[cheerful upbeat music] ♪ HOLA.

NI HAO.

GUTEN TAG.

AND GOOD MORNING, MY SUPER LEARNERS.

YOU KNOW, ONE GOOD THING ABOUT BEING AT HOME IS THAT I GET TO BE RIGHT HERE WITH YOU LEARNING ABOUT SOME AMAZING TOPICS.

ARE YOU READY?

I LIKE THAT.

LET'S SEE WHAT WE GOT TO LEARN IN THE CLASSROOM TODAY.

LET'S CONNECT.

♪ ♪ HI, LEARNERS.

MY NAME IS MR. CARRINGTON, AND I'M SO GLAD YOU ARE HERE, BECAUSE I DESPERATELY NEED A TEXT DETECTIVE.

ARE YOU UP FOR THE CHALLENGE?

AWESOME.

I HAVE MY DETECTIVE GEAR HERE, AND I NEED YOU TO GRAB YOURS.

YOU WILL NEED A WRITING UTENSIL, LIKE A PENCIL OR MARKER, AND A SHEET OF BLANK PAPER.

GO AHEAD AND GRAB THOSE ITEMS, AND I'LL SEE YOU BACK HERE IN ABOUT 20 SECONDS.

♪ ♪ WELCOME BACK, TEXT DETECTIVES.

I'VE GOT MY DETECTIVE GEAR, AND I HOPE YOU HAVE YOURS.

SO, LET'S GET STARTED ON TODAY'S CASE.

MY BOSS SAID THAT TODAY'S CASE IS GOING TO BE A PIECE OF CAKE.

SHE KNOWS YOU'LL SOLVE IT WITH NO PROBLEM.

YUM!

I LOVE CAKE.

WAIT, WHAT?

WE'RE NOT ACTUALLY TALKING ABOUT A PIECE OF CAKE?

OH, RIGHT.

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

SHE MEANT TODAY'S CASE WOULD BE EASY.

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 DETERMINING 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 2 NONLITERAL WORDS AND/OR PHRASES WITHIN THIS TEXT.

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

WHAT DO YOU THINK?

CAN YOU HELP ME CRACK THIS CASE?

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 OF OUR CLUES.

HERE'S WHAT I HAVE SO FAR.

CLUE 1.

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

LET'S TAKE A LOOK AT IT.

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

CAN YOU READ IT ALOUD FOR ME?

IN THIS SENTENCE, "A PIECE OF CAKE" LITERALLY MEANS THAT I ATE AN ACTUAL 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?

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

YES, THAT THE 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 AFTER THE NONLITERAL LANGUAGE TO DETERMINE THE MEANING OF "PIECE OF CAKE" 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 GAVE 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, WERE ARE READY FOR CLUE 2, OUR TEXT.

HERE ARE THE 2 PHRASES WE WILL 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.

SINCE I KNOW YOU ALREADY HAVE YOUR DETECTIVE GEAR, GO AHEAD AND GRAB YOUR PAPER SO THAT YOU CAN COMPLETE THIS GRAPHIC ORGANIZER WITH ME.

WE ARE GOING TO FOLD OUR PAPER IN HALF, HOT-DOG STYLE, SO WE CAN CREATE 2 COLUMNS, JUST LIKE THIS.

OKAY.

LET'S LABEL OUR GRAPHIC ORGANIZER.

COMPLETE YOUR GRAPHIC ORGANIZER ALONG WITH ME.

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

IN OUR RIGHT-HAND COLUMN, WE WILL WRITE "MEANING."

THIS IS WHERE WE WILL WRITE THE MEANING OF THE NONLITERAL LANGUAGE.

MY BOSS HAS IDENTIFIED 2 EXAMPLES OF NONLITERAL LANGUAGE IN THE TEXT.

SO, WE WILL ALSO NEED TO NUMBER OUR PAPER 1 TO 2.

GO AHEAD AND NUMBER YOUR PAPER JUST LIKE I DID.

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 WE WILL DO WITH OUR FIRST EXAMPLE FROM THE TEXT.

BEFORE WE LOOK AT OUR FIRST EXAMPLE OF NONLITERAL LANGUAGE, I WANT TO REMIND YOU ABOUT WHAT THIS BOOK IS ABOUT SINCE WE WON'T BE READING THIS ENTIRE THING TODAY.

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 "YOUNG MINDS STARVED."

DOES THIS MEAN THAT YOUNG MINDS ACTUALLY STARVED?

NO!

THAT WOULD NOT MAKE SENSE AT ALL.

THIS LANGUAGE ISN'T LITERAL.

SO, LET ME ADD THE PHRASE "YOUNG MINDS STARVED" TO MY GRAPHIC ORGANIZER.

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

THAT'S RIGHT.

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

YOU ADD IT TO YOURS, TOO.

OKAY, NOW I KNOW I HAVE TO DETERMINE THE MEANING OF "YOUNG MINDS STARVED."

I DON'T HAVE A GOOD IDEA ABOUT WHAT THAT PHRASE MIGHT MEAN, SO I'M GOING TO LOOK FOR CLUES IN THE CONTEXT OF THE TEXT.

I SEE THAT "TOO MANY CHILDREN, TOO FEW SCHOOLS, AND NOT NEARLY ENOUGH MONEY" IS STATED IN THE TEXT SENTENCE.

I CAN INFER THAT THIS MIGHT MEAN THAT THERE WEREN'T ENOUGH SCHOOLS FOR ALL THE STUDENTS WHO WANTED TO LEARN.

SO, I WOULD THINK THAT "YOUNG MINDS STARVED" MEANS THAT THERE ARE STILL MANY STUDENTS WHO WANTED TO LEARN.

I CAN SUBSTITUTE THE THOUGHT "THERE WERE STILL MANY STUDENTS WHO WANTED TO LEARN" 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 WRITE, "THERE WERE STILL MANY STUDENTS WHO WANTED TO LEARN" IN THE RIGHT-HAND COLUMN UNDER "MEANING."

ALL RIGHT, TEXT DETECTIVES.

WE'VE COMPLETED ONE.

HOW MANY TO GO?

YES.

ONLY ONE MORE TO GO.

NOW, IT'S YOUR TURN.

YOU ARE GOING TO DETERMINE THE MEANING OF THE LAST EXAMPLES OF NONLITERAL LANGUAGE IN THIS TEXT.

ARE YOU READY?

OKAY, LET'S LOOK AT THIS SECOND EXAMPLE IN CONTEXT CLUE 2.

I'LL READ IT ALOUD FOR YOU.

IN THIS SENTENCE, YOU WILL BE DETERMINING THE MEANING OF THE NONLITERAL PHRASE "POLISH YOU BRIGHT AS STARS."

SHOUT OUT THE NONLITERAL PHRASE.

THAT'S RIGHT.

"POLISH YOU BRIGHT AS STARS."

NOW WHAT?

YES.

YOU'LL USE CLUES FROM THE TEXT TO HELP YOU DETERMINE THE MEANING OF "POLISH YOU BRIGHT AS STARS."

LOOK AT THE TEXT TO FIND THE CLUES AND SAY THE MEANING OF THIS PHRASE.

SHOUT IT OUT!

ALL RIGHT, TEXT DETECTIVES.

WHAT DID YOU WRITE DOWN FOR THE MEANING OF "POLISH YOU AS BRIGHT AS STARS"?

WOW!

YOU'RE REALLY GOOD AT THIS.

I HEARD YOU SAY THAT THIS MEANS "MAKE YOU SMARTER."

I WAS THINKING THE SAME THING.

SINCE THE SENTENCE BEFORE STATED THAT MISS SHAW WAS A TEACHER, I INFERRED THAT THE TEACHER WAS GOING TO MAKE THE STUDENTS SMARTER.

GREAT WORK, TEXT DETECTIVES.

DO YOU KNOW WHAT THAT MEANS?

[crowd applauding] HIGH-FIVE!

THIS CASE IS CLOSED.

BUT YOU KNOW OUR WORK DOESN'T STOP HERE.

FOR AN ADDITIONAL CHALLENGE, I INVITE YOU TO LOOK BACK TO SOME OTHER EXAMPLES OF NONLITERAL WORDS OR PHRASES FROM THIS TEXT AND SEE IF YOU CAN USE CLUES FROM THE TEXT TO INFER THEIR MEANING.

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

SEE YOU THEN.

WOW!

WHAT A DAY SO FAR.

SO MUCH GREAT LEARNING GOING ON.

NEXT, WE'RE GOING TO WATCH A VIDEO ABOUT NORTH CAROLINA THAT I KNOW YOU'LL LOVE.

♪ ♪ HOLA.

I'M CHRISTINA.

Y YO SOY ANDRÉÉS.

AND WE ARE SO PROUD TO BE LEARNING AND SINGING WITH YOU ALL ACROSS NORTH CAROLINA.

¿LISTOS?

VAMOS.

[both singing] YEAH!

i¡¡ES TU TURNO!

HEY!

♪ VAMOS A APRENDER ♪ IT'S YOUR TURN, NORTH CAROLINA!

WHEN I WAS READING TODAY ABOUT OUTER SPACE, I READ THAT 1 MILLION EARTHS COULD FIT INSIDE THE SUN.

THAT'S A REALLY BIG SUN.

BUT IT LOOKS SO SMALL FROM EARTH BECAUSE IT'S SO FAR AWAY.

I LOVE OUTER SPACE.

WHAT'S YOUR FAVORITE THING TO READ ABOUT?

WE HAVE AN AWESOME LITERACY LESSON FOR YOU TODAY, SO, WATCH OUT, BECAUSE HERE IT COMES.

♪ ♪ HELLO, SUPER LEARNERS.

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

I HOPE ALL OF YOU ARE HAVING A MARVELOUS DAY.

FOR TODAY'S ACTIVITY, YOU WILL NEED A PAPER AND PENCIL AND A STUFFED ANIMAL FRIEND.

ASK AN ADULT TO HELP YOU FIND THESE ITEMS.

WHILE YOU ARE GETTING YOUR ITEMS, I'M GOING TO GO GET MINE.

I'LL BE RIGHT BACK.

♪ ♪ TODAY WE ARE GOING TO BE READING A BOOK TITLED "SLEEPY BEAR."

WHAT IS THE TITLE OF THE BOOK?

WHISPER YOUR ANSWER TO YOUR STUFFED ANIMAL FRIEND.

LET'S TAKE A LOOK AT THE FRONT COVER.

WHO DO WE SEE ON THE FRONT COVER OF THE BOOK?

TELL YOUR STUFFED ANIMAL FRIEND.

THAT'S RIGHT, WE SEE A LITTLE BEAR ON THE FRONT COVER OF THE BOOK.

WHAT DOES IT LOOK LIKE THE LITTLE BEAR IS DOING?

WHISPER YOUR ANSWER TO YOUR STUFFED ANIMAL FRIEND.

IT LOOKS LIKE HE IS SLEEPING IN HIS BED.

AS WE READ THIS BOOK, I WOULD LIKE YOU TO THINK ABOUT THE SEQUENCE OF EVENTS, OR WHAT HAPPENS IN THE STORY.

BE THINKING ABOUT WHAT HAPPENS FIRST, SECOND, THIRD, AND FOURTH IN THE BOOK.

AS WE ARE THINKING ABOUT THE SEQUENCE OF EVENTS, IT WILL HELP TO HAVE AN ANCHOR CHART HANDY TO FILL OUT.

AN ANCHOR CHART IS A TOOL THAT WE CAN USE TO HELP US THINK ABOUT THE BOOKS WE READ.

LET'S MAKE AN ANCHOR CHART TOGETHER.

YOU ARE GOING TO BE USING PAPER, BUT I AM GOING TO PRETEND THAT THIS WHITEBOARD IS MY PAPER.

I HAVE WRITTEN THE TITLE OF THE BOOK AT THE TOP OF THE ANCHOR CHART.

DO YOU REMEMBER THE TITLE?

TELL YOUR STUFFED ANIMAL FRIEND.

"SLEEPY BEAR."

GREAT REMEMBERING.

CAN YOU PRETEND TO BE A SLEEPY BEAR?

YOU CAN GO LIKE THIS.

YOU LOOK SO SLEEPY.

LET'S START MAKING THE ANCHOR CHART FOR OUR STORY, "SLEEPY BEAR."

WATCH ME AT HOME AS I SHOW YOU.

I'M GOING TO MAKE 4 BOXES ON MY PAPER BY MAKING A BIG CROSS IN THE MIDDLE OF MY PAPER, LIKE THIS.

I'VE USED THESE STRIPS TO MAKE MY BOXES, BUT YOU WILL DO THIS WITH YOUR PENCIL AT HOME, BY MAKING A LINE GOING DOWN AND A LINE GOING ACROSS.

GOOD WORK.

MY FIRST BOX WILL HAVE A NUMBER 1 IN IT.

THIS IS FOR WHAT HAPPENS FIRST IN THE STORY.

TELL YOUR STUFFED ANIMAL FRIEND THAT THIS BOX IS FOR WHAT HAPPENS FIRST IN THE STORY.

MY SECOND BOX WILL HAVE A NUMBER 2 IN IT.

YOU PUT A NUMBER 2 IN YOUR SECOND BOX AT HOME.

THIS MEANS WHAT HAPPENS SECOND IN THE STORY.

TELL YOUR STUFFED ANIMAL FRIEND THAT THIS BOX IS FOR WHAT HAPPENS SECOND IN THE STORY.

MY THIRD BOX WILL HAVE A NUMBER 3 IN IT.

YOU PUT A NUMBER 3 IN YOUR THIRD BOX AT HOME.

THIS IS FOR WHAT HAPPENS THIRD IN THE STORY.

TELL YOUR STUFFED ANIMAL FRIEND THAT THIS BOX IS FOR WHAT HAPPENS THIRD IN THE STORY.

MY FOURTH BOX WILL HAVE A NUMBER 4 IN IT.

THIS IS FOR WHAT HAPPENS FOURTH, OR LAST, IN THE STORY.

YOU PUT A NUMBER 4 IN YOUR FOURTH BOX AT HOME.

TELL YOUR STUFFED ANIMAL FRIEND THAT THIS BOX IS FOR WHAT HAPPENS FOURTH IN THE STORY.

OKAY.

LET'S READ THIS BOOK TO FIND OUT WHAT HAPPENS.

"SLEEPY BEAR," WRITTEN BY SARA MITCHELL AND ILLUSTRATED BY EMI HAYASHI.

LET'S TURN THE PAGE AND FIND OUT WHAT HAPPENS AT THE BEGINNING OF THE BOOK.

I'M GOING TO START MY READING HERE AND GO THIS WAY.

OKAY, WE JUST READ THE BEGINNING OF THE BOOK.

LET'S VISIT OUR ANCHOR CHART.

DO YOU REMEMBER WHAT HAPPENS AT THE BEGINNING OF THE BOOK?

WELL, MOMMY BEAR AND DADDY BEAR TRIED TO WAKE UP LITTLE BEAR FOR SCHOOL, BUT LITTLE BEAR KEPT SLEEPING.

ACT IT OUT WITH YOUR STUFFED ANIMAL FRIEND.

WAKE UP, WAKE UP!

[snoring] DID IT WORK?

[snoring continues] LITTLE BEAR WAS SLEEPING.

VERY GOOD SLEEPING.

LET'S DRAW A PICTURE OF THIS ON OUR ANCHOR CHART.

MAMA BEAR TRIED TO WAKE UP LITTLE BEAR.

HERE'S MAMA BEAR.

I'M GOING TO WRITE "M" ABOVE THIS PICTURE TO SHOW THAT THIS IS MAMA BEAR.

YOU TRY DRAWING HER AT HOME.

SHOW YOUR STUFFIE WHAT TO DO.

AFTER THAT, DADDY BEAR TRIED TO WAKE UP LITTLE BEAR.

HERE'S DADDY BEAR.

I'M GOING TO WRITE A "D" ABOVE THIS BEAR, SO I REMEMBER THAT IT'S DADDY BEAR.

YOU TRY DRAWING HIM AT HOME.

SHOW YOUR STUFFIE WHAT TO DO.

HERE IS LITTLE BEAR SLEEPING.

I'M GOING TO WRITE "LB" ABOVE THIS DRAWING TO REMIND ME THAT IT'S LITTLE BEAR.

YOU TRY DRAWING LITTLE BEAR AT HOME.

SHOW YOUR STUFFIE WHAT TO DO.

GREAT DRAWINGS.

ACT IT OUT WITH YOUR STUFFED ANIMAL FRIEND.

WAKE UP, WAKE UP!

[snoring] DID IT WORK?

[snoring continues] LITTLE BEAR WAS SLEEPING, VERY GOOD SLEEPING.

LET'S GO BACK TO THE BOOK, TURN THE PAGE AND FIND OUT WHAT HAPPENS SECOND.

I'M GOING TO START READING HERE AND GO THIS WAY AS I READ THE WORDS.

OKAY, SO GRANDMA BEAR AND GRANDPA BEAR TRIED TO WAKE HIM UP.

DID LITTLE BEAR WAKE UP?

TELL YOUR STUFFED ANIMAL FRIEND WHAT HAPPENED.

NO, GRANDMA BEAR AND GRANDPA BEAR DIDN'T WAKE UP LITTLE BEAR.

ACT IT OUT WITH YOUR STUFFED ANIMAL FRIEND.

WAKE UP, WAKE UP!

[snoring] DID IT WORK?

[snoring continues] LITTLE BEAR WAS SLEEPING.

VERY GOOD SLEEPING.

SO, NOW, WE KNOW WHAT HAPPENED SECOND IN THE BOOK.

LET'S GO BACK TO OUR ANCHOR CHART.

SO, FIRST, MOMMY AND DADDY BEAR TRIED TO WAKE UP LITTLE BEAR.

WHO TRIED TO WAKE HIM UP SECOND?

YES.

GRANDMA... AND... GRANDPA BEAR...

TRIED TO WAKE HIM UP SECOND.

DID THEY SUCCEED?

ACT IT OUT WITH YOUR STUFFED ANIMAL FRIEND.

WAKE UP, WAKE UP!

[snoring] DID IT WORK?

[snoring continues] LITTLE BEAR WAS SLEEPING.

VERY GOOD SLEEPING.

TRY SHOWING YOUR STUFFIE WHAT TO DO.

SO, GRANDMA BEAR AND GRANDPA BEAR AND LITTLE BEAR WERE SLEEPING, JUST LIKE I SHOWED YOU.

I'M GOING TO WRITE A "G" ABOVE THIS BEAR HEAD AND A "G" ABOVE THIS BEAR HEAD, TO REMIND ME THAT IT'S GRANDMA BEAR AND GRANDPA BEAR.

AND THEN LITTLE BEAR... IS STILL SLEEPING.

GOOD LETTER FORMATION.

LET'S READ ON.

SO, DID LITTLE BEAR WAKE UP?

I CAN SEE THAT HIS EYES ARE STILL CLOSED.

I THINK HE IS STILL SLEEPY.

MAYBE HE WILL WAKE UP SOON.

SO, NOW, WE KNOW WHAT HAPPENED THIRD IN THE STORY.

LET'S GO BACK TO OUR ANCHOR CHART, AND LET'S FIND THE BOX WITH THE 3 IN IT FOR THIRD.

SO, WE KNOW THAT SISTER BEAR... AND BROTHER BEAR...

BOTH TRIED TO WAKE UP LITTLE BEAR.

BUT LITTLE BEAR WAS STILL SLEEPING.

I WROTE AN "S" ABOVE THIS BEAR FOR "SISTER BEAR" AND A "B" ABOVE THIS BEAR HEAD FOR "BROTHER BEAR."

AND THEN, I PUT "LB" FOR "LITTLE BEAR," TO REMIND ME THAT LITTLE BEAR IS THIS BEAR RIGHT HERE.

WERE THEY ABLE TO WAKE UP LITTLE BEAR?

NO, HE WAS STILL ASLEEP.

[snoring] ACT IT OUT WITH YOUR STUFFED ANIMAL FRIEND.

WAKE UP, WAKE UP!

[snoring] DID IT WORK?

[snoring continues] LITTLE BEAR WAS SLEEPING.

VERY GOOD SLEEPING.

OKAY, WE ARE AT THE END OF THE BOOK NOW.

LOOK AT THE ILLUSTRATIONS AT THE END OF THE BOOK.

CAN YOU PREDICT OR GUESS WHAT HAPPENS?

TELL YOUR STUFFED ANIMAL FRIEND.

YES, LITTLE BEAR WAKES UP.

I CAN SEE HIS EYES ARE FINALLY OPEN, AND HE IS YAWNING AND STRETCHING.

LET'S READ WHAT IT SAYS.

LET'S ACT IT OUT WITH OUR STUFFIES.

STRETCH AND YAWN LIKE LITTLE BEAR WHILE YOU ARE HOLDING YOUR STUFFIES.

[yawning] WHAT A FUNNY LITTLE BEAR.

HIS FAMILY WASN'T ABLE TO WAKE HIM UP, BUT WE KNOW THAT THEY TRIED TO.

HE WAS JUST TOO WARM AND COZY IN HIS BED.

SO, NOW, WE KNOW WHAT HAPPENS LAST, OR FOURTH, IN THE BOOK.

LET'S GO TO OUR ANCHOR CHART AND COMPLETE OUR LAST SQUARE.

WHAT HAPPENED?

TELL YOUR STUFFED ANIMAL FRIEND.

YES, WE KNOW THAT LITTLE BEAR WOKE UP AND WANTED TO GET READY TO GO TO SCHOOL.

LET'S DRAW LITTLE BEAR HERE WITH HIS EYES OPEN.

WE CAN WRITE "LB" ABOVE THIS PICTURE TO REMIND ME THAT IT IS LITTLE BEAR.

I LIKED THIS STORY A LOT.

LITTLE BEAR REMINDED ME OF MY OWN CHILDREN.

WHO WAKES YOU UP IN THE MORNING?

TELL YOUR STUFFED ANIMAL FRIEND.

MY PUPPY WAKES ME UP EVERY MORNING.

HE WAKES ME UP WITH PUPPY KISSES.

THERE, SUPER LEARNERS.

OUR ANCHOR CHART IS COMPLETE.

DO YOU THINK YOU CAN USE THIS CHART TO HELP YOU RETELL THE STORY TO YOUR FAMILY?

DO YOU THINK YOU CAN REMEMBER WHAT HAPPENS FIRST, SECOND, THIRD, AND FOURTH IN THE BOOK?

I THINK YOU CAN.

GIVE IT A TRY.

I CAN'T WAIT TO HEAR HOW IT GOES.

SEE YOU NEXT TIME.

KNOCK-KNOCK.

WHO'S THERE?

INTERRUPTING COW.

INTERRUPT--?

MOO!

[cymbals clash] THAT'S ALL FOR TODAY, BUT BEFORE YOU LEAVE, I NEED THAT P-L-L, THAT PEACE, LOVE, AND LEARNING.

THERE IT IS.

I LIKE THAT.

ALL RIGHT, SUPER LEARNER, STAY SAFE.

I'LL SEE YOU NEXT TIME.

♪ ♪ CAPTIONS BY FEATURE SUBTITLING www.featuresubtitling.com