Speaker 1: Okay. So, can you put your whiteboard markers down? And Miss Courtney, we're going to work on some writing together. Remember what I was telling you? That you guys are so great about telling us all about what you learned about grasshoppers. Now we get to write some extra sentences in the book. Is it great to see what that looks like? Yeah. Okay, so guess what? Remember how we were all about grasshoppers, right? And remember on the first page, we were reading, and you guys can re-read it again with me. Go. Grasshoppers are insects. Right? And when we looked at this photograph, what did you guys notice that you saw on this page? Yeah, Catherine, what did you guys notice?

Speaker 2: That they were jumping.

Speaker 1: Oh, that they were jumping. What else did you notice, Dahlia?

Speaker 2: They were brown.

Speaker 1: They were brown. What else? Mia?

Speaker 2: They have dots on them.

Speaker 1: They have dots on them. Jasmine?

Speaker 2: And they're black dots.

Speaker 1: They have black and brown dots. So, wait, hold on. Put your hands down. I thought maybe we can add more to our words here. Just like, do you do that in your writing workshop, too? You add some more to your words? So, let's see. Grasshoppers are insects. Do you want to say, they are, do you want to choose a color? Okay, what do you want to say? They are brown? They are green. They are black. They are black and? Green. Are they green here or? Brown. So, maybe we'll wait for the green one, Kaepernick, on this page. Okay, so we'll make it match first here. Okay, so here we'll say, they are brown and black. What do you guys think? Yes? So, let's count, like in the morning when you guys are doing some sounds together with Miss Forster. Let's count how many words are in that sentence. Ready? So, show me your hand like this. We're going to say, they are black and brown. You ready? Let's count how many words. Go. They are black and brown. How many words is that? Five. So, on your board, can you do this? Can you draw five lines? One, two, three, four. And if you have to go to the next row, you can. Can you do that for me? Are you ready?

Speaker 2: Okay, here we go.

Speaker 1: One, two, three, four, and five. Okay, so you ready? Can you show me your pointer finger or your marker? You can do this with Miss Courtney. You ready? Tell me what words we're going to write here. You ready? Go. They are black and brown. Can you repeat it again? Ready? Go. They are black and brown. Awesome. So, Miss Courtney is just going to put these little dots underneath that we know to match our fingers, right? Our words to what we're saying to match it. So, they, huh, they. Hmm, who should, where's my friend Logan? Logan, Logan, do you hear that th-th in they? What two letters make a th-th-th? T-H-E. T-H. Logan, come on down. T-H. Boys and girls, do I see a T-H? Here we go, Logan. Can you do a T-H for me? Boys and girls, can you write T and an H on your board, too, like Logan? Oh, just T-H, Logan. I got the rest. Thank you. You got it? Okay, thank you, thank you, thank you. It's okay. Thank you. So, here, right, did everyone do T-H? Th-th, I hear a T-H, right? Miss Courtney's going to take care of the rest. They, they are. I think are is one of my high-frequency words. My kindergarten friends, look. Do you see it somewhere here? Yes. Oh, my friend Vincent, come on down. Where's Vincent? Come, come, come. Hurry, hurry, hurry. Come and show me which word is R. Which one, which one? Boys and girls, if you see it, pretend to grab it. Which one is it? Which one is it? Oh, grab it. Got it? Okay, let's go back, go back. You guys got it? Yeah. Okay, ready? Ready, you're going to throw it right here to the next word. Ready, Vincent? Throw it. Okay, here, ready? And if you don't know, look, Miss Courtney found it here, too. You ready? Everyone say, A-R-E. Can you say that? A-R-E. Say R. Okay, write it.

Speaker 2: Nice. This marker's not working.

Speaker 1: Your marker's not working? It's okay. You can borrow this real quick. Okay? All right, here we go. Let's review it. Show me your marker. Up. Ready? That's point. Ready, go. A-R-E. Huh, what color do we say?

Speaker 2: Brown.

Speaker 1: Brown. Right, they are brown and black, okay. B-R-B-B. What two letters make a B-R-B-B? Cecile?

Speaker 2: Cecile.

Speaker 1: Oh, there. What two letters make a B-R-B-B? Let's, want to do brown first or black? Which word?

Speaker 2: Brown.

Speaker 1: Brown, okay. Brown. B-R-B-B. What two letters make a B-R-B-B? What do you boys and girls hear in the beginning? B-R-B-B. Oh, what letter are you going to grab? B. Grab the bicycle. Okay, ready? Throw it in there.

Speaker 2: Ready, go.

Speaker 1: You did it, a B. And then we heard a B.

Speaker 2: R. R. R.

Speaker 1: If you don't know the R, wrap it around it. Put it next to the B. Thank you. Do you guys see this?

Speaker 2: Brown.

Speaker 1: Okay, ready? They are brown. Miss Courtney's going to take care of it. They are brown. Jasmine, you have one of the letters in your name. Come on down. Come here, Jasmine. Come, come, come. Come, Jasmine. Jasmine has the letter that I want. I heard a sound here. Watch, listen. R-O-W-N. It's the last sound. N. N. And Jasmine. Can you turn around, Jasmine? Look it. Turn around and show it to your friends. Do you see? She got the N. Okay, Jasmine. All right, did you guys write the N? Awesome. A lot of our letters are in our friends' names. All right. Can you put a marker up? Marker up or your little pointer finger up. Ready? Let's go back to reread it.

Speaker 2: They are brown.

Speaker 1: And. Should you know how to spell and? Let me see. It's on your pink words right here. And, and, and. How about my friend Isabella? Where's Isabella? Isabella, come find and for me. Which one is it? You got it. Which one? This one or this one? Grab it. Got it. There. Got it. You got it. Throw it. Ready. Okay. Isabella, ready? And. How do you spell and, boys and girls? A. And? B. And? D. Nice. And if you forget, you can always look there. Oh, Isabella, look. Let's match it. See that? A. Let's go. A. B.

Speaker 2: A and right there.

Speaker 1: Thank you. Isabella, I'm going to fix your hand right here, okay? I'm just going to make it go this way. Okay, Isabella? Okay. Did you guys make it like Isabella's hair? A-N-D. Yes? Yes? Okay, let's go back and re-read it. Hurry, before we get to the last word. Here we go. They are brown and... Black. Black. Okay, wait. What two letters make up black? Logan. I'm going to call my friend Logan again. Where's Logan? Right there. Logan. Ready? Boys and girls, what do you hear in the beginning? B. B. B. Grab the B, everyone. Okay, put it right there. Logan, ready? You're going to put two letters together. B. O. B and O. Nice. Ready? B. O. O. What sound do you hear next? Does yours match Logan's?

Speaker 2: Yeah.

Speaker 1: Yeah. Nice. Ready? Here I go. I'm going to say the next sound. A. Everyone grab the A. Alani has A's in her name. Zaden has an A. Look down at your picture. I have an A. I have two A's. You have two A's. I have two A's. I have two A's too. Does yours match Ms. Courtney's? Yes. Okay, I'm going to take care of the red. The left. And I'm going to put a period up there. I have a C of a K. Kaepernick, I should have called on you.

Speaker 2: I have a C.

Speaker 1: You have a C-K. I have a C. I have a C of a C. Oh, nice. Okay, Kaepernick, next time, okay? You remind me. I have an A. I have an A in my name. I know, Caleb. You ready? All right. Ready? Markers up. Ready? Or pointer fingers up. Let's go back and read our sentence. Go. A. R. A. R. A. R. Brown and black. Guess what? You guys are the authors. Just like, let me see, what was her name? Wanda McDonald. Look at this. Watch, watch, watch. Grasshoppers are insects. They, can you read it with me? R. Brown and black. A. R. A. R. A. R. A. R. A.

Speaker 2: R. A.

Speaker 1: R. A. R. A. R. Brown and... Black. Do you see how we made our sentence longer? Writers, can you draw a picture now of the grasshopper? Go ahead. I'm gonna erase it. You just try your best real quick. Now I got it. Just try. We're gonna be done with our lessons, but just try and draw real quick, okay? Okay, nice. I can't do it. Nice, nice, nice. Okay, nice. Nice, nice, nice. And then teachers, if you could notice too, just, you know, what the, if they didn't erase it, but some of the writing, like what transferred or what, you know, if they were coughing, just so we could talk about it later too.

Speaker 2: Yeah, and this, a whole lot of things that were erased this time.

Speaker 1: All right. So, boys and girls, can I stop you real quick? Can you put your cap on your markers? Just so you can hear what Courtney wants to tell you. Do you think when you're writing in writer's workshop time or any time you're doing writing and you want to make your sentence, do you think you do that? Count how many words are in the sentence, draw some lines, and then, guess what? You guys use your high-frequency words over there. You use the letters on top of your room and even in your friends' names. You could use all those letters to make your sentence. Do you think you guys could try that? Yes? Oh, man. Writers, you're so great. Pat yourself on the back. Say, I'm such a great writer. I'm such a great writer. Awesome. Teachers, weren't they awesome? Yes. Woo. So, you guys can erase your board and we'll come visit you maybe sometime soon, okay? Sometime? Sometime soon. I don't know when, but sometime soon.