(upbeat country music) ♪ 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 ♪ (playful music) (whistling) - Good morning, fabulous first grade.

Welcome back to our PBS classroom.

I'm Mrs. Hammack, and I am so excited to have you here with me to practice all the skills that you need to be excellent readers and writers.

I'm so glad you came back today.

Hey, I was just reading one of my favorite winter stories.

It's called The Mitten, and there are lots of different versions of this story.

This one is told from, retold from a Ukrainian folk tale.

It's about a little boy who goes out to gather firewood, and he drops a mitten on his way.

And there's some interesting things that happen to his mitten before he finds it again.

So I hope that you will check this story out, or one like it at your county public library or on Sora, and if you're a Fresno Unified student I hope you're checking out books on Sora, because next week we're going to start counting down again, our top five schools that are checking out books on Sora, and I want your school to be at the top of the list.

So keep reading.

That's how you get good at it.

All right.

It's time for us to get started with our learning today.

And we, of course, always have to warm up our brains first.

Are you ready?

Let's give it a little tap.

Say good morning.

Good morning.

Great job.

And now we're going to train our ears for sound.

Yesterday we did a segmenting game where we took things apart, took words apart.

Today we're going to do the opposite.

We're going to play a blending game.

I'm going to tell you some sounds and I want you to tell me what's my word.

Are you ready?

Okay, here we go.

La, uh, kuh.

What do you think?

Look!

Very nice.

All right, now I'm going to use my counter fingers to help you, like, be able to visualize the sounds.

Here we go.

Mm, ooh, sorry.

Mm, you, la.

Mule!

Good job.

Oh, I was trying to trick you and I tricked myself.

That's that long U sound, do you remember it?

Okay, let's try this one.

Ready?

Vuh, oh, ta.

Vuh, ooot.

Do a little faster.

Vote.

Good job!

All right, and the last one.

Tha, eese.

These.

These!

Great!

Good job blending.

That's what we do When we come across a word in a story that we don't know, we break it apart, segmenting, and then blending it back together so we can see what word it is.

Let's do a little fluency review.

Those are the sounds that we've already spent time on, but it's good to remember them and make sure that we know them.

So here we go.

We have A, apple, ah.

We have the train card, because the long A says a, and remember we worked on the A consonant, silent E. All right.

Then we have the egg.

E, egg, eh.

That's our short E. And we have our long E, for tree.

And again, we worked on the E, consonant E. Here is our I, for insect.

Eh.

Here's our five card for the long I, I.

Here's our octopus card.

O, octopus, aw.

Here is our boat card.

It says O again.

O, consonant, silent E says O.

Then our U card, umbrella, uh.

And our long U, cube.

U consonant E says U.

We have some diagraphs.

T-H for thumb.

It says the tha sound.

Whale, W-H says wha.

Cheese, C-H and T-C-H both say cha.

The shell card.

S-H says shh.

And then we have the sing card.

N-G says ng, as in ing, ang, ong, and ung.

Great job!

I hope those are locked in your brain because we, this week, are working on a whole new card.

It's our book card.

And our book card says O-O, that's how we spell it.

And the sound that it makes is uh, remember?

Uh, kind of like somebody punched you in the tummy.

Uh.

So book, O-O say uh.

Say it with me.

Book, O-O says uh.

Great job!

All right, I have two words that we're going to practice blending together.

We're going to say the sounds and decode them.

That means we're going to, we're like a detective.

We've got to break the code to reading.

Are you ready?

Here we go.

S-T is one of our blends.

What does that say together?

Sta, uh, duh.

St, uhhh, duh.

Stood.

Stood, like I stood up.

Good job.

Let's try this one.

Remember, I told you sometimes the uh sound can be made with a U.

So remember that when we see this ooh, I want, the you, I want you to say uh.

Here we go.

Puh, uh, shh.

Now did you hear me?

I said puh.

It's not really puh, is it?

So let's correct it.

Let's, let's clip it and make it a short sound.

Pah, uh, shh.

Push.

Good job.

You did that very well.

Now it's time for us to practice blending some words.

We're going to build the word look.

Luh, uh, kah.

Look.

All right, what's my first sound?

Yes.

L, then we have our uh, with the O-O.

And then kuh, this time we're going to use a K. Okay, remember, it's not a C-K, because it's not a short vowel sound.

So we have to use a K. Lah, uh, kah.

Look.

What if I want it to say book?

Then what will I do?

What do I need to change?

Listen again, book.

Right, the beginning sound change.

Everything else stays the same.

Isn't that the coolest thing about reading?

If you know some word sounds, word family sounds, you can make all kinds of words.

So we had look, and now we have book.

What if I want to say cook?

What will I do then?

Yes.

I'm going to put a C for cook, cuh, uh, kuh.

Cook.

And one more.

Hook, ha, ha.

That's right.

I'm going to change out the beginning sound to an H, to make ha, uh, kuh.

Hook.

Terrific.

Let's go to our practice chart and read a few of those words.

Okay?

All right, here we go.

We're going to start down here on this line and read together.

Look, don't let that blend fool you.

C-R says crah, uh, kuh.

Crook.

Good job.

Shh, uh, kuh.

Shook.

Sta, ud.

Stood.

Puh, uh, sh.

Push.

And pa, uh, tah.

Put.

Cuh, ook.

Cook.

And ha, ook, hook.

Did you see some of the words that we built today?

Great job.

All right.

Now we're going to focus on two of our high frequency words.

Are you ready to give it a try?

Okay, let me get our chart set up.

We're going to take a look, just at two of them today, because I have something else I want to share with you.

All right.

Ooh, our chart's dancing today.

Okay, here we go.

Let's take a look at our first one.

Done.

Done.

D-O-N-E, done.

Good job.

Let's try this one.

Buy.

B-U-Y.

Buy.

Now I have two sentences and I want you to help me figure out which word goes in which sentence.

You ready to try it?

Okay, here we go.

Brooke will, hmm, a hat.

Are you thinking?

Okay.

When will the cookies be, hmm?

All right.

Which one do you think goes in the first one?

Right, buy.

Brooke will buy a hat.

Good job.

And when will the cookies be done?

Terrific.

All right, today and all this week, we're going to be reviewing and learning some more about those inflectional endings.

Remember, those are the endings that we put on words to make new words.

This one is the E-D ending.

And when we add E-D to the end of a word that means it happened in the past.

And if we add I-N-G to a word that means it's happening right now.

So I have some words here that we're going to read and then we're going to read them with the inflectional endings.

And later this week we're going to concentrate on how to write them.

So, let me get my finger, and here we go.

Let's read this first one.

Clap.

Good job.

Now, if I add the E-D, clapped, look at how it looks different.

What do you notice?

Yes.

They added another P and then E-D, clapped.

Now let's take a look at clapping, clapping.

That means it's happening right now.

Let's take a look.

What do you notice?

Yes.

They added another P before the I-N-G. All right, I want you to keep that in mind.

Let's keep reading.

Here's tag, tag.

If we add the E-D at the end, it says tagged.

Like I already did it.

I tagged my brother.

All right, let's take a look.

Oh, look.

They had to give another G there before they added E-D. We have to double that consonant and add E-D. And then tagging, tagging looks like this.

We add a G and then I-N-G. Oop!

Let's read the next row.

Stop, stopped, stopping.

Jog, jogged, jogging.

I want you to notice how they added an extra N, N sound.

So the P had to have two of them.

The G has two, the P has two, and the G has two.

We're going to be talking about that more tomorrow.

I am so glad you came to join me today.

You're learning really grown up stuff about words and how they work.

And I'm so proud of you.

I want you to come back tomorrow so we can do some more work together, will you?

Great.

Now, will you sing your song with me?

Terrific.

♪ Goodbye now ♪ ♪ Goodbye now ♪ ♪ The clock says we're done ♪ ♪ I'll see you tomorrow ♪ ♪ Goodbye everyone ♪ Come back tomorrow so we can work more on high frequency words, letters, and sounds.

You are doing an awesome job.

Keep reading.

Bye-bye.

(upbeat country music) ♪ 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 ♪