[CHEERFUL UPBEAT MUSIC] ♪ HELLO, FRIENDS, AND WELCOME TO CLASSROOM CONNECTION.

I'M MR. R, AND I AM SO GLAD YOU'RE HERE WITH US.

THIS IS A SPECIAL PLACE WHERE TEACHERS AND STUDENTS GET TO TALK ABOUT FUN SUBJECTS, LIKE MATH AND READING.

AND WE ALSO GET TO LEARN ALL SORTS OF COOL STUFF ABOUT ART, SCIENCE, AND NATURE.

DO YOU LIKE NATURE?

I DO.

WE HAVE SO MUCH FUN TO GET TO, SO, LET'S JUMP RIGHT IN.

HELLO, SUPER LEARNERS.

MY NAME IS MS. JENNIFER, AND I'M SO EXCITED THAT YOU'RE HERE TO LEARN WITH ME TODAY.

YOU WILL NEED A PIECE OF PAPER, A PENCIL, AND A STUFFED ANIMAL FOR TODAY'S LESSON.

ASK A TRUSTED ADULT TO HELP YOU FIND THESE ITEMS.

WHILE YOU'RE GETTING YOUR SUPPLIES, I'M GOING TO GRAB MINE AS WELL.

I'LL BE RIGHT BACK.

♪ ♪ OKAY, I'M BACK NOW, AND I SEE YOU ARE TOO.

WE HAVE OUR SUPPLIES, SO, LET'S GO.

TODAY, WE ARE GOING TO READ A STORY ABOUT A PUPPY WHO LOVES TO PAINT.

WE WILL LEARN THE PARTS OF A BOOK AND LEARN ABOUT THE LETTER "P." ALRIGHT, SUPER LEARNERS.

LET'S GET STARTED.

FIRST, WE WILL LEARN ABOUT THE LETTER "P," BECAUSE OUR STORY IS ABOUT A PUPPY.

THE WORD "PUPPY" BEGINS WITH THE LETTER "P." THE LETTER "P" LOOKS LIKE THIS.

TO WRITE THE LETTER "P," WE MAKE A STRAIGHT LINE DOWN, THEN WE JUMP BACK TO THE TOP AND MAKE A CURVED LINE TO THE RIGHT AND BACK TO THE STRAIGHT LINE.

NOW, LET'S ALL GET OUR MAGIC FINGER.

USE YOUR MAGIC FINGER TO WRITE IN THE AIR, TO WRITE A LETTER "P" WITH ME.

START AT THE TOP, MAKE A STRAIGHT LINE DOWN, JUMP BACK TO THE TOP, THEN MAKE A CURVED LINE TO THE RIGHT AND BACK TO THE STRAIGHT LINE.

GREAT JOB!

THE LETTER "P" MAKES THE SOUND [puh].

SAY IT TO YOUR STUFFED FRIEND.

NOW, TURN AND SAY IT BACK TO ME.

[puh] GREAT JOB SAYING THE [puh] SOUND.

NOW, LET'S WORK TOGETHER TO THINK ABOUT WORDS THAT BEGIN WITH THE [puh] SOUND.

WE CAN USE A GRAPHIC ORGANIZER CALLED A CIRCLE MAP TO HELP US THINK ABOUT THE LETTER "P" AND THE THINGS THAT BEGIN WITH ITS SOUND, "[puh]."

YOU CAN MAKE YOUR OWN CIRCLE MAP ON A PIECE OF PAPER AND A PENCIL.

FIRST, YOU DRAW A SMALL CIRCLE IN THE MIDDLE OF YOUR PAPER.

WRITE WHAT YOU ARE THINKING ABOUT.

TODAY, WE'RE THINKING ABOUT THE LETTER "P," SO, WE'RE GOING TO MAKE A LETTER "P"... THEN, WE DRAW A LARGE CIRCLE AROUND THE SMALL CIRCLE.

NOW, YOU HAVE A CIRCLE MAP.

SUPER LEARNERS, I NEED YOUR HELP TO THINK OF THINGS THAT BEGIN WITH THE SOUND "[puh]."

I'LL GIVE YOU A CLUE, AND YOU TRY TO GUESS WHAT I'M THINKING OF.

ARE YOU READY?

GREAT.

I'M THINKING OF A FOOD THAT I LOVE TO EAT THAT HAS THE "[puh]" SOUND.

IT HAS CHEESE AND PEPPERONI ON IT.

TELL YOUR STUFFED FRIEND WHAT I'M THINKING ABOUT.

THAT'S RIGHT.

DID YOU SAY "PIZZA"?

THAT'S RIGHT, I AM THINKING ABOUT PIZZA.

CAN YOU SHOW ME HOW TO EAT A PIECE OF PIZZA?

[imitating chewing] GREAT.

NOW, WE'RE GOING TO WRITE THE WORD "PIZZA" ON OUR CIRCLE MAP.

HMM.

"PIZZA."

WHAT IS THE FIRST SOUND IN THE WORD "PIZZA"?

TELL YOUR STUFFED FRIEND.

DID YOU SAY, "[puh]"?

THAT'S RIGHT!

WE SPELL THE SOUND "[puh]" WITH THE LETTER "P." THEN WE NEED... THAT SPELLS "PIZZA."

NOW, I'M THINKING OF A PET THAT LOVES TO WAG ITS TAIL AND BARK AT CARS.

TELL YOUR FRIEND WHICH PET I'M THINKING OF.

DID YOU SAY "PUPPY"?

THAT'S RIGHT.

GOOD THINKING.

NOW, TELL YOUR STUFFED FRIEND-- WHAT SOUND DOES "PUPPY" BEGIN WITH?

HMM.

"PUPPY."

WHAT IS THE FIRST SOUND IN THE WORD "PUPPY?"

DID YOU SAY "[puh]"?

THAT'S RIGHT!

[puh] TELL YOUR FRIEND WHICH LETTER WE NEED TO SPELL THAT SOUND.

DID YOU SAY "P"?

THAT'S RIGHT.

"P" IS THE FIRST LETTER IN THE WORD "PUPPY."

THEN WE NEED...

THE WORD "PUPPY" HAS 3 "P"s IN IT.

WE CAN COUNT THEM.

1, 2, 3.

NOW, I'M THINKING OF SOMETHING THAT I WOULD USE TO PAINT A PICTURE.

IT HAS SOFT BRISTLES AND A HANDLE.

TELL YOUR FRIEND WHAT I'M THINKING OF.

DID YOU TELL YOUR FRIEND A PAINTBRUSH?

THAT'S RIGHT!

GOOD THINKING.

HAVE YOU EVER USED A PAINTBRUSH TO PAINT A PICTURE?

REALLY?

LET'S GRAB OUR IMAGINARY PAINTBRUSH AND PAINT A PICTURE IN THE AIR.

I'M PAINTING A HOUSE... NOW, I'M PAINTING A TREE.

I CAN'T FORGET THE SUN.

NOW, LET'S WRITE THE WORD "PAINTBRUSH" ON THE CIRCLE MAP.

HMM, "PAINTBRUSH."

WHAT IS THE FIRST SOUND IN THE WORD "PAINTBRUSH"?

TELL YOUR STUFFED FRIEND WHAT SOUND YOU HEAR FIRST IN THE WORD "PAINTBRUSH."

THAT'S RIGHT, "[puh]."

HOW DO WE SPELL THAT SOUND?

YES, WE SPELL THE SOUND "[puh]" WITH THE LETTER "P." THEN, WE NEED... THAT SPELLS "PAINTBRUSH."

FOR MY LAST CLUE, I'M THINKING OF A FOOD I LIKE TO EAT THAT IS SOUR, GREEN, AND CRUNCHY.

TELL YOUR STUFFED FRIEND WHAT FOOD I AM THINKING OF.

THAT'S RIGHT!

A PICKLE!

HAVE YOU EVER EATEN A PICKLE?

MY FAVORITE KIND IS DILL PICKLES.

SOME PEOPLE ALSO LIKE SWEET OR SPICY PICKLE.

WHICH KIND DO YOU LIKE?

TELL YOUR STUFFED FRIEND WHICH KIND OF PICKLE IS YOUR FAVORITE.

IF YOU DO NOT LIKE TO EAT PICKLES, YOU CAN TELL YOUR FRIEND THAT TOO.

LET'S EAT A PICKLE TOGETHER.

[imitating chewing] MINE IS SO CRUNCHY!

LAST TIME-- TELL YOUR FRIEND, WHAT IS THE FIRST SOUND IN "PICKLE"?

YOU GOT IT.

"[puh]."

NOW, LET'S WRITE THE WORD "PICKLE" ON THE CIRCLE MAP.

HMM.

"PICKLE."

WHAT IS THE FIRST SOUND IN THE WORD "PICKLE"?

THAT'S RIGHT.

"[puh]."

HOW DO WE SPELL THAT SOUND?

YES, WE SPELL THE SOUND "[puh]" WITH THE LETTER "P." THEN, WE NEED... THAT SPELLS "PICKLE."

WOW, SUPER LEARNERS!

OUR CIRCLE MAP LOOKS GREAT.

LOOK AT ALL THOSE "P" WORDS THAT WE KNOW.

THANKS FOR HELPING.

NOW, LET'S GET READY TO READ OUR BOOK.

HERE IS OUR BOOK.

IT IS TITLED "PUPPY PAINTS."

LET'S TALK ABOUT THE TITLE.

THE TITLE IS THE NAME OF THE BOOK.

TELL YOUR STUFFED FRIEND WHAT A TITLE IS, AND SAY THAT WITH ME: "THE TITLE IS THE NAME OF THE BOOK."

GOOD.

THE TITLE OF OUR BOOK IS "PUPPY PAINTS."

A BOOK HAS SEVERAL PARTS.

THIS PART IS CALLED THE "FRONT COVER."

IT HAS THE TITLE, TELLS THE AUTHOR AND ILLUSTRATOR, AND HAS A PICTURE TO SHOW US WHAT THE STORY IS ABOUT.

THIS IS THE "BACK COVER."

LET'S PRACTICE AND SEE IF YOU CAN TELL ME WHICH IS THE FRONT COVER AND WHICH IS THE BACK COVER.

WHICH PART AM I SHOWING YOU?

TELL YOUR STUFFED FRIEND.

IS THIS THE FRONT COVER OR THE BACK COVER?

THAT'S RIGHT!

THIS IS THE FRONT COVER.

HOW DO WE KNOW?

IT HAS THE TITLE, THE AUTHOR AND ILLUSTRATOR, AND A PICTURE.

TELL YOUR FRIEND-- AM I SHOWING YOU THE FRONT OR THE BACK COVER?

THAT'S RIGHT, THIS IS THE BACK COVER.

HOW DO WE KNOW?

IT DOES NOT HAVE THE TITLE, AUTHOR, AND ILLUSTRATOR ON IT.

NOW, LET'S TURN THE PAGE AND READ OUR STORY.

AS WE READ, LISTEN CLOSELY FOR ANY "[puh]" SOUNDS.

WHEN YOU HEAR THEM, TOUCH YOUR EAR AND TELL YOUR STUFFED FRIEND.

SO, WHEN I SAY "PUPPY," TOUCH YOUR EAR AND TELL YOUR FRIEND, "[puh]."

HOW MANY "[puh]" SOUNDS DID YOU HEAR?

ALRIGHT, SUPER LEARNERS.

THAT IS THE END OF OUR LESSON FOR TODAY.

THANK YOU SO MUCH FOR BEING WITH ME, AS WE LEARNED ABOUT THE LETTER "P" AND ABOUT THE PARTS OF THE BOOK, LIKE THE TITLE AND THE FRONT AND THE BACK COVERS.

I HOPE YOU ENJOYED THE FUN STORY ABOUT A PUPPY THAT LOVES TO PAINT, AND KEEP LOOKING FOR THE LETTER "P." WHEN YOU FIND NEW "P" WORDS, ADD THEM TO YOUR CIRCLE MAP.

I'LL SEE YOU NEXT TIME.

BOOKS ARE THE BEST.

I CAN STILL REMEMBER ONE OF MY FAVORITES FROM WHEN I WAS YOUR AGE.

WHAT'S YOUR FAVORITE BOOK?

OH!

NOW, THAT'S A GOOD ONE.

I LOVE READING, AND I LOVE LISTENING TO OTHER PEOPLE READ.

CHECK OUT THIS VIDEO OF ONE OF MY FAVORITE BOOKS.

♪ ♪ "ZERO IS THE LEAVES ON THE TREE."

"ZERO IS...

THE SHAPE OF AN EGG."

[birds chirping] "ZERO IS... A NUMBER.

ZERO IS...

THE BALLS IN THE BIN AT RECESS TIME."

[children playing] "ZERO IS...

THE LEAVES ON THE BARE, BROWN ARMS OF THE OAK TREE."

[dog barking] "ZERO IS...

THE DUCKS ON THE POND WHEN THE AIR SAYS WINTER IS COMING."

[ducks quacking] "ZERO IS...

THE SOUND OF SNOWFLAKES LANDING ON YOUR MITTEN."

[snow crunching] "ZERO IS...

THE SLEDS ON THE HILLSIDE WHEN THE SNOW TURNS TO SLUSH.

ZERO IS...

THE KITES IN THE SKY ONCE THE WIND STOPS BLOWING.

ZERO IS...

THE BLOSSOMS IN THE GARDEN JUST BEFORE THE BUDS OPEN.

ZERO IS...

THE BIKES IN THE BIKE RACK ON THE LAST DAY OF SCHOOL.

HAPPY SUMMER."

[school bell ringing] [children shouting happily] "ZERO IS...

THE RIPPLES IN THE POOL BEFORE THE FIRST SWIMMER JUMPS IN."

[diving board resounds, loud splash] "ZERO IS...

THE FOOTPRINTS ON THE BEACH WHEN THE WAVES COME IN AND IN AND IN..." [wave crashing] "ZERO IS...

THE SOUND OF STARS FILLING THE NIGHT."

[locusts and crickets chirping] 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. GARY, AND 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.

[cat meows] ♪ HELLO, READERS HELLO, READERS ♪ ♪ HOW ARE YOU?

♪ ♪ HOW ARE YOU?

♪ ♪ I'M SO GLAD TO SEE YOU ♪ ♪ I'M SO GLAD TO TEACH YOU ♪ ♪ HELLO, YOU ♪ ♪ YOU AND YOU ♪ WELL, READERS, HAVE YOU EVER WONDERED HOW WE KNOW WHAT SOUNDS TO SAY WHEN WE ARE READING WORDS?

HMM.

WHEN I'M READING WORDS OR HEARING WORDS, HOW DO I KNOW WHAT SOUNDS THE LETTERS MAKE OR 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 A READER, OUR BRAINS ARE USING OUR KNOWLEDGE OF LETTER SOUNDS TO DETERMINE WHAT SOUNDS WE HEAR IN WORDS.

THIS IS WHAT HELPS US READ AND WRITE WORDS.

FOR EXAMPLE, WHEN I READ THE WORD "BAT," MY BRAIN TELLS ME THE WORD SOUNDS LIKE THIS.

"B...A...T," BECAUSE THE WORD "BAT" IS SPELLED "B-A-T." SO, BEFORE WE CAN READ WORDS, WE HAVE TO KNOW WHAT THE SOUNDS SAY.

SO, LET'S SEE AND SAY THE LETTER NAMES AND SOUNDS OF THE LETTERS ON THESE CARDS TOGETHER.

THIS IS THE LETTER "B."

THE LETTER "B" MAKES THE SOUND "[buh]."

CAN YOU SAY "[buh]"?

GOOD, READERS.

LOOK AT THIS LETTER.

THIS IS THE LETTER "F." THE LETTER "F" MAKES THE SOUND "[fff]."

CAN YOU SAY "[fff]"?

GREAT JOB, READERS.

DO YOU KNOW WHAT THIS LETTER IS?

THAT'S RIGHT.

THIS IS THE LETTER "G." THIS MAKES THE "[guh]" SOUND, AND SOMETIMES, IT CAN MAKE THE SOUND "[juh]" ALSO.

THIS IS THE LETTER "L." THE LETTER "L" MAKES THE SOUND "[LLL]."

CAN YOU SAY, "[LLL]"?

GREAT JOB.

LET'S LOOK AT THIS LETTER.

THIS IS THE LETTER "O."

THIS IS A VOWEL, AND IT CAN SAY THE SOUND "[ah]" OR "[oh]."

CAN YOU SAY THAT?

HERE'S OUR NEXT LETTER.

[ding] THIS IS THE LETTER "U."

THIS IS A VOWEL THAT SAYS THE SOUND "[uh]" OR "[yuu]."

HERE'S OUR NEXT LETTER.

THIS IS THE LETTER "P." THIS MAKES THE SOUND "[puh]."

CAN YOU SAY "[puh]" LIKE THE LETTER "P"?

GREAT JOB.

AND OUR LAST LETTER IS THE LETTER "X."

THE LETTER "X" MAKES THE SOUND "[ks]."

CAN YOU SAY "[ks]" LIKE THE LETTER "X"?

AWESOME WORK, READERS.

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

JUST ASK YOUR RESPONSIBLE ADULT TO HELP YOU GATHER SOME INDEX CARDS AND WRITE THE LETTERS, AND THEN PRACTICE SAYING THE LETTER NAMES AND SOUNDS WITH YOU.

YOU CAN ALSO PRACTICE ON YOUR OWN TOO, AND THIS WILL HELP YOU GET EVEN BETTER AT KNOWING THE LETTER SOUNDS WHEN YOU HEAR OR READ THEM.

IN ADDITION TO KNOWING OUR LETTER SOUNDS, DURING EACH LESSON, WE'RE GOING TO LEARN SOME WORDS.

THESE WORDS HAVE A SPECIAL NAME, CALLED "HEART WORDS."

WE CALL THESE WORDS "HEART WORDS" BECAUSE WE PRACTICE READING THEM SO THAT WE'LL KNOW THEM BY HEART, OR SO THAT WE WON'T HAVE TO SOUND THEM OUT.

SO, LET'S LOOK AT THIS WORD.

THIS IS THE WORD "WHAT."

CAN YOU SAY "WHAT"?

GOOD.

NOW, LET'S SPELL IT.

SAY IT ONE MORE TIME.

"WHAT."

NOW, LET'S PUT THIS HEART WORD IN OUR MINDS AND KEEP IT THERE FOR WHEN WE SEE IT IN A BOOK OR WRITE IT ON OUR PAPER.

HERE COMES OUR NEXT ONE.

LOOK AT THIS WORD.

THIS IS THE WORD "SAID."

CAN YOU SAY "SAID"?

NOW, LET'S SPELL IT.

"SAID."

LET'S SAY IT ONE MORE TIME.

GOOD.

NOW, LET'S PUT THIS HEART WORD IN OUR MIND AND KEEP IT THERE, SO WHEN WE SEE IT IN A BOOK OR WRITE IT ON PAPER.

SO, WE'VE PRACTICED 2 HEART WORDS, READERS.

SO, WE HAVE ONE MORE TO GO TODAY.

LET'S LOOK AT THIS WORD.

THIS IS THE WORD "THE."

CAN YOU SAY "THE"?

GOOD.

"THE" IS SPELLED... NOW, LET'S PUT THIS HEART WORD IN OUR MIND ALSO AND KEEP IT THERE, FOR WHEN WE SEE IT IN A BOOK OR WRITE IT ON PAPER.

GREAT HEART WORD PRACTICING, READERS.

NOW, LET'S MOVE ON TO OUR FOCUS FOR TODAY.

IN TODAY'S LESSON, WE'RE GOING TO LEARN HOW TO IDENTIFY SOUNDS WE HEAR IN THE BEGINNING, MIDDLE, AND ENDS OF WORDS.

WE'RE ALSO GOING TO BREAK THOSE SOUNDS APART AND THEN BLEND THEM BACK TOGETHER, TO READ THE WORD THAT WE HEAR.

SO, LET'S GET STARTED.

[chime] I'M GOING TO SHOW YOU A PICTURE, AND YOU'RE GOING TO TELL ME WHAT IT IS.

WHAT DO YOU SEE?

THAT'S RIGHT, IT'S A BUG.

WHAT LETTER SOUNDS DO YOU HEAR IN THE WORD "BUG"?

CAN YOU TELL ME THE FIRST OR BEGINNING SOUND IN THE WORD "BUG"?

YES.

IT'S "[buh]."

CAN YOU SAY "[buh]," LIKE IN THE BEGINNING?

NOW, WHAT SOUND DO YOU HEAR IN THE MIDDLE OF "BUG"?

"[uh]."

I HEAR THE "U" SAY THE "[uh]" SOUND IN THE WORD "BUG."

NOW, CAN YOU TELL ME THE LAST OR FINAL SOUND YOU HEAR IN THE WORD "BUG"?

RIGHT, READERS.

I HEARD THE "G" MAKE THE "[guh]" SOUND...

IN THE WORD "BUG."

SO, LET'S SAY THIS WORD.

"BUG."

LET'S SAY THE SOUNDS WE HEAR.

YOU READY?

"BUG."

LET'S SAY IT ONE MORE TIME.

"BUG."

THAT'S THE WORD "BUG."

I'M GOING TO TAKE DOWN THE WORD "BUG" AND SHOW YOU OUR NEXT PICTURE.

LOOK AT THIS PICTURE.

WHAT DO YOU SEE?

YES, READERS.

THIS IS A PLUG.

LET'S SEE WHAT SOUNDS WE HEAR IN THE WORD "PLUG."

THE FIRST SOUND WE HEAR IN THE WORD "PLUG" IS...

"[puh]."

THAT'S RIGHT.

IT'S THE LETTER "P," AND IT MAKES THE SOUND "[puh]."

CAN YOU SAY "[puh]"?

GOOD.

WHAT ABOUT THE NEXT SOUND IN THE WORD "PLUG"?

YES.

IT'S THE "[LLL]" SOUND.

GOOD JOB.

WHAT ABOUT THE SOUND AFTER?

RIGHT.

IT'S THE "U," AND IT MAKES THE SOUND "[uh]."

CAN YOU SAY "[uh]"?

AND WHAT'S THE LAST SOUND YOU HEAR IN THE WORD "PLUG"?

GREAT JOB.

IT'S THE LETTER "G," AND IT MAKES THE "[guh]" SOUND.

SO, NOW, LET'S BLEND THOSE INDIVIDUAL SOUNDS TOGETHER.

ARE YOU READY?

"PLUG."

CAN YOU SAY IT ONE MORE TIME?

"PLUG."

THIS IS THE WORD "PLUG."

NOW, I'M GOING TO SHOW YOU ANOTHER PICTURE.

WHAT DO YOU SEE IN THIS PICTURE, READERS?

GOOD.

THIS IS A FOX.

WHAT'S THE BEGINNING SOUND IN THE WORD "FOX"?

RIGHT.

IT'S THE "[fff]" SOUND.

CAN YOU SAY, "[fff]," LIKE IN "FOX"?

GOOD.

THAT'S THE SOUND THE LETTER "F" MAKES IN "FOX."

WHAT ABOUT OUR NEXT SOUND?

YEAH, I HEARD YOU SAY "[ah]."

THE LETTER "O" MAKES THE "[ah]" SOUND.

WHAT ABOUT OUR FINAL SOUND IN THE WORD "FOX"?

RIGHT.

OUR "X" MAKES THE "[ks]" SOUND.

CAN YOU MAKE THE "[ks]" SOUND, LIKE THE LETTER "X"?

GREAT JOB.

SO, NOW, LET'S BLEND ALL OF OUR SOUNDS TOGETHER AND READ OUR WHOLE WORD, "FOX."

"FOX."

GREAT JOB.

THOSE SOUNDS WORK TOGETHER IN THIS WORD TO MAKE THE WORD "FOX."

OKAY, READERS.

LET'S GET READY.

NOW THAT WE'VE PRACTICED IDENTIFYING LETTER SOUNDS AND BLENDING THEM BACK TOGETHER INTO WORDS, I WANT TO TEACH YOU A STRATEGY FOR PRACTICING THIS SKILL ON YOUR OWN WITH NEW WORDS.

SO, LET'S USE OUR WORD "FOX."

I CAN TAP THE SOUNDS I HEAR IN THE WORD "FOX" BY USING MY FINGERS... AND BLEND THEM TOGETHER: "FOX."

CAN YOU TRY IT ON YOUR OWN?

"FOX."

GREAT JOB.

SO, NOW, WE'RE GOING TO PRACTICE ON OUR OWN.

WHAT PICTURE DO YOU SEE HERE, READERS?

CAN YOU TAP OUT THE SOUNDS THAT YOU HEAR IN THE WORD "BOX"?

GREAT.

I HEARD YOU TAP OUT THE WORD "BOX" LIKE THIS... GREAT JOB.

YOU TAPPED OUT THE SOUNDS FOR THE WORD "BOX."

"BOX."

NOW, LOOK AT THIS PICTURE.

CAN YOU TELL ME WHAT THIS IS?

IT'S A DOG, BUT IT'S A SPECIAL KIND OF DOG.

THIS IS A PUG.

CAN YOU TAP OUT THE SOUNDS YOU HEAR IN THE WORD "PUG"?

LET'S HEAR.

GREAT JOB.

DID YOU TAP OUT... "PUG"?

GOOD.

YOU TAPPED OUT THE SOUNDS IN THE WORD "PUG."

WELL, READERS, THAT'S THE END OF OUR LESSON FOR TODAY.

THANK YOU ALL FOR JOINING ME, AS WE LEARNED ABOUT HOW TO IDENTIFY THE SOUNDS WE HEAR IN THE WORDS AND BLEND THOSE SOUNDS TOGETHER TO READ THE WORD.

REMEMBER TO PRACTICE THIS SKILL WHEN YOU'RE READING OR WRITING YOUR WORDS.

I'LL SEE YOU NEXT TIME, READERS.

[cat meows] ALL THIS LEARNING IS MAKING MY BRAIN GROW.

LET'S CHECK OUT THIS NEXT VIDEO THAT WILL MAKE YOUR HEART BIGGER TOO.

MUSIC ALWAYS MAKES MY HEART SING.

♪ ♪ HELLO.

MY NAME IS SO YUN KIM, AND I AM A MEMBER OF THE NORTH CAROLINA SYMPHONY.

I AM GOING TO BE INTRODUCING YOU TO MY INSTRUMENT, THE VIOLIN.

THE VIOLIN IS PART OF THE STRING SECTION OF THE ORCHESTRA, ALONG WITH VIOLAS, CELLOS, AND DOUBLE BASSES.

WE PRODUCE SOUND USING THE 4 STRINGS THAT ARE PULLED TAUT AGAINST THE INSTRUMENT.

♪ ♪ THE MOST COMMON WAY TO PRODUCE SOUND ON THE VIOLIN IS BY USING THE BOW, WHICH IS A WOODEN STICK WITH HORSEHAIR ATTACHED ON ONE SIDE.

BY PULLING THE HORSEHAIR ON THE TIGHT STRING UP AND DOWN, WE CAUSE THE STRING AND THE INSTRUMENT TO VIBRATE.

♪ ♪ THESE ARE CALLED DOWN-BOWS AND UP-BOWS.

♪ ♪ WE CAN PRODUCE MANY DIFFERENT SOUNDS USING THE DOWN-BOWS AND THE UP-BOWS-- SHORT SOUNDS, BOUNCY SOUNDS, OR LONG, SINGING SOUNDS, AND MANY, MANY MORE.

♪ ♪ ANOTHER WAY TO PRODUCE SOUND ON THE VIOLIN, NOT USING THE BOW, IS BY PLUCKING THE STRINGS WITH OUR RIGHT HAND.

THIS IS CALLED "PIZZICATO."

♪ ♪ MY FAVORITE THING ABOUT THE VIOLIN IS THAT EACH VIOLIN HAS ITS OWN SPECIAL VOICE.

SOME VIOLINS ARE FROM CHINA, SOME ARE FROM ITALY, AND SOME ARE EVEN FROM THE U.S. EACH VIOLIN HAS A UNIQUE SOUND, LIKE EACH PERSON THAT PLAYS IT, LIKE EACH PERSON IN THE WORLD.

♪ ♪ I HOPE YOU'VE ENJOYED MEETING THE VIOLIN, AND I CAN'T WAIT TO SEE YOU AT THE NORTH CAROLINA SYMPHONY.

♪ ♪ 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.

[CHEERFUL UPBEAT MUSIC] ♪ CAPTIONS BY FEATURE SUBTITLING www.featuresubtitling.com