♪ Good morning to, a brand new day ♪ ♪ Time to learn and games to play ♪ ♪ Learning things is so much fun ♪ ♪ Learning is good for everyone ♪ (joyful music) - Good morning, fabulous first grade.

Hey, it's great to see you.

I'm Mrs. Hammack and here we are in our PBS classroom.

Thank you for getting up and joining me today so we can learn and practice all the skills that will help you be an amazing reader and writer.

You are definitely on your way.

Hey, did you wonder why you are home from school today?

Well, it's a very special day.

We are celebrating the life of Martin Luther King, Jr.

He is a great American civil rights leader.

And I hope that you are reading stories and learning more about that.

You can look for this book at your county public library or check it out on Sora.

Hey, we don't have a countdown for Sora yet but next week we will.

So I want you Fresno Unified to start checking out those books on Sora so that you can make it to our list of top checkouts.

Do you think you can do it?

I bet you can.

I hope you're starting this new year off with new energy and new determination to be the best reader you can be.

And in order to do that, I would love for you to come and spend your morning time with me every day.

Let's wake up our brain and get started practicing those skills that will help us.

Are you ready?

We better wake up our brains this morning.

Good job.

All right.

You know how it goes?

We're going to train our ears for sound because that's the first step in word work.

And we're going to practice a game that you are excellent at.

This game is called Segmenting.

Do you remember what that means?

That's right.

I'm gonna tell you a word and you're gonna take it apart, sound by sound.

This skill will help us when we're trying to write and we need to sound out a word.

So let's try it with the word foot, foot.

Okay, I have a little help for you.

I'm gonna use my dots here to help us segment the sounds.

Are you ready?

So we're gonna put a dot for each sound that we hear.

F-OO-T.

Foot, how d'you do?

Great, how many sounds are in foot?

Great, what do you hear at the beginning?

F-F. What do you hear in the middle?

OO.

And what do you hear at the end?

T. Terrific, good job.

Okay, pay close attention 'cause I have another word for you.

Are you ready?

Okay, your next word is, wood, wood.

Let's segment it, are you ready?

W-OO-D. Wood.

Wood.

Very nice.

What did you hear in the middle?

OO.

Good job, keep thinking about that sound.

I'll tell you why in a minute.

All right, we have one last one.

Are you ready?

Good, good.

Let's do it.

G-OO-D, good.

Very nice.

You did that really well.

Well, you might have guessed that we're going to focus on the OO sound.

And that's kind of a tricky sound to make.

We use it here with our book card.

Here's my book card because OO is in the middle of book.

Now I'll tell you a secret.

In my first grade classroom, I like to give clues to help you remember sounds.

And even though we never hit, right?

I always think this sounds, sounds like somebody's punching you in the tummy.

OO.

And so if I go like that, I want you to think, OO, that's the OO sound for book, okay?

I think it might help you when you're sounding out words.

All right, let's look at some letters and sounds that we have already practiced before we get working with our new sound.

We're gonna do that, it's called, remember?

Fluency.

Good job.

All right, here we go.

We have Aa apple, a.

Remember that's the short A.

Train card is for A, that's the long A.

Egg, good job, short E. And e-e for tree.

We have short I for i-insect.

We have long I in the word five.

We have a short O in octopus.

And we have a long OO in the sound B-OA-T, boat.

We have a short U for umbrella.

And a long U in the word cube.

Then we some diagraphs, TH says th, like in thumb.

WH says wh, like in whale.

Here is the cheese card.

Remember we can make that two ways.

CH says ch and TCH at the end of a word also says tch.

Here's the shell card for sh, SH says sh.

And then we have that tricky, tricky one of the girl with the sing, she's singing, that's the NG.

And remember we put a vowel in front of it to help us because it's a little easier.

Ing, ang, ong, ung.

How d'you do?

Thumbs up if you got it.

I knew it.

Okay, let's get started with our OO card today.

Are you ready?

All right, here I have a word that we're gonna read together.

And when you see that OO, I want you to remember that sound OO.

All right, here we go.

B-OO-K. Book, great job.

Now there's another way to say that OO sound.

Sometimes not a lot.

But sometimes it shows up as a U.

You thought so?

You thought that was U?

You're so smart.

So sometimes it shows up as a U and this says put.

D'you hear?

P-U-T, put.

All right, let's try to build some words with that new sound, are you ready?

How about the word foot?

We have F and then we have two Os to say OO and then T, foot.

O-O says OO in book.

All right, let's try another word.

Are you ready?

We're gonna try hook.

What would I need to make the word hook?

H-H. That's right, I need an H. Hook-k-k-k. Hook.

Very good, great job.

You did that really well.

Let's try to read some of those words.

Shall we come with me over here to our practice chart?

And we're going to, it says let's read O-O and U words.

So here we go.

L-OO-K, look.

G-OO-D, good.

F-U-LL, full.

W-OO-L, wool.

B-OO-K, book.

W-OO-D, wood.

H-OO-D, hood and P-ULL, pull.

How d'you do?

Did you get it?

Great job.

We're gonna be working on that sound all week long.

So if it was tricky for you, don't give up.

Remember you say to yourself, "I believe in myself.

"I can do hard things."

Because you can.

And I will be here to help you all week long.

Are you ready to look at some high-frequency words?

I hope so, 'cause those are gonna help you to know how to say the word as soon as you see it.

Remember those are the automatic words.

We need to know them as fast as we know our name.

We don't wanna stop and think about it or sound them out 'cause that will help you to be a more fluent reader.

That means you'll read smoothly and not like a robot, okay?

Unless you wanna read like a robot.

But I want you to read smoothly first.

All right, I'm gonna turn our chart around and we have some high-frequency words to work on.

Okay, all right.

This first word is work.

Let's spell it.

W-O-R-K, work.

Then we have after, after, A-F-T-E-R, after.

Soon, S-O-O-N, soon.

And every, every, E-V-E-R-Y.

And then we have the word buy.

That's the word that we use when we're talking about going to the store to buy something, B-U-Y.

And then the word done, D-O-N-E. Because we are almost done.

All right.

Remember when we're working on high-frequency words I want you to say them out loud with me.

I want you to have something at home that you can write the on because we want to get them stuck in our brain.

And that's the best way to do it.

We're gonna say them, we're gonna spell them and I want you to write them.

Okay?

All right.

Let's see if we can identify them in some sentences.

That means we're going to use our great detective eyes.

And we're gonna look at the sentence and see where is our high-frequency word?

Okay, here's our first sentence.

We can go home soon.

Do you see one of our words?

Shout it out so I can hear you.

Yes, soon.

Great job.

Very good.

I'm gonna set it aside 'cause I think the other ones are gonna be too big.

All right, let's read sentence number two.

Every kid got a book.

Which one of those high frequency words do you see there?

Yes, I thought I could trick you with that one because our high-frequency word does not have an uppercase letter, but because I used it at the beginning of a sentence, I had to change it.

You weren't tricked it all.

That's so awesome.

Remember it doesn't change the word just because we started with an uppercase.

All right, let's read the next one.

What did you buy?

Do you see one of our words?

Yes, buy, B-U-Y.

How about the next one?

This is so much work.

Shout it out If you see it.

That's right.

It's the word work, W-O-R-K, work.

When will the food be done?

There's a question for you.

When will the food be done?

That's right done is our high-frequency word, D-O-N-E. And let's try the last one.

We can play after school.

We only have one left, so it must be after, A-F-T-E-R. How d'you do?

I am so proud of you.

I hope that you come back and join me all week long so we can practice reading and writing because you are going to be an amazing reader and writer.

Thank you for coming to join me.

And will you sing with me?

Do you remember our song?

♪Goodbye now.

♪ ♪Goodbye now.

♪ ♪The clock says we're done.

♪ ♪I'll see you tomorrow.

♪ ♪Goodbye everyone.

♪ Bye-bye (joyful music continues) ♪ Good morning to a brand new day ♪ ♪ Time to learn and games to play ♪ ♪Learning things is so much fun ♪ ♪ Learning is good for everyone ♪ (joyful music continues)