(upbeat music) - Hello, everybody.

Welcome back to Teaching in Room Nine, the area's largest classroom.

I'm Mrs.

Forth, from the Rockwood School District.

And if you were with me yesterday, we began working together on reading fluency.

Remember, reading fluency, is reading in a way that sounds like we're talking.

Yeah, we're making sure we're doing a lot of things as readers.

And one of the things that we do, is try to be a fluent reader.

So yesterday, we started this chart that reminds us of all the things that fluent readers do.

And wanna try to be accurate, which means reading the words, correctly.

We wanna try to pay attention to our rate.

We don't wanna read too fast or too slow.

We want our reading to sound just right.

Readers also become fluent by paying attention to, the way characters feel and their punctuation, their expression.

We wanna match the way the story feels and how the author wants us to read the story.

And then we also want to practice phrasing.

Phrasing, is grouping words together and saying them together in one breath.

So we don't sound like a robot.

And we're actually gonna do a little bit of this today.

We're gonna really think about rate, phrasing and accuracy today.

All three things we're gonna think about today and we're gonna practice them with our sight words.

That's right.

Sight words can actually help us with all of those things that we're talking about, to become fluent readers.

So, I think we're gonna start off today just practicing some of our sight words.

Remember our sight words are words that we want to read in a, snap.

That's right.

When we see them, we want to be able to read them quickly because they're words that we see over and over again in lots of the books that we read.

So it's important to learn them and say them in a snap.

So I have a stack of sight words here that we've worked on before.

You've been with me for awhile and possibly, you've worked on them, yeah with your teachers at your schools.

Whether you're in-person or virtual, sight words are important thing to keep practicing.

So let's start by saying some of these sight words.

Let's see if you can remember.

I'm gonna hold the card up and then I want you to tell me what the word is.

Okay?

Up.

Say it again.

Up.

Get.

The word is get.

Time.

Time.

And if you don't know the word at first, that's okay.

You can echo, after I say the word you can say it back and make sure you're always looking at the word when you read the word.

To.

Much.

So.

Snow.

I bet we're reading a lot about that now, right?

It's winter time.

It.

Let.

Say.

He.

Some of you are really fast at reading these sight words.

I can tell you've been practicing.

Did.

Look.

This is a big one.

Hmm.

Do you wanna practice this one together?

Okay.

Get out your binoculars and I want you guys to tell me what you notice about this word.

Yeah, there are a couple of Hs and Ts in it.

When I look at this one, it's a T H. When I look over here, it's H T. Is that gonna make the same sound?

Definitely not.

A TH, makes th sound.

So that kinda tells us how we're gonna begin this word, right?

Th sound.

Try that sound out.

But down here, it's backwards so it's not gonna make th sound.

This word is thought.

Thought.

And it has O U G H. O U G H. O U G H is actually a word part that can say ooh or O. Ooh or O.

So I'm gonna try that both ways.

Ready?

Ought, thought.

I don't know what that is either.

Hought, thought.

Yeah, I thought that was the word, thought.

Say it.

Thought.

T H O U G H T. I like to say the TH together because it makes that sound together.

And I also like to say, O U G H and they fasten together because it's making that one sound.

You wanna spell it with me again?

Okay, ready?

T H O U G H T. The word is, thought.

Thought.

I bet you've seen this word before.

It's a tricky one, you're right.

The word is thought.

Okay, let's try another one.

How about, what?

Good job.

I.

Much easier than the word, thought, huh?

The.

At.

Yeah, some of these words are easier than others but they're sight words which means you need to know them in a snap.

So, Hmm.

Phrasing, phrasing on our fluency chart.

Remember phrasing means reading groups of words together.

So I think I wanna make some sight word phrases.

You hear that phrasing, phrases?

Yeah, they come from the same word, phrase.

Which is a group of words together.

I'm gonna make some sight word phrases and we're gonna practice saying them in one breath.

Are you ready?

Okay, I'm gonna put some cards out.

Let's see.

Let's try... Hmm.

I got it.

I got a perfect one.

Okay.

What's this word?

Up.

This word?

Get.

What's this word?

To.

And this one.

Time.

Let's say each word again.

Time, to, get, up.

Time to get up.

You wanna try it?

Okay, we're gonna scoop all these words up in one breath.

Instead of reading each word at a time, we're gonna try to say them all in one breath.

You wanna hear me first?

Yes, okay.

Ready?

Time to get up.

You try it.

Ready?

Oh, great phrasing readers.

Let's all say it together this time.

Ready?

Time to get up.

Well, I love how you're saying that in one breath.

That's exactly what phrasing is.

We grouped all of these sight words together, to say them in one breath.

Time to get up.

Awesome, all right, you wanna try another one?

Okay, let's see.

Hmm.

Let's see.

Let's try.

Ooh, I got a good one.

Here we go.

All right, what's the word?

So.

What's the word?

Much.

Snow.

So we have so, much, snow.

And instead of reading it each word at a time, let's scoop it up, okay?

Are you ready?

So much snow.

So much snow.

You try it.

Great.

Let's say it one more time together.

So much snow.

See how we're saying that in one breath?

So much snow.

Okay, let's try another one.

Hmm.

Ah ah ah.

This is what I'm hoping for.

Ready?

Here's our word, snow again.

What's this word?

Let, it, and then we also have snow.

So it's, let it snow.

Let's say it in one breath.

Ready?

Let it snow.

Let it snow.

Scoop those up.

Let it snow.

Saying them together.

Great job.

One more.

Okay, alright.

What ha ha ha.

I think that maybe I'll use our tricky word.

Do you guys remember what that long word is?

It's that word again?

Thought, thought.

That's what I thought.

Oh!

I, what and thought.

So, what I thought.

I wish I had room for that's.

That's what I thought.

You try it.

What I thought.

What I thought.

Are you noticing how you're grouping them together?

I think you guys are so good at phrasing that you're ready to try it out in a book.

What do you think?

Do you wanna try it?

Okay, I'm gonna get out our snow day book that we read yesterday.

"Snow Day" by Lester Laminack, published by Peachtree.

So thank you to the author and the publisher.

And in this book, there's plenty of prep... Like pla...

Places where we can practice phrasing.

Oh my goodness!

That was like alliteration.

So many words that started with a P. So let's practice reading the first page together.

I'm gonna zoom in so it's easier for you to see the words.

How's that?

Good?

Okay.

So, I'm seeing a lot of sight words right here.

Are you noticing that?

We've got that, you, did.

This word is here.

I think we can actually scoop up this entire sentence in one breath.

Do you wanna try it?

Okay, ready?

Did you hear that?

Try it again.

Did you hear that?

Great job.

That's exactly how I want you to read this sentence if you were to read this book.

Try it one more time, ready?

"Did you hear that?

Did the weatherman just say what I thought he did?"

What I thought... We just practiced that.

What I thought?

Do you wanna try that?

Okay, we're gonna read the sentence again together but when you get to what I thought, group them together, okay?

"Did the weatherman just say what I thought he did?"

I love it.

It really changes the way you read the sentence.

Instead of saying, "Did the weatherman just say what I thought he did?"

That's right, it kinda sounds like robot reading.

So, I could scoop, did that?

I could scoop, what I thought?

I can scoop, he did?

Do you wanna try it again?

Okay.

"Did the weatherman just say what I thought he did?"

You try the next one on your own.

Can you scoop these three words together?

Ready?

Let me hear you.

Good job.

"Did he say snow?

Oh, please scoop it.

Let it snow.

Lots and lots of snow."

Let's try another page.

Here we go.

I think you can scoop this whole first sentence and it's only four words.

Do you wanna try it?

Okay.

Together?

All right, let's do it together, ready?

"Look at the sky."

Now you try it.

"Look at the sky.

I can feel it in the air."

Hmm, did you notice where I scooped?

I can feel it.

And then I scooped, in the air.

Do you wanna try that?

So, I scooped.

I can feel it and then I scooped, in the air.

Let's try it, ready?

"I can feel it in the air."

Great readers.

"We're getting snow tonight for sure.

Just imagine scoop it, so much snow.

Even the buses can't go."

Try that again, ready?

"Just imagine...so much snow, even the buses can't go.

No...so much snow even the teachers can't go."

Try one more?

Hey, here we go.

I want you to take a look at it and you tell me, where you think we could scoop.

A snow day?

Oh, I like that idea.

Time to get up?

Okay.

No one shouting.

You guys are great at finding groups of words that go together, in one breath.

Let's read this page together, okay?

"Yes, a snow day.

You know what that means?

No alarm clock ringing.

No one saying, "Time to get up."

No one shouting, "Hurry or you'll be late!"

No school."

Great job readers.

You really worked hard today becoming more fluent by thinking about accuracy, rate and phrasing.

We used our sight words to help us with that.

Sight words can help us make sure we're saying the words correctly, they can help us keep a good rate and we can look for those sight words to help us phrase, to group words together.

Thanks again.

I can't wait to see you again tomorrow as we do more activities to build our reading fluency.

Off you go.

Hi, friends.

Thanks for a great book, Mrs.

Forth.

Remember, we are working on money, right?

So, today we're going to continue working on, I can identify and know the value of a penny, nickel, dime and quarter.

And then we are also working on, I can find combinations of a coin that equal a given amount.

So we're gonna work towards that objective today.

Yesterday we kind of stuck with our first objective.

We're gonna work towards the other one today as well.

So, let's go ahead and do a little quick review of what is happening, right?

So, I told you guys yesterday about how Mr. Wright and I have these jars that we keep a bunch of money in.

And the money specifically being coins and then he really wanted some ice cream.

And I was like, "We're out of that in the budget.

So we're trying to figure out if we have enough to go and get ice cream at the end of the week."

We didn't figure it out if we had enough time last night.

So hopefully we can figure it out by the end of the week.

So let's review some of the poems we learned to help us remember.

Songs, raps, operas, whatever you want to say, okay?

All right, we have, ♪ Penny, penny easily spent ♪ Copper brown and worth one cent.

♪ All right, then we have, ♪ Nickel, nickel ♪ Thick and fat.

♪ You're worth 5 cents ♪ I know that Awesome.

And then we have dime.

♪ Dime, dime, little and thin.

♪ I remember you're worth 10.

♪ Ooh ooh.

And last, but certainly last...

Certainly not least we have, ♪ Quarter, quarter big and bold ♪ ♪ You're worth twenty-five I am told ♪ All right.

So, we are going to start counting combinations of points today.

I'm gonna hang up these little charts, so that we can remember them.

All right.

So a penny is worth?

Good, one cents.

A nickel is worth?

Five cents, nice job.

A dime is worth?

10 cents, great work.

And a quarter is worth?

25 cents.

That's the big one, isn't it?

All right.

So, I have set up a little like stand.

So hopefully you can see the coins a little bit better today.

I really hope it works.

So, now if you notice, we know that pennies are worth one cent, right?

So when we're counting pennies, we're like, "We're counting by what?"

What are we counting by when we count pennies?

Yeah, we're counting by ones.

So let's practice counting by one.

Are you ready?

One, two, three, four, five, six, seven, eight, nine, 10, 11, 12, right?

You're just adding one more each time.

Awesome work.

When you are counting nickels, if they're worth 5 cents, what do you think you would be counting by?

Yeah!

You'd be counting by fives.

Let's do it.

Ready?

Five, 10, 15, 20, 25, 30, 35.

Good, 40, 45, 50.

Awesome.

So we're just adding five each time.

Dimes are worth 10.

So what do you think we're counting by when we count dimes?

10, right?

Let me hear you.

10, 20, 30, 40, 50, 60.

Good job.

70, 80, 90, 100.

Good.

Okay, now this one is super tricky, 25.

So we're gonna save that one for last right now, okay?

Right now, I'm going to show you some combinations of coins and we are going to practice counting them.

Do you think we can do this?

I think we can totally do this.

Okay.

I'm only gonna put a couple combinations up here at once just because I don't wanna confuse you.

Okay?

All right, let me point my camera towards the coins.

Ooh, I think that's so much easier to see them.

All right.

So, not perfect, but it's a little bit better, right?

All right.

So, right here, we have, what coin is this?

A nickel.

Nice job, so we have a nickel, then we have all these pennies.

Not very well cleaned, but we have them, right?

So we have a nickel and these pennies.

So, could you try and figure out, what do you think?

Get my eyeball in there.

How much money do you think this is?

We have a nickel and then a penny, penny, penny, penny, penny.

Hmm.

All right, well, we know that a nickel is worth five and then we know that pennies are worth one cent.

So we could count this, five.

And then when we move here to count this one, we're adding one to it.

So five, six, seven, eight, nine, 10.

Awesome.

So this combination right here was 10 cents.

10 cents.

All right.

Let's try another combination, okay?

So... (Mrs Wright hums) All right.

I'm gonna give you a minute.

We figured out this top one, so go ahead and figure out that next one, right here.

How much is that combination worth?

Yup, I see a nickel and a nickel.

And if I remember, ♪ Nickel, nickel thick and fat ♪ You're worth five cents I know that ♪ So five and five more makes 10.

Hmm, now I'm gonna switch to counting by ones.

So 10, plus one is 11 and one more makes 12.

Awesome.

So this combination is, 12 cents.

All right.

Okay.

So we have 10 cents, we have 12 cents that we have figured out so far.

Let's remove those coins and let me show you another combination.

Now this time, when I show you this combination, it might not be in a perfectly easy order for you.

Okay?

So, let's think about, what is the best way to count this combination of coins?

The first thing we would wanna do when we get to this problem, is we probably need to figure out, let me put it back up on me for a second.

We probably need to figure out what coins we have here.

What coins we have, okay?

So, Hmm.

I see a dime, I see a nickel, a penny, another penny and a dime.

Hmm.

How do you wanna start counting this?

What would be the best way you think?

I agree.

I think we should start with the greatest coins.

Okay so, I'm gonna take my marker and I am going to write the value of each coin, right underneath of it, okay.

So, a dime is worth 10 cents, a nickel is worth 5 cents.

What's a penny worth?

Yeah, you got it.

One cent.

Another penny is worth one cent and this is also a dime, that is worth 10 cents.

Okay.

So, now that I know what coins I have, I'm gonna give you a second to go ahead and try to count them on your own.

Good.

Okay, so I'm gonna start with the greatest amount.

I'm gonna start with the coins that have the greatest value and I'm going to add those first.

I have two dimes, so I know that 10 and 10 makes 20.

So I have 10, 20.

And I'm gonna cross them out so I remember which ones I've counted.

So I have 20 cents right now.

All right.

And then I'm gonna go move on to the next greatest coin, which would be 5 cents.

So 20 plus five, 25.

And then all I have left are pennies, which are worth one.

So 25, 26, 27.

So my total here is 27 cents.

All right, friends, I will see you back here tomorrow for some more counting coins.

Bye guys!

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