♪ 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.

♪ (mellow music) (jolly music) - Good morning, fabulous first grade.

Welcome back to our PBS Classroom.

I'm Mrs. Hammack, and I'm your first grade teacher and I'm super happy that you're here with me today to continue our learning to help you be better readers and writers.

All this week, I've been reading stories about mittens, because it's kind of that time of year, right?

Do you know the difference between a mitten and a glove?

So a mitten has a round place for all your fingers to live together and your thumb is separate, but then a glove has pockets for each one of your fingers by themselves.

So this story is called "The Mitten Tree".

Do you think mittens grow on trees?

Well, in this story, it looks like they do.

I hope that you will look for this story, so you can find out if mittens grow on trees, or how did the mittens get in the trees if they don't grow there?

This story is written by Candace Christiansen and it's an excellent, fun story about friendship.

So I hope you will look for it in your county public library or on Sora.

All right, hey, I have something to tell you about that is so much fun.

Would you like one of these fun activity books?

I would love to send you one.

write me a letter and send it to me right here at the address at the bottom of the screen, and I would love to send you a fun activity book.

I love reading your letters and hearing about what you're learning and what you're doing.

You can tell me about whether you wear mittens or gloves.

I would love to hear from you, so send me a letter.

All right, it's time for us to warm up our brain and get started with our learning today.

We are going to play our listening game, our phonemic awareness, and we are going to do two games, because it's Friday.

We're gonna do segmenting and we're gonna do blending.

All right, first, we're gonna blend.

I'm gonna tell you some sounds, I want you to put 'em together and tell me what my word is.

Are you ready?

Okay.

Here we go.

Puh, ooh, shh.

Push.

Great job.

All right, how about this one?

Ss, tuh, ooh, duh.

Stood.

You're getting really good at this.

All right, now we're gonna go the opposite way.

I'm going to tell you a word and I want you to take it apart.

Here we go.

Put.

Puh, ooh, tt.

Good job.

How about book?

Ready?

Buh, ooh, keh.

Book.

You did it no problem at all.

You're getting really, really good.

All right, it's time for fluency.

That's when we practice the sounds and letters that we already know, but we wanna just make sure that we review them so that they don't get forgotten.

All right, here is the A, apple, eh.

Then we have the train card.

A consonant E says A. E, egg, eh.

Here's our tree card.

E consonant E says E. Here is the insect card.

I, insect, ih.

Here's our five card.

I consonant E says I.

Here is our octopus card.

O, octopus, ah.

Here's our boat card.

O consonant E says O.

Here is our U card.

Umbrella, uh.

Then we have cube.

U consonant E says U.

Then we have our thumb card, because T-H says thh, like in thumb.

Here's our whale card, because W-H says wha, like whale.

Here is our cheese card, because C-H and T-C-H both say chuh, like in cheese.

Here's our shell card, because S-H says shh, like in shell.

And here is our sing card, because N-G says ung, as in ing, and, ong, and ung.

Great job.

All right, all week long, we've been working on the book card.

O-O says ooh, remember?

Very good.

Book.

O-O says ooh.

Did you get it?

Terrific.

All right, let's build some words today.

Let's build the word good.

I want you to sound it out with me.

Guh, ooh, duh.

What sounds do I need?

What's the first sound you hear?

Guh.

Very good.

Ooh, very good.

Guh, ooh, duh.

Good.

Terrific.

You did that great.

All right, how about if I change good to wood?

Wood, what changes?

Yup, that's the beginning sound that needs to change.

Very nicely done.

Let me get that W for whuh.

Whuh, ooh, duh.

Wood.

Terrific.

All right, one last one.

Hood, hood.

How about I make wood say hood?

That's right.

I need to change the beginning sound to an H. Hood.

You did that great.

All right, let's put that into practice with a story, okay?

So let's come over here.

We're going to read the story "That Looks Good".

"Rose and Chad liked to cook.

Every time they cooked, they placed good things in a pot.

When it was done, Rose and Chad ate those good things up.

Soon, they did not have much.

Rose and Chad had to shop.

'What can we buy?'

asked Chad.

'We can take a look,' said Rose.

Gene is a bull that works in the shop.

Rose could see him grab and pull a big lump.

Then, Gene made it flat."

Hmm.

I wonder what they're doing?

Do you see any clues in our story to help you know what they might be working on?

Yes, that's right, maybe they're making pizza.

I think you might be right.

All right, there were some ooh sounding words in there.

Did you see them?

All right, I'm gonna draw your attention here to cook and also cooked.

Hey, look at that.

And how about good?

All right.

What else do you see?

There's good again.

Hmm.

Do you see anything else?

Yeah?

I saw one with a U.

Can you find it?

Oh, good job, pull.

Good job.

You did that great.

I'm very proud of you.

I'm sure there's more in the story that we could find, but I wanna go on to our high-frequency words, so we have plenty of time to work on that, okay?

Great.

Today, we're going to review all six of the words that we worked on this week.

So if you have something to write with, please get it.

I want you to say them out loud with me, I want you to spell them out loud with me, and I want you to write them.

So here we go.

Our first one is soon.

S-O-O-N, soon.

Then we have every, E-V-E-R-Y, every.

Next we have work, W-O-R-K, work.

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

Then we have done, D-O-N-E, done.

And buy, B-U-Y, buy.

Now remember, that kind of buy is what you do at the store with your money.

You buy, you buy something.

All right, all this week we've been working on inflectional endings.

Do you remember those, the E-D and the I-N-G?

What does it mean when we add an E-D to a word?

Right, it happened in the past.

It already happened.

And what about if we add an I-N-G?

What does that tell us?

Yes, it's happening right now.

I have two words for us to practice with.

We saw these words earlier this week, but it's always good to see them again and just review.

So I want you to help me with the word clap, clap.

I wanna make that word say clapped.

I clapped for the singer.

Clapped.

So what do I need to do?

I have the word clap.

Do you remember what to do next?

Yes, I have to add another P and then I add the E-D to make clapped.

Good job.

All right, let's try this one.

This word is stop.

What if I wanna say I stopped at the stoplight?

I'm going to add the P and then the E-D.

Very good.

Now it says stopped.

Clapped and stopped.

All right, let's try it with the I-N-G now.

Let's see if we remember what to do with that.

If I wanna say clapping, I'm going to add the P before I add the I-N-G.

It wouldn't be like this.

That doesn't say clapping.

The extra consonant helps us to know that that A is gonna say the eh sound, clapping, okay?

So we wanna make sure this is a stt, ah, puh, so I wanna make sure that O stays ah.

And I'm going to put the -ing, stopping.

So when we have a short vowel, we have to double that consonant to make that short vowel stay short.

Clapping and stopping.

Good job.

All right, let's take a look really quick.

I think we have time for one little practice with our high-frequency words.

We're gonna fill in a couple of sentences.

We won't have time for all of them, but let's see what we can do.

Matt will hmm a hat.

Here are our high-frequency words from this week.

Do you remember what we could put here to make the sentence make sense?

Matt will, yes, good, buy, B-U-Y.

He will buy a hat.

Now she is hmm.

Which word do you think works for that sentence?

Now she is every?

No.

Now she is soon?

Oh, good.

Now she is done.

Good job.

D-O-N-E, done.

And guess what?

We are done too.

So will you sing our song with me?

Good.

♪ Goodbye now, goodbye now ♪ ♪ The clock says we're done ♪ ♪ I'll see you on Monday ♪ ♪ Goodbye, everyone ♪ Bye-bye.

(mellow 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 ♪