Teaching in Room 9
Building Fluency & Coins Part 1 | 1st & 2nd Reading/Math
Special | 28m 31sVideo has Closed Captions
Students learn to identify coins and find combinations equal to a given amount.
Mrs. Forth introduces facets of reading fluency to students. Then they learn to identify coins and the value of a penny, nickel, dime, quarter as well as find combinations equal to a given amount. / Kristen Forth, Rockwood School District, Hannah Wright, City of St. Charles School District, Monroe Elementary / Book: Snow Day, Author: Lester Laminack, Publisher: Peachtree Publishing Company
Teaching in Room 9 is a local public television program presented by Nine PBS
Teaching in Room 9
Building Fluency & Coins Part 1 | 1st & 2nd Reading/Math
Special | 28m 31sVideo has Closed Captions
Mrs. Forth introduces facets of reading fluency to students. Then they learn to identify coins and the value of a penny, nickel, dime, quarter as well as find combinations equal to a given amount. / Kristen Forth, Rockwood School District, Hannah Wright, City of St. Charles School District, Monroe Elementary / Book: Snow Day, Author: Lester Laminack, Publisher: Peachtree Publishing Company
How to Watch Teaching in Room 9
Teaching in Room 9 is available to stream on pbs.org and the free PBS App, available on iPhone, Apple TV, Android TV, Android smartphones, Amazon Fire TV, Amazon Fire Tablet, Roku, Samsung Smart TV, and Vizio.
More from This Collection
Multisyllabic Words 1/Skip Counting 1 | 1st-2nd Reading/Math
Video has Closed Captions
Students learn how to break words into syllables and practice skip counting. (29m 55s)
Interactive Writing | Skip Counting 4 | 1st-2nd Reading/Math
Video has Closed Captions
An interactive writing lesson about water safety and using repeated addition and arrays. (26m 55s)
Patterns of Day and Night | 1st Grade Science
Video has Closed Captions
Students observe patterns of day and night, sunrise and sunset. (27m 42s)
Compare & Contrast / Fractions #1 | 1st & 2nd Reading & Math
Video has Closed Captions
Introducing compare and contrast & name shapes into halves, thirds, and fourths. (29m 27s)
Main Idea & Rainforest Addition #1 | 1st/2nd Reading & Math
Video has Closed Captions
How to use keywords to retell main topics & to add multiples of 10 using place value. (27m 18s)
Writing: Persuasive/Caring for Molly 4 |1st/2nd Reading/Math
Video has Closed Captions
Students will compose a persuasive text together and use addition and subtraction skills, (27m 54s)
Comparing Adult and Baby Animals | 1st Grade Science
Video has Closed Captions
Observing similarities & differences between adult and babies animals of the same species. (26m 34s)
Informational Writing/Number Patterns|1st/2nd Reading & Math
Video has Closed Captions
Students will learn about informational text and skip counting. (27m 29s)
Procedural Writing / Add/Subtract 20 #4|1st/2nd Reading/Math
Video has Closed Captions
Students learn to compose a procedural text and about balancing equations (28m 46s)
Vocabulary Development/Math Tools #1 | 1st/2nd Reading/Math
Video has Closed Captions
Students are introduced to nouns and math tools to solve problems. (28m 43s)
Shades of Meaning & Place Value #2 | 1st/2nd Reading/Math
Video has Closed Captions
Shades of meaning and representing numbers using place value understanding. (27m 41s)
Shades of Meaning & Place Value #1 | 1st/2nd Reading/Math
Video has Closed Captions
Shades of meaning and representing numbers using place value understanding (28m 13s)
Providing Support for PBS.org
Learn Moreabout PBS online sponsorship(happy music) - Hello, everyone!
Welcome to Teaching in Room 9, the area's largest classroom.
I'm Mrs.
Forth from the Rockwood School District.
We're gonna have a lot of fun this week talking about fluency.
That's right, we're really gonna be talking about being a fluent reader.
Have you ever heard of the word "fluency?"
Some of you are like, "I think so."
There's some yeses and some nos.
That's okay because you're in the right place.
If you've heard of it, or if you haven't heard of it, we're gonna talk all about it and practice it.
To be a fluent reader means that when you're reading, you sound like you're talking.
You're reading at a good pace, not too fast or not too slow, you're reading all the words that are there correctly, and you're using expression, too.
Expression is when you sound excited if you're supposed to be reading in an excited way!
So we're gonna be talking about fluency, practicing fluency, and I know that you're gonna become fluent readers along the way.
So I'm gonna start with our fluency chart that we're gonna work with this week.
Reading fluency, right there in the middle.
There are four main things about fluency that I really want to work on together with you this week.
The first thing I want to think about is accuracy.
Accuracy, can you say "accuracy?"
That's a big word, isn't it?
All accuracy means is that we're reading the words correctly.
The authors work really hard writing these stories for us, so we want to make sure that we're reading the words and the sentences the right way so we can understand the stories that they wrote.
So accuracy means "reading the words correctly."
We're gonna go ahead and add that to our chart right now.
Reading the words correctly.
And that does not mean that you need to be a perfect reader.
I'm not even a perfect reader, there's some times when I don't say a word right, but part of your reading fluency is also noticing when you say the word the wrong way and going back and fixing it.
So I think I'm gonna also put on our chart, "fix up mistakes."
When we do make a reading mistake, we want to make sure that we go back and fix it up.
We want to correct ourselves so we better understand the story, and so the story makes sense, right?
So that's one thing that we're gonna work on.
Accuracy.
Another thing that we're gonna work on is rate.
Rate.
Rate.
(hums thoughtfully) I wonder what "rate" could mean.
Rate.
(hums thoughtfully) It means "not too fast and not too slow."
When it comes to reading, we want our rate to be just right.
If you read too fast, you're not paying attention to parts of the story, and it makes it really hard to understand.
And if you read too slow, it also makes it hard to understand the story because you're going so slow, it's hard to know what's going on, right?
So I think under rate, I'm gonna put "not too fast or too slow."
You want to read just right, that's right.
So we've got rate, we've got accuracy.
Another part of reading fluency that we're gonna talk about is expression.
This one's my favorite, and if you've been around with me during reading on Teaching in Room 9, then you know I love expression.
Expression.
Expression is reading with feeling.
So if a character is angry, you want to read it to show that the character is angry, or if the author puts and exclamation mark or a question mark at the end of the sentence, we want to read it in a way to show that, right?
So expression is reading with feeling.
Or paying attention to punctuation, right?
That's expression.
And then the last part of reading fluency that we're gonna work on together is phrasing.
Phrasing.
And phrasing is grouping words together and saying them in one breath.
We don't want to sound like a robot when we talk, because then it'll be too slow, so part of how we can help our rate is by phrasing and saying groups of words together in one breath.
Reading groups of words together.
I also like to call it scooping up words.
Scooping those words up together.
So these are the four main things that we're gonna be talking about all week when we're talking about building our reading fluency.
So for today, I'm actually going to read a book, and I want you to pay attention.
I want you to pay attention to my accuracy, and maybe if I make a mistake, do I go back and fix that up?
I want you to pay attention to my rate.
Am I too fast, too slow, or just right?
I want you to pay attention to my expression.
Am I paying attention to punctuation and changing my voice to make it match?
Am I reading with feeling and matching the characters?
And then phrasing.
Can you tell if I'm grouping words together and not sounding like a robot when I read?
Okay, so the book that I'm gonna read for you guys today is called "Snow Day."
"Snow Day" is written by Lester Laminack.
Love, love, love Lester Laminack and his books.
Illustrated by Adam Gustavon.
Gustavonson, Gustavson.
Are you noticing how I'm going back and trying to fix that mistake?
Names can be tricky, can't they?
So this book is written by Lester Laminack, published by Peachtree, so thank you both to the author and the publisher.
So again, your job is to be on the lookout and notice how my reading fluency is as I read the book, "Snow Day."
"Snow day.
Did you hear?
Did the weatherman just say what I thought he did?
Did he say snow?
Oh, please, let it snow!
Lots and lots of snow!"
What's that?
I am being expressive?
You're right, you are noticing that I'm using that to be a fluent reader!
"Look at the sky.
I can feel it in the air.
We're getting snow tonight for sure.
Just imagine, so much snow even the buses can't go.
No, so much snow even the teachers can't go!
Yes!
A snow day!
You know what that means?
No alarm clock ringing.
No one saying, 'Time to get up!'
No one shouting, 'Hurry up or you'll be late!'
No school!"
I bet my kids would feel the same way.
Time to get up!
"I can't wait.
Tomorrow, we'll have a PJ day.
We'll pile on the sofa and snuggle under that old blue blanket.
We'll sip hot chocolate from giant snowman mugs.
We'll stay inside, warm and cozy, while the snow drifts down in soft white heaps."
That's right!
You noticed!
Guys, one of my friends just said that they noticed that I scooped these words, I put them together.
I was phrasing!
That's right, remember, phrasing is when we read groups of words together.
Instead of saying, "Warm.
And.
Cozy."
I said them together in one breath.
Warm and cozy!
Way to look out for things that I'm doing to be fluent, readers!
"Look out the window.
It's spitting snow!
I hope it snows a foot deep.
I hope the snow piles up to the top of the steps.
I hope there's so much snow we can't even open the door.
No school for sure!
I need a snow day.
A day to play outside, a day to read my new book, a day to watch TV.
Did you hear that?
The weatherman said it's getting colder.
Maybe we'll get two snow days!"
Have you ever wished for a snow day?
Me too, every winter.
"We've gotta get ready.
Where are those fuzzy mittens?
What about the snow boots?
We can build a snow fort down by the walk.
This time, let's make it two feet, no, four feet tall, and stack up a zillion snowballs inside!"
Oh, look at that fort.
"Whoa, look at that sky!
Snow is falling like a bazillion goose feathers.
Yippee!
Wonderful, amazing, we-can't-go snow.
Where'd we put the sleds?
Come on, help me bring them up.
We'll go sledding in Mrs.
Cope's field.
The sleds will shoot down the hill!"
"The sleds will shoot down that hill!"
Fixing up my mistakes.
"I know, I know.
We should go to bed.
Tomorrow's a big snow day.
Goodnight, everyone.
Sleep tight, everyone.
We're building a snowman tomorrow.
Say, what's that noise?
Is it morning already?
Do I hear kids on the street?
We've gotta get out there and build our fort!
Open the curtain, see what's going on.
Look at all those kids bundled in coats, and hats, and mittens, and boots, and book bags!"
I paid attention to punctuation there and changed my voice, didn't I?
"What happened to all that snow?
Yikes!
We have to hurry.
There's no time to waste.
Brush your teeth, wash your face, comb your hair, throw on your clothes, we've gotta go!
Wait!
I forgot my books.
Wait!
Where are the keys?
Zoom-zip-scoot.
Pile in the car.
I can't be late!
I'm the teacher!"
(laughs) What a surprise ending, huh?
(sighs) "Drat!
I really needed a snow day."
It was the teacher that wanted the snow day all along, huh?
And they didn't end up getting it.
That happens to us a lot.
Any time it's supposed to snow, my kids get really excited, and they think they're gonna get a snow day the next day, and then no snow day.
Readers, you did an amazing job of pointing out things that I was doing to be a fluent reader.
As you're reading today, and every day, I want you to be thinking about being accurate, saying the words correctly.
Think about your rate, don't read too slow, but don't read too fast, either.
Read just right.
Think about your expression.
Read with feeling and pay attention to punctuation.
And try out phrasing, grouping some words together and reading them in one breath.
We're gonna keep practicing all of these things together the rest of this week, so I hope you come back and join me.
I'll see you next time.
- Hey, friends, it's time for math with Mrs. Wright.
I really hope you love that book from Mrs.
Forth.
I know I have been enjoying our snow days this year, and I hope you have, too.
I kind of hit a point, though, where I'm like, "I'm done with the snow days, I want to be back in school," so hopefully, we're there, right?
Hopefully, no more.
So you've probably been sitting for a little bit, so let's go ahead and stand up.
Let's get some wiggles out, and we're gonna play a game of rock, paper, scissors, and you are against me.
Okay, remember, rock beats scissors, scissors beat paper, paper beats rock.
And we go, "rock, paper, scissors, shoot."
So one, two, three, and when you come up off that three, you shoot, okay?
All right, here we go.
Ready?
Rock, paper, scissors, shoot!
So if you got a rock, I beat you, and if you picked scissors (clicks tongue) you win.
All right.
Rock, paper, scissors, shoot!
(imitates scissors chopping) (laughs) That is not the noise of scissors.
What is it?
(imitates scissors chopping) Right?
If you have paper, I beat you, and if you have rock, you beat me.
Okay, last one.
Rock, paper, scissors, shoot!
I did that a little delayed, I know.
But paper again!
I tried to trick you, you thought I was gonna do rock.
Clearly, I thought I did, too.
Okay, let's go ahead and get started because we have a lot to learn this week, and we are going to talk about something that is really important, okay, and you actually need it your whole, entire life.
Money!
It's a skill you are always going to use.
You're probably going to use it every single day, and it is super, super important.
(smacks lips) When you are younger, maybe you earn money for doing chores, maybe people give money to you for, like, holidays, or your birthday.
I remember when I was little, I really wanted an American Girl doll.
They were pretty expensive and my mom and dad told me that I could get one as long as I saved the money for it, so I saved up all of the money I earned from getting good grades, birthdays, I had a goal chart, I would ask my parents if I could do chores around the house to make money, and I eventually saved enough money to buy myself an American Girl doll, and I was so excited.
So money is always going to be a part of your life.
You're gonna earn money in order to buy the things that you need, and then to buy the things that you want, okay?
So money is super important and we are going to talk a lot this week about the coins.
That's where we're gonna start our focus, and coins may not seem important because their value is smaller, but coins build to dollars, and dollars build to more dollars.
So coins are just as important as dollars, and they're still money.
So I have these jars here.
We have two jars that we keep in our house, this one says "date night," 'cause sometimes, we go on dates, and then, oh this one is super heavy!
Hopefully, I don't drop it.
This one says- I should not try and hold them both up at the same time.
This one says "travel," 'cause we like to go on trips.
Obviously, pre-COVID, that's what we did.
So, in these, we fill these with coins.
We use cash a lot, sometimes we use our cards, but if we ever have extra coins, we put them in here, and we save them.
We have a budget every single week that Mr. Wright and I look at every week together, and sometimes, (sighs) usually Mr. Wright more than me, we want to go and get ice cream at Andy's.
Have you ever been to Andy's?
Or my favorite place, but we don't go there 'cause it's a farther- We go there not as often, we go to Andy's more because it's a farther drive, is Ted Drewes.
(sighs) love Ted Drewes.
So that will be a really big treat, and I think it's been a while since we've been there.
But anyways, Mr. Wright wants to go and get ice cream tonight, and he told me this, and I was like, "No, we don't have any more money left in our budget for ice cream," and he was like, "But, (coins jingling) we have our coins."
So we are going to try and figure out if we have enough money to go to Andy's tonight and get some ice cream.
But before we can just start counting the coins, I want to introduce you to the coins, which you've probably learned, but I am going to refresh your memory on them, okay?
Let me show you the first coin that is important to know, and this coin, oopsies, is worth one cent, and there's a little rhyme that goes with it, which you might have heard before, and it goes like this.
Okay, ready?
"Penny, penny easily spent.
Copper brown and worth one cent."
Sometimes I try and be cool and, like, rap these, but yeah, I'm not that cool.
So let's try it again.
I'm sorry, I'm trying to get out these two different coins.
Okay, ready?
"Penny, penny, easily spent.
Copper brown and worth one cent."
You could sing it any way you want, like this, maybe.
♪ Penny, penny, easily spent ♪ Copper brown and worth one cent ♪ Right?
Or you could be like, ♪ Penny, penny, easily spent ♪ Copper brown and worth one cent ♪ Obviously, I should not be a rapper.
That was my rap voice.
Or I could be like a country singer and be like, ♪ Penny, penny, easily spent ♪ Copper brown and worth one cent ♪ So you can sing it however you want, I don't care.
But let's just remember that a penny is worth one cent.
So this is the front of a penny.
I'm gonna hold it up there for you.
Oh, I need a manicure.
This is not a good angle.
Oh, there we go, that's better.
That's a penny.
Copper brown and worth one cent.
Now, this is the back of a penny.
Who knows who's on the front of a penny?
Do you guys know?
Abe Lincoln, that's right!
Okay, this is the back of a penny, all right?
Sometimes it looks like this, sometimes it looks like this.
Okay.
All right, so penny, all right?
Now, I'm gonna dump the date jar out.
(coins jingling) Now the next coin is a nickel, and they have changed the face of the nickel, as well.
I don't know if I have- Oh, I do have a new nickel.
This is the newer version of the nickel, and this is the older version of the nickel, it looks like this.
The profile of, I believe this is... Is this George Washington?
No, George Washington's on the quarter, duh.
I'm not even gonna guess for you.
I have a guess, but I don't want to be wrong.
I'm gonna have to look that up in-between today and tomorrow's episode.
Okay, so this is a nickel.
This is the older version, this is the newer version.
They are pretty similar, almost the same on the back, and they do tell you how much they're worth.
Five cents, so pick the kind of voice you like, here is the nickel song.
"Nickel, nickel, thick and fat."
My kids love saying that part.
"You're worth five cents, I know that."
All right, do it with me.
"Nickel, nickel, thick and fat.
You're worth five cents, I know that."
Maybe you want to do it like an opera singer.
♪ Nickel, nickel I'll spare that for you, but you get the point.
All right, after we have a nickel, we have a dime.
And I don't think there are new dimes or old dimes, but this is the front of a dime.
And this is the back of a dime.
All right, so dimes are really thin, and they're actually the smallest coin.
As you can see, they are smaller than even the penny.
And this is the dime song, ready?
"Dime, dime, little and thin.
I remember, you're worth 10!"
Usually I hold up, 10!
Okay, let's sing it, ready?
"Dime, dime, little and thin.
I remember, you're worth 10!"
(whoops) Nice job.
Now, we have the big and bold quarter.
I cannot tell you how many different designs there are of the quarter because at one point when I was growing up, they were doing the 50 states on each coin every couple of years, and now, I'm trying to find a current one, now I don't even know what's permanently on the back of it.
But anyways, this is the quarter, the front of the quarter, George Washington.
Yes.
And see, he's on the front, and then the back is this symbol, that's the old version, but you still see them.
And then the newer version has different states on it, or different important things, like this is Massachusetts, this is the First Flight, this one is Marsh Billings Rockefeller Land Stewardship.
Some different kinds of important things on the back of the quarter, okay?
So a quarter is this.
Are you ready?
"Quarter, quarter, big and bold.
You're worth 25 I am told."
(hums thoughtfully) 25 cents.
Okay, let's sing it one more time.
"Quarter, quarter, big and bold.
You're worth 25 I am told."
Awesome.
All right, so I have a giant mess on my table, and I'm gonna point it down to show you, okay?
And we are going to practice remembering the values of the coins.
All right, let me show you.
I'm gonna point them down so it's a little bit easier to see, and then you can do some guesses about which coin you think it is.
All right, so pointing it down.
Yep, that won't work.
Okay, so let me bring out a coin and I'm gonna put it right here for you, and I might lift it up so it's easier for you to see whatever you need, okay?
Okay, here we go.
I want you to guess this coin.
All right, I'm gonna hold it up.
There's the front.
All right.
Now let me flip it over.
(coin clattering) And fail.
(laughs) Here is the back.
Hopefully, you can see that okay.
Nope, 'cause it's not in the camera.
All right.
(smacks lips) Okay, what coin do you think it is?
What coin is it?
Yeah, 25 cents, so this is how you would write 25 cents.
25 cents.
All right, this coin is 25 cents.
All right, new coin.
Let's see.
What is this one?
Not 25 cents any longer.
Yep, you got it!
Penny, penny, easily spent.
Copper brown and worth one cent.
Awesome.
Now we have the smallest coin of them all.
That's the front.
That is the back.
All right, this is a dime, 10 cents.
Dime, dime, little and thin.
How did I already forget it?
You're worth 10!
That's not the exact words.
I remember, you're worth 10.
All right, and the last one.
This one is my favorite to sing, I don't know why.
Nickel, nickel, thick and fat.
You're worth five cents, I know that.
(whoops) (hands clapping) All right, friends, I will see you back here tomorrow for some more about coins.
(happy music) - [Announcer] Teaching in Room 9 is made possible with support of Bank of America, Dana Brown Charitable Trust, Emerson, and viewers like you.
(happy music)
Teaching in Room 9 is a local public television program presented by Nine PBS