(upbeat music) - [Narrator] ♪ Good morning to a brand new day ♪ ♪ Time to learn and games you play ♪ ♪ Learning things is so much fun ♪ ♪ Learning is good for everyone.

♪ (upbeat music) - Good morning fabulous first grade.

Welcome back to our PBS Classroom.

I'm Mrs. Hammack, and I'm here to help you practice and learn all the skills you need to be excellent readers and writers.

I'm so glad you got up and joined me today.

Hey, you know we've been reading stories about the mitten, remember?

And I found another one.

This one is by Loek Koopmans and it's The Woodcutters Mitten.

So it's still the same type of story, it's similar, but in all three of these versions of this Ukrainian folk tale, they're all just a tiny bit different.

And that is the beauty of folktales, is they can be retold and changed just a tiny bit.

But the basic story is all the same.

So I hope you'll look for some fun books like this in your county public library, or you can check them out on Sora.

And Fresno Unified, next week we're gonna do our countdown so I hope you're checking out those books.

All right learners, let's get ready to wake up our brain and start with our phonemic awareness, you ready?

Let's tap our brains.

Good morning.

All right.

You know, we're gonna train our ears for sound.

Today we're gonna play the segmenting game.

That's where I tell you a word and you're gonna take it apart sound by sound.

Are you ready to do it?

Okay, here's your first word, foot, foot, ready?

f-o-o-t, foot.

Great job.

All right, try one more, ready?

Stood.

Stood.

S-t-o-o-d.

Stood, great job.

You did that beautifully.

All right.

We are going to review our fluency sounds.

These are the sounds you've already worked on that you already know, and we're just making sure that you know them automatically so that you can read them when you see them in words.

A, apple, a.

Here is our train card.

The long a says a, a constant e says a. E, egg, e. Tree card for e consonant e for the long ee sound.

I, insect, i.

Here's our five card.

That's the long I sound, i consonant e says I.

Here's the o, octopus, o, card.

That's our short o sound.

Here is the boat card for oo.

O consonant e says o.

Here is the U card.

Umbrella, u.

Here is the cube card.

U consonant e says u.

Then we have thumb, th says th.

We have the whale card.

Wh says wh.

We have the cheese card.

C-H and T-C-H both say ch.

We have the shell card.

Sh says sh.

And we have the sing card.

N-G says ng.

Ing, and, ong, ung.

Great job.

You did that terrific.

All this week we've be learning about the book card.

Book, oo says oo, remember?

Let's say it again.

Book, oo says, oo.

All right.

It doesn't have the u there next to it.

But sometimes the u also makes the oo sound.

So we're gonna work on a few words today to help us practice that.

Some of these words, you might already know because you've seen them.

All right, here we go.

Let's sound this word out.

We're gonna say the o sound.

When we see that u, ready?

F-u-l-l, full.

Good job.

What if I wanted to say pull, pull?

That's right.

I'm going to change the beginning sound Pull.

What if I wanted to say p-u-sh, push?

What do I need to fix?

Yes, I'm gonna take out the ls, and I'm gonna put in the digraph.

S-h, push, push.

How'd you do?

Good job.

All right, today, I have a story for you to read with me.

Are you ready?

We're gonna use our o sound to sound out some of the words in our story, and then I'm gonna see if you can find some of them after we read.

Here we go.

A Good Cook.

When a cook makes a dish, she likes to use fresh things.

Every dish must look good.

It must taste good, too.

A good cook can get a ripe lime.

A ship will bring limes in a box.

After that a cook will buy them.

All right.

Did you see some words that had the sound in them?

Let's take a look at the first part of our story.

I saw the word cook.

Did you see that one?

Good for you.

And look, and good.

Here's another good.

Now I have a question for you.

Did you see this word here?

What is this word right here?

It has an oo, does it have the oo sound?

Let's read it too, too.

No, no way that has the u sound.

So sometimes we have a spelling pattern that has the different sounds, depending on the word that it's used.

Don't let it trick you.

Okay, sounded out.

If it doesn't make sense, try a different sound that you know that those two letters make.

All right, good reading today.

We're gonna get onto our high-frequency words because I wanna practice some more of our structural analysis with our inflectional endings, ed and ing.

So let's get to those high-frequency words for today.

All right.

Here is our word today.

Soon, soon.

S-O-O-N. Now, does that say the oo sound?

Listen, soon, no.

So be careful, be careful.

Here is every, every, E-V-E-R-Y, every.

Good job.

All right, here's our sentences.

Let's see if you can figure out which word belongs in which sentence?

Here we go.

There were dots on hmm sock.

What do you think?

Is it every or soon?

Let's take a look at the next sentence.

Hmm, it will be Saturday.

Did you figure it out?

Okay, there were dots on, shout it out, every sock.

Good job.

And, soon, it will be Saturday, but look this S is a lowercase.

So we need to fix that.

Because we have to have an uppercase letter at the beginning.

Soon, it will be Saturday.

Did you do okay?

Great.

All right, we've been working on inflectional endings and that is the ed sound or E-D ending, and the I-N-G.

Remember when we use E-D, it means it already happened.

And when we add I-N-G, it means it's happening right now.

So here I have the word grab, grab.

If I wanna say it happened in the past, they grabbed the toy.

Then I'm gonna add a B, oh, not that one.

I have to add another B before I add the E-D. And now it says, grabbed, grabbed.

All right.

If I wanna say it's happening right now, they're grabbing things.

Then I still add the extra B.

And then I add I-N-G to make grabbing.

Let's try this one, flip, flip.

If I did a flip, what happens if I wanna talk about what I did yesterday?

I flipped.

I flipped.

So I'm gonna put a nother P, and then I can add the E-D, flipped.

Makes it a much longer word, doesn't it?

What if I said they are flipping across the grass?

Then I'm going to add an I-N-G. Flipping.

Good job.

Let's move over.

Let's see about what it would look like in our practice, okay?

So let's take a look at our practice book page.

That way you have an idea of how to write those words when we get to them.

Here it says add E-D to each word and write the new word.

All right, here we go.

This word is grab.

If I say grabbed, I'm going to write, grab, I'm gonna start with the original word, but then I'm gonna add an another b.

And then the ed, grabbed, grabbed.

Here's the word slam, slam.

Let's write, slam, slam.

If I say he slammed the door, I'm gonna add another m and an ed.

There's my ed, but I have to have that extra M before I can put it on there.

All right, let's take a look at how it looks if we write I-N-G.

Here, we have plan, plan, P-L-A-N. Now, if I'm gonna add plan to make planning, I have to have another n before I write the I-N-G.

Okay?

Here's drip.

If I want to write dripping, I write, start with the word drip.

Then I add another P, and then I add, I-N-G, dripping.

Here's skip.

If I wanna make the word skipping, I have to add the P and then I-N-G. And that is how we write using inflectional endings.

Isn't that awesome?

Think about all the stories and how you can write these words talking about things that are happening or already happened in your stories.

I can't wait to read them.

I hope that you'll write me some stories and send them here to me.

Boys and girls, I'm so happy for you to be here with me and learn all the things that you need to be excellent readers and writers.

You have been working hard this week.

I want you to keep doing hard things and growing your brain.

Remember, you can do hard things.

You just keep trying.

Will you sing my song with me?

Great.

Good bye now.

Good bye now.

The clock says we're done.

I'll see you tomorrow.

Good bye everyone.

Bye bye.

(upbeat music) - [Narrator] ♪ Good morning to a brand new day ♪ ♪ Time to learn and games you play ♪ ♪ Learning things is so much fun ♪ ♪ Learning is good for everyone.

♪ (upbeat music)