[cheerful upbeat music] ♪ HI, FRIENDS.

WELCOME TO ANOTHER AWESOME DAY OF CLASSROOM CONNECTION.

I'M MR. R., AND I'M SO GLAD TO SEE YOU TODAY.

DID YOU KNOW THAT THIS SPACE RIGHT HERE, THIS SPACE RIGHT HERE IS MAGICAL?

YEAH, IT'S TRUE, AND YOU KNOW WHY?

BECAUSE THIS IS WHERE LEARNING HAPPENS, AND LEARNING IS THE MOST MAGICAL THING EVER.

I LOVE LEARNING NEW THINGS.

DO YOU?

I KNOW YOU DO.

TODAY IS GOING TO BE SO MUCH FUN.

WE'RE GOING TO LEARN ABOUT READING, AS WELL AS ARTS AND SCIENCE.

BUT MOSTLY, WE'RE GOING TO HAVE SOME FUN.

SO, LET'S JUMP IN.

♪ - HI, LEARNERS, MY NAME IS MR. CARRINGTON, AND I'M SO GLAD YOU'RE HERE, BECAUSE I'M IN DESPERATE NEED OF A TEXT DETECTIVE.

ARE YOU UP FOR THE CHALLENGE?

AWESOME.

I'VE GOT MY DETECTIVE GEAR HERE.

LET'S GET STARTED.

I'VE BEEN READING 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 READ THROUGH THE FIRST FEW PAGES, I COULDN'T HELP BUT NOTICE THE UNIQUE ILLUSTRATIONS.

THAT'S WHEN MY BOSS CAME IN AND FLOPPED HIS FOLDER DOWN IN FRONT OF ME.

I TOOK A QUICK LOOK THROUGH THIS FOLDER AT THE DIFFERENT FILES AND CLUES.

HERE'S WHAT I FOUND.

THE FIRST FILE HAD THE NAME OF THE CASE AND THIS EQUATION.

MEANING FROM THE WORDS, PLUS SPECIFIC DETAILS FROM THE ILLUSTRATIONS, EQUAL DEEPER COMPREHENSION.

HELP ME OUT, TEXT DETECTIVES.

WHAT DOES "COMPREHENSION" MEAN?

THAT'S RIGHT.

"COMPREHENSION" IS A DEEPER UNDERSTANDING OF A TEXT.

I REMEMBERED WHAT I HAD NOTICED EARLIER ABOUT THE UNIQUE ILLUSTRATIONS IN OUR STORY AND THOUGHT, "YEAH, THAT MAKES SENSE."

WE ARE ABLE TO DEVELOP A DEEPER UNDERSTANDING WHEN WE USE INFORMATION FROM THE WORDS, PLUS ANY ADDITIONAL INFORMATION FROM READING THE ILLUSTRATIONS.

THE SECOND FILE HAD A NOTE ON THE SPECIFIC TASK NEEDED TO CRACK THE CASE.

THIS IS WHERE YOU COME IN.

LET'S READ THAT OVER TOGETHER.

...SIGNED, "LIEUTENANT LITERACY."

WOW!

THAT WAS A LOT.

SO, BASICALLY, WE MUST COMPLETE 3 TASKS.

FIRST, READ THE WORDS FROM "RAISING THE ROOF" AND IDENTIFY KEY DETAILS THAT SPECIFICALLY ADDRESS THE EVENT OF BUILDING THE SCHOOL IN THE STORY'S PLOT.

DON'T WORRY, I HAVE ALREADY DONE THIS.

OKAY, I THINK YOU'RE READY.

NOW LET'S TAKE A QUICK LOOK AT OUR CLUES.

CLUE 1.

THIS IS OUR ANCHOR CHART.

IT PROVIDES US WITH OUR EQUATION, WHICH REMINDS US THAT WE NEED INFORMATION FROM BOTH THE WORDS AND THE ILLUSTRATIONS TO GET A DEEPER UNDERSTANDING OF THE TEXT.

IT ALSO PROVIDES US WITH A FEW DEFINITIONS WE MIGHT NEED TO REFERENCE AND EMPHASIZES THAT IT'S IMPORTANT TO LOOK AT DIFFERENT ASPECTS OF THEIR WORDS AND ILLUSTRATIONS, SUCH AS THE CHARACTER, SETTING, PLOT, AND/OR THE MOOD, TO HELP US BETTER UNDERSTAND WHAT WE ARE READING.

WHAT WORD DID YOU NOTICE WAS CIRCLED?

THAT'S RIGHT, "PLOT."

WHAT I FOUND SUPER HELPFUL WERE THE QUESTIONS LISTED AT THE BOTTOM.

THESE ARE THE QUESTIONS WE CAN ASK OURSELVES TODAY AS WE WORK TOWARDS SOLVING THIS CASE, BUT ALSO AT ANY TIME WE READ A STORY.

THE QUESTIONS WE'LL FOCUS ON TODAY ARE NUMBERS 1 AND 3, WHILE FOCUSING ONLY ON THE PLOT.

WE'LL COME BACK TO THESE QUESTIONS IN JUST A FEW MINUTES.

HERE IS CLUE 2.

THE WORDS.

THESE ARE THE WORDS I WILL READ TO YOU AND THEN SHARE THE KEY DETAILS I PULLED FROM THE INFORMATION SHARED AS DIRECTED BY TASK 1.

THAT LEADS US TO CLUE 3.

THIS IS THE ILLUSTRATION WE'LL BE READING TOGETHER.

AND, FINALLY, CLUE 4, OUR GRAPHIC ORGANIZER.

LIEUTENANT LITERACY NEEDS THIS TO BE COMPLETED.

LOOK AT THE T-CHART.

NOW, LET'S LABEL THE 2 COLUMNS LIKE THIS.

WE WILL LABEL THE LEFT SIDE "WORDS" AND THE RIGHT SIDE "ILLUSTRATION."

LET'S REVIEW WHAT I HAVE WRITTEN DOWN IN MY NOTES FOR TASK 1.

THIS IS WHERE I ASK MYSELF QUESTION 1 FROM OUR ANCHOR CHART: AS I READ THE WORDS, I IDENTIFIED 2 KEY DETAILS THAT I FELT PROVIDED US WITH INSIGHT ABOUT WHAT STEPS WERE TAKEN TO BUILD THE SCHOOL.

REMEMBER, THERE MAY BE MORE, BUT FOR THIS PURPOSE, I'LL ONLY CHOOSE 2.

THE FIRST KEY DETAIL WAS ACTUALLY THE TITLE OF THE SHORT POEM.

JUST LIKE WITH ANY STORY, IT IS IMPORTANT THAT WE PAY CLOSE ATTENTION TO ALL THE WORDS THAT MAY APPEAR ON A PAGE, NOT JUST THE BODY OF THE TEXT.

I CHOSE IT BECAUSE IT TELLS US WHAT THE MEN ARE DOING-- RAISING THE ROOF OF THE SCHOOL.

I QUICKLY ADDED IT TO MY CASE NOTES.

DO YOU REMEMBER WHAT WE DO AFTER WE IDENTIFY A KEY DETAIL FROM THE WORDS?

THAT'S CORRECT.

I'LL MODEL DOING THIS ONE FOR YOU.

BUT PAY CLOSE ATTENTION AND LISTEN TO MY THINKING SO THAT YOU CAN DO THE NEXT ONE ON YOUR OWN.

YOU LOOK READY TO GO.

AS I READ THE ILLUSTRATION, I NOTICE THAT THERE ARE MEN HOLDING ONTO ROPES ON EACH SIDE OF THE SCHOOL.

WHAT'S ATTACHED TO THOSE ROPES?

YES!

THE ROOF.

THIS ILLUSTRATION HELPS ME TO SEE WHAT RAISING THE ROOF LOOKS LIKE.

SINCE THEY ADDED AN ADDITIONAL KEY DETAIL, I QUICKLY JOT IT DOWN IN MY CASE NOTE.

WHICH SIDE OF THE T-CHART WILL THIS INFORMATION NEED TO BE ADDED?

EXCELLENT.

TO THE RIGHT SIDE UNDER THE HEADING "ILLUSTRATIONS."

NOW, IT'S YOUR TURN.

WHAT WILL YOU DO FIRST?

YOU WERE DEFINITELY PAYING ATTENTION, BECAUSE YOU'RE RIGHT.

WE MUST LOOK AT OUR NEXT KEY DETAIL UNDER THE "WORDS" COLUMN.

READ ALONG WITH ME AS I READ IT ALOUD.

WHAT DO WE DO NEXT?

THAT'S CORRECT.

WE READ THE ILLUSTRATION, LOOKING FOR ADDITIONAL KEY DETAILS THAT ADD TO WHAT WE ALREADY LEARNED FROM THE WORDS.

WHAT DO I NOTICE IN THE ILLUSTRATION THAT MAY PROVIDE ME WITH MORE INFORMATION AS TO WHAT STEPS WERE TAKEN TO BUILD THE SCHOOL WHEN THE NARRATOR SAYS, "THE MEN HAMMER AND SAW UNTIL THE SUN SETS"?

SO, WHAT ADDITIONAL KEY DETAILS WERE YOU ABLE TO IDENTIFY?

EXCELLENT.

I NOTICED A FEW OF THOSE, TOO.

I SEE THAT THE MEN HAVE ALREADY PUT IN A FLOOR AND HAVE BUILT THE OUTLINE, OR FRAME, FOR THE SCHOOL.

THEY'VE ALREADY BUILT THE ROOF, BECAUSE NOW THEY ARE ADDING IT TO THE TOP OF THE SCHOOL.

THAT IS DEFINITELY A KEY DETAIL.

GREAT WORK, DETECTIVES.

WE JUST HAVE ONE MORE TASK TO COMPLETE.

DO YOU REMEMBER WHAT IT IS?

WOW!

WHAT A MEMORY YOU HAVE.

WE HAVE TO EXPLAIN HOW THE ILLUSTRATIONS CONTRIBUTE TO WHAT MEANING IS CONVEYED BY THE WORDS BACK IN OUR FIRST TASK.

THINK OF A SENTENCE WE CAN WRITE TO DESCRIBE HOW THE ILLUSTRATIONS ADD TO OUR UNDERSTANDING OF THE EVENT OF BUILDING THE SCHOOL IN THE STORY'S PLOT.

OKAY.

I'LL SAY THE FIRST SENTENCE.

PAY CLOSE ATTENTION SO THAT YOU CAN SAY THE OTHER SENTENCE BY YOURSELF.

"I KNOW THAT WHEN I SAW THE MEN USING ROPES TO MOVE THE ROOF TO THE TOP OF THE SCHOOL, THAT ADDED TO MY UNDERSTANDING OF JUST HOW THEY GOT THE ROOF ONTO THE SCHOOL."

THAT WAS NOT STATED IN THE WORDS AS I READ, SO, I'M GOING TO PLACE THAT IN THE "EXPLANATION" BOX.

"THE ILLUSTRATION ADDED TO MY UNDERSTANDING OF THIS EVENT AND THE PLOT BECAUSE IT SHOWED HOW THE MEN USED ROPES TO RAISE THE ROOF TO THE TOP OF THE SCHOOL, AN IMPORTANT PART OF BUILDING THE SCHOOL."

NOW, IT'S YOUR TURN.

SAY A SENTENCE THAT DESCRIBES HOW THE ILLUSTRATION ADDED TO YOUR UNDERSTANDING OF THIS EVENT OF THE STORY'S PLOT.

HERE'S WHAT I SAY.

"THE ILLUSTRATION ALSO HELPED ME TO UNDERSTAND THAT THE MEN WORKED LONG HOURS TO BUILD THE FLOOR AND THE FRAME OF THE SCHOOL BEFORE THEY ADDED THE ROOF."

DO YOU AGREE?

EXCELLENT WORK, DETECTIVES.

WE HAVE CRACKED THE CASE OF THE MISSING INFORMATION.

HIGH-FIVE!

WHEW!

THAT SURE WAS A TOUGH CASE.

REMEMBER... FOR AN ADDITIONAL CHALLENGE, CHOOSE A STORY OF YOUR CHOICE AND FOLLOW THE SAME STEPS WE WALKED THROUGH TODAY.

ONLY CHOOSE A DIFFERENT FOCUS-- EITHER THE CHARACTERS, PLOT OR THE MOOD.

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

SEE YOU NEXT TIME, TEXT DETECTIVES.

WOW, WHAT A DAY SO FAR.

SO MUCH GREAT LEARNING GOING ON.

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

HI, I'M ASHLEY HAMLET WITH SYLVAN HEIGHTS BIRD PARK IN SCOTLAND NECK, NORTH CAROLINA.

AT SYLVAN HEIGHTS, YOU CAN MEET BIRDS FROM AROUND THE WORLD, BUT TODAY, WE'RE AT MATTAMUSKEET NATIONAL WILDLIFE REFUGE TO TALK ABOUT SOME OF THE WILD BIRDS WE SHARE OUR HOME WITH HERE IN EASTERN NORTH CAROLINA.

OUR REGION IS RICH IN WILDLIFE YEAR-ROUND.

BUT EVERY WINTER, A SPECIAL EVENT TAKES PLACE.

HUNDREDS OF THOUSANDS OF WATERFOWL ARRIVE FROM THEIR NORTHERN BREEDING GROUNDS TO MAKE NORTH CAROLINA'S COASTAL WETLANDS THEIR WINTER HOME.

THE MOST CONSPICUOUS OF THESE WATERFOWL ARE THE LARGE, SNOWY TUNDRA SWANS WHICH TRAVEL FROM AS FAR AWAY AS CANADA'S NORTHWEST AND YUKON TERRITORIES.

SO, WHY DO THEY TRAVEL SO FAR?

OUR EASTERN COUNTIES PROVIDE EVERYTHING A SWAN NEEDS IN WINTER: MILD WEATHER, OPEN WATER THAT RARELY FREEZES, AND, MOST IMPORTANTLY, PLENTIFUL FOOD.

SO, HOW CAN YOU SEE THESE WINTERING WATERFOWL?

FOR THE BEST WILDLIFE VIEWING, TAKE A TRIP TO ONE OF OUR COASTAL WILDLIFE REFUGES, OR COME VISIT US AT SYLVAN HEIGHTS BIRD PARK TO SEE OUR NATIVE WATERFOWL SPECIES UP CLOSE AND LEARN MORE ABOUT THE IMPORTANCE OF PRESERVING THEIR WETLAND HABITAT.

DID YOU KNOW THAT THERE ARE NO WORDS THAT RHYME WITH "ORANGE"?

WELL, THAT'S WHAT I HEARD, ANYWAY.

MAYBE WE'LL SEE ONE IN THIS LITERACY LESSON.

I'LL KEEP AN EYE OUT.

♪ HELLO, READERS.

MY NAME IS MS. CLIETTE.

I AM SO EXCITED TO BE LEARNING WITH YOU TODAY.

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

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

I AM SO GLAD THAT YOU CAME TO LEARN WITH ME TODAY.

WELL, READERS, HAVE YOU EVER WONDERED HOW WE KNOW WHAT SOUNDS TO SAY WHEN WE'RE READING WORDS?

HMM.

WHEN I'M READING WORDS OR HEAR WORDS, HOW DO I KNOW THE SOUNDS THAT THE LETTERS MAKE AND WHAT SOUNDS ARE IN THE WORDS?

HOW DO I KNOW WHAT LETTERS ARE USED TO MAKE THOSE SOUNDS?

WE KNOW WHAT WORDS ARE AND WHAT SOUNDS LETTERS MAKE BECAUSE, AS READERS, OUR BRAINS TELL US WHICH LETTERS TO USE AND DETERMINE THE SOUNDS THAT WE HEAR IN THE WORD.

THAT IS WHAT HELPS US TO READ AND WRITE WORDS.

FOR EXAMPLE, WHEN I HEAR THE WORD "MAP," MY BRAIN TELLS ME THAT THE SOUNDS ARE [mm]... [aa]... [p], BECAUSE THE WORD "MAP" IS SPELLED WITH THE LETTERS "M-A-P." BEFORE WE READ WORDS, WE HAVE TO KNOW WHAT THE SOUNDS SAY.

LET'S SEE AND SAY THE LETTER NAMES AND SOUNDS OF THESE LETTER CARDS TOGETHER.

THIS IS LETTER "M." LETTER "M" MAKES THE [mmm] SOUND.

CAN YOU SAY "[mmm]"?

GOOD.

THIS IS LETTER "R." LETTER "R" MAKES THE [ruh] SOUND.

CAN YOU SAY "[ruh]"?

GREAT JOB.

DO YOU KNOW WHAT THIS LETTER IS?

THAT'S RIGHT.

LETTER "H." AND LETTER "H" MAKES THE [h] SOUND.

CAN YOU SAY "[h]"?

AWESOME.

THIS IS LETTER "K," AND LETTER "K" MAKES THE [k] SOUND.

CAN YOU SAY "[k]"?

GOOD.

WE HAVE ONE LAST LETTER.

LOOK AT THIS LETTER.

IT IS LETTER "D," AND IT MAKES THE [d] SOUND.

CAN YOU SAY "[d]"?

PERFECT.

TO KEEP PRACTICING THESE LETTER SOUNDS, YOU CAN MAKE LETTER CARDS, TOO.

ASK A RESPONSIBLE ADULT TO HELP YOU GATHER SOME INDEX CARDS AND PAPER AND WRITE THE LETTERS AND THEN PRACTICE SAYING THE SOUNDS AND NAMES OF THOSE LETTERS.

YOU CAN PRACTICE ON YOUR OWN, TOO.

THIS WILL HELP YOU GET EVEN BETTER AT KNOWING THE LETTER SOUNDS WHEN YOU HEAR THEM OR READ THEM.

IN ADDITION TO KNOWING OUR LETTER SOUNDS, DURING EACH OF OUR 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."

YOU WILL NEED A PIECE OF PAPER AND SOMETHING TO WRITE WITH.

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

I'LL BE RIGHT BACK.

♪ I'M BACK WITH MY SHEET OF PAPER AND SOMETHING TO WRITE WITH.

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

LET'S GET READY FOR OUR FIRST HEART WORD.

LOOK AT THIS WORD.

THE WORD IS "COME."

LET'S DISCUSS THE WORD "COME," AS IN, "COME OVER TO MY HOUSE TO PLAY."

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

"COME" HAS 3 SOUNDS: [k]... [uh]... [mm].

SAY THOSE SOUNDS WITH ME.

"[k]... [uh]...

[mm]."

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

THAT'S RIGHT, "C." THE LAST SOUND, "[mm]," IS SPELLED WITH THE LETTER "M." WHAT LETTER?

YOU GOT IT, "M." YOU CAN READ THESE PARTS USING PHONICS KNOWLEDGE.

THE MIDDLE SOUND, "[uh]," IS SPELLED WITH THE LETTER "O," AND THERE'S A LETTER "E" AT THE END OF THE WORD THAT DOESN'T SPELL ANY SOUND.

THE "O" AND THE "E" ARE THE 2 PARTS THAT YOU NEED TO LEARN HOW TO SPELL BY HEART.

LET'S SPELL "COME" TOGETHER.

C-O-M-E. WHAT WORD?

THAT'S RIGHT, "COME."

WRITE DOWN THE WORD "COME" ON YOUR SHEET OF PAPER.

ALL RIGHT, READERS, LET'S GET READY FOR OUR SECOND HEART WORD.

LET'S DISCUSS THE WORD "TWO," AS IN, "I HAVE TWO BROTHERS THAT ARE UNDER THE AGE OF 5."

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

"TWO" HAS 2 SOUNDS.

[t]... [ooh].

SAY THOSE SOUNDS WITH ME.

[t]... [ooh].

THE FIRST SOUND, "[t]," IS SPELLED WITH THE LETTER "T." WHAT LETTER?

THAT'S RIGHT, LETTER "T." THE LAST SOUND, "[ooh]," IS SPELLED WITH THE LETTERS "W-O."

WHAT LETTERS?

THAT'S RIGHT, "W-O."

THIS IS THE PART THAT YOU NEED TO LEARN TO SPELL BY HEART.

LET'S SPELL "TWO" TOGETHER.

T-W-O.

WHAT WORD?

THAT'S RIGHT, "TWO."

NOW, IT'S TIME TO WRITE THIS ONE DOWN ON YOUR HEART WORD SHEET OF PAPER.

T-W-O.

WOW.

YOU LEARNED 2 NEW HEART WORDS, "COME" AND "TWO."

GOOD.

I HOPE THAT AFTER THIS LESSON, YOU'LL SHARE YOUR HEART WORD LIST WITH SOMEONE WHOM YOU LOVE.

TOGETHER, YOU CAN KEEP ADDING ONTO THE LIST.

IN TODAY'S LESSON, WE ARE GOING TO LEARN HOW TO BREAK APART THE SOUNDS THAT WE HEAR IN WORDS.

WE ALSO WILL BE TAKING AWAY A SOUND, WHICH CREATES A BRAND-NEW WORD.

I THINK YOU'RE GOING TO ENJOY TODAY'S LESSON.

LET'S GET STARTED.

I'M GOING TO SHOW YOU A PICTURE.

CAN YOU TELL ME WHAT YOU SEE?

THAT'S RIGHT, THIS IS A PICTURE OF A CAT.

YOU'RE GOING TO BREAK APART THE SOUNDS THAT YOU HEAR IN THE WORD "CAT."

IN ORDER TO BREAK APART THE SOUNDS THAT YOU HEAR IN THE WORD "CAT," YOU ARE GOING TO TAP OUT THE SOUNDS ON YOUR ARM.

I'LL SHOW YOU FIRST, AND THEN YOU CAN DO IT WITH ME.

"CAT."

[k]... [aa]... [t].

"CAT."

I TAPPED OUT THE SOUNDS OF THE WORD, THEN I QUICKLY RUBBED DOWN MY ARM TO BLEND THE SOUNDS TOGETHER, THEN STATED THE WORD AGAIN.

OKAY, I'M GOING TO DO THAT ONE MORE TIME WITHOUT THE DIRECTIONS IN BETWEEN.

"CAT."

[k]... [aa]... [t].

"CAT."

SO, WE KNOW THE SOUNDS IN THE WORD "CAT" ARE [k]... [aa]... [t].

IF I TAKE AWAY THE "[k]" SOUND IN "CAT," WHAT WOULD MY NEW WORD BE?

DID YOU SAY "AT"?

THAT'S RIGHT, THE NEW WORD IS "AT."

LET'S TRY ANOTHER WORD.

ALL RIGHT, HERE'S THE NEXT PICTURE.

CAN YOU TELL ME WHAT THIS IS?

THAT'S RIGHT.

IT'S A PICTURE OF A BED.

WE'RE GOING TO BREAK APART THE SOUNDS THAT WE HEAR IN THE WORD "BED," JUST LIKE WE DID IN THE WORD "CAT."

REMEMBER, WE'RE GOING TO SAY THE WORDS, TAP OUT THE SOUNDS IN THE WORDS, AND THEN BLEND THEM ALL TOGETHER.

ARE YOU READY?

"BED."

[b]... [eh]... [d].

"BED."

WONDERFUL.

SO, WE KNOW THE SOUNDS IN "BED" ARE [b]... [eh]... [d].

IF YOU TAKE AWAY THE [b] SOUND IN "BED," WHAT WOULD YOUR NEW WORD BE?

"ED," YES.

THE NEW WORD IS "ED."

ALL RIGHT, WE'RE DOING SO WELL.

LET'S LOOK AT ANOTHER PICTURE.

THIS ONE'S A LITTLE TRICKY.

WHAT DO YOU SEE?

DID YOU SAY "SPOT"?

THAT'S RIGHT, THIS IS "SPOT."

LET'S BREAK APART THE SOUNDS THAT WE HEAR IN "SPOT."

[s]... [p]... [ah]... [t].

"SPOT."

WOW!

THE WORD "SPOT" HAD 4 SOUNDS.

SO, THE SOUNDS IN THE WORD "SPOT" ARE [s]... [p]... [ah]... [t].

IF YOU TAKE AWAY THE [s] SOUND IN "SPOT," WHAT WOULD THE NEW WORD BE?

"POT," THAT'S RIGHT.

THE NEW WORD IS "POT."

YOU DID SO WELL WITH THE WORDS "CAT," "BED," AND "SPOT."

I THINK THAT YOU'RE READY TO PRACTICE ON YOUR OWN.

TOGETHER, WE PRACTICED BREAKING APART THE SOUNDS, BLENDING THEM BACK TOGETHER, AND DELETING THE INITIAL SOUNDS.

LET'S SEE IF YOU CAN PRACTICE THESE SKILLS ON YOUR OWN WITH SOME NEW WORDS.

CAN YOU DO IT?

OF COURSE YOU CAN.

LET'S GET STARTED.

HERE'S YOUR FIRST PICTURE.

WHAT PICTURE DO YOU SEE?

YES, THIS IS A PICTURE OF A SUN.

TAP OUT THE SOUNDS THAT YOU HEAR IN THE WORD "SUN."

VERY GOOD.

THE SOUNDS IN THE WORD "SUN" ARE [s]... [uh]... [n].

IF YOU TAKE AWAY THE [s] SOUND IN THE WORD "SUN," WHAT IS YOUR NEW WORD?

YOU GOT IT.

THE NEW WORD IS "UN."

WE HAVE TIME FOR ONE MORE.

WHAT PICTURE DO YOU SEE?

THAT'S CORRECT, THIS IS A PICTURE OF A CLOCK.

NOW, TAP OUT THE SOUNDS THAT YOU HEAR IN THE WORD "CLOCK."

THIS WORD HAD 4 SOUNDS.

THE SOUNDS IN THE WORD "CLOCK" ARE [c]... [l]... [ah]... [k].

"CLOCK."

IF YOU TAKE AWAY THE [k] SOUND AT THE BEGINNING OF THE WORD "CLOCK," WHAT IS THE NEW WORD?

YES, THE NEW WORD IS "LOCK."

I KNEW THAT YOU COULD DO IT.

YOU DID AN AMAZING JOB IN TODAY'S LESSON.

THANK YOU ALL SO MUCH FOR JOINING ME AND LEARNING HOW TO BREAK APART WORDS, DELETE SOUNDS IN WORDS, AND TO CREATE NEW WORDS.

REMEMBER TO PRACTICE THESE SKILLS AS YOU READ AND WRITE.

I'LL SEE YOU NEXT TIME, READERS.

BYE-BYE!

[indistinct off-screen chatter] [guitar playing] [woman laughs] ARE YOU NERVOUS?

[man] A LITTLE BIT?

I'M NERVOUS, A LITTLE BIT.

[woman laughs] ♪ ♪ [camera shutter clicking] CAN I HAVE YOU LOOK AT EACH OTHER?

OKAY, AND WHERE DO YOU GO TO SCHOOL?

♪ WELL, DID YOU KNOW ♪ ♪ THAT THE MOMENT I FIRST HELD YOU IN MY ARMS ♪ ♪ AND I HELD YOU CLOSE AND FELT YOUR BEATING HEART ♪ ♪ LIKE A HUMMINGBIRD'S WINGS ♪ [camera shutter clicking] ♪ WELL, DID YOU KNOW, SON ♪ ♪ THERE'S A PRAYER THAT I OFFERED TO THE MOON ♪ ♪ WATCHING SLEEP SLOWLY WRAP YOU IN ITS WOMB ♪ ♪ LIKE A HUMMINGBIRD'S WINGS ♪ [photographer] LOOK UP RIGHT HERE.

♪ HEAVEN KEEP HIM SAFE ♪ ♪ MAY HE ALWAYS FIND HIS WAY ♪ ♪ HE DIDN'T MAKE IT ♪ ♪ HE DIDN'T MAKE IT HOME ♪ ♪ IT'S LIKE SHE'D ALWAYS FEARED ♪ ♪ WILL WE WHITEWASH OUR FENCES WITH HER TEARS ♪ ♪ LIKE WE ALWAYS DO?

♪ ♪ WILL WE FIND IT ♪ ♪ WILL WE FIND ANOTHER WAY TO EMPATHIZE?

♪ ♪ WILL WE OPEN UP AND SEE IT EYE-TO-EYE ♪ ♪ OR WILL WE ALL RUN AWAY?

♪ ♪ AND ANOTHER ONE IS GONE ♪ ♪ ANOTHER MOTHER'S SON IS GONE AWAY ♪ ♪ POLICE MAN LET HIS PISTOL FREE ♪ ♪ AND THE POET RAN TO WRITE A EULOGY ♪ ♪ POOR MAMA, ALL HER CRIES ARE DROWNED BY SIRENS ♪ ♪ RIFLE MAN CALLS IT "LIBERTY" ♪ ♪ THE PREACHER TRUSTS THE TRINITY ♪ ♪ BUT ONLY MAMA ♪ ♪ SHE HOLDS ALL THAT SILENCE ♪ ♪ ♪ ♪ YOU CAN FIND IT ♪ ♪ YOU CAN FIND IT ANYWHERE THEIR LAUGHTER LIVES ♪ ♪ AIN'T IT SACRED AS THE PRAYER ON YOUR LIPS ♪ ♪ SAY NO MORE ♪ ♪ SAY NO MORE ♪ HOLD STILL FOR ME.

♪ AND ANOTHER ONE IS GONE ♪ ♪ OOH-OOH-OOH-OOH ♪ ♪ ANOTHER MOTHER'S SON IS GONE AWAY ♪ ♪ POLICE MAN LET HIS PISTOL FREE ♪ ♪ AND THE POET RAN TO WRITE A EULOGY ♪ ♪ POOR MAMA, ALL HER CRIES ARE DROWNED BY SIRENS ♪ ♪ RIFLE MAN CALLS IT "LIBERTY" ♪ ♪ AND THE PREACHER TRUSTS THE TRINITY ♪ ♪ BUT ONLY MAMA ♪ ♪ SHE HOLDS ALL THAT SILENCE ♪ ♪ SILENCE ♪ ♪ SILENCE ♪ ♪ SILENCE ♪ -♪ NO MORE SILENCE ♪ -♪ EVERYBODY ♪ -♪ NO MORE SILENCE ♪ -♪ EVERYBODY ♪ -♪ NO MORE SILENCE ♪ -♪ EVERYBODY ♪ -♪ NO MORE SILENCE ♪ -♪ EVERYBODY ♪ -♪ NO MORE FATHERS ♪ -♪ EVERYBODY ♪ -♪ NO MORE MOTHERS ♪ -♪ EVERYBODY ♪ -♪ NO MORE DAUGHTERS ♪ -♪ EVERYBODY ♪ -♪ NO MORE SONS ♪ -♪ EVERYBODY ♪ -♪ NO MORE BROTHERS ♪ -♪ EVERYBODY ♪ -♪ YEAH, NO MORE SISTERS ♪ -♪ EVERYBODY ♪ -♪ NO MORE DAUGHTERS ♪ -♪ EVERYBODY ♪ -♪ NO MORE SONS ♪ -♪ EVERYBODY ♪ ♪ ANYMORE NO MORE BODIES ANYMORE ♪ ♪ NO MORE BODIES ANYMORE ♪ ♪ NO MORE BODIES ANYMORE ♪ ♪ NO MORE BODIES ♪ ♪ NO MORE BODIES ♪ ♪ NO MORE BODIES ♪ ♪ NO MORE BODIES ♪ ♪ NO MORE BODIES ♪ ♪ NO MORE BODIES ♪ ♪ NO MORE BODIES ♪ ♪ OOOH ♪ 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 [cheerful upbeat music] ♪