FRIENDS, MY COMMUNITY, AND YOU.

REMEMBERING THOSE I AM GRATEFUL FOR WHEN I'M DOWN CAN ALWAYS HELP ME FEEL BETTER.

WHO ARE YOU GRATEFUL FOR?

WHO DO YOU THINK ABOUT WHEN YOU'RE FEELING BLUE?

I'M GRATEFUL FOR YOU.

♪ ♪ CAPTIONS BY FEATURE SUBTITLING www.featuresubtitling.com