(soft upbeat music) ♪ 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 ♪ (soft upbeat music) (bright upbeat music) - Good morning Fabulous First Grade, welcome back to our PBS classroom.

I'm Mrs. Hammack, your PBS teacher, and I am so happy that you're here, to practice all the skills you need, to be great readers and writers.

I was looking at another one of my favorite stories.

I know I say that about all of them, but this one is called "The Emperor's Egg" by "Martin Jenkins."

This is about the largest penguin in the world.

Did you know there are 17 different types of penguins?

But this one, is the largest and he lives, or they live in Antarctica, which is at the bottom of the world.

It is an amazing story about true things about emperor penguins.

So, you might wanna check it out at your County Public Library or on Sora.

All right, speaking of Sora, it's time for us to put our number four school for top checkouts from Sora.

So let's see who made our list this week.

Here we go.

"Olmos Elementary School," way to go sons, great job.

Oh, I'm super proud of you.

Great job, keep that up.

Check out those books and keep your name up on our Sora list.

All right, speaking of books and reading and writing and all of those fun things.

I wanted you to know that I got the nicest letter from my friend, Jace and he wrote all about the things he likes to do.

He likes to go outside and he likes to read and he watches our PBS classroom and practices with us.

Isn't that awesome.

So I'm gonna send Jace one of our free activity books.

So, if you would like a free activity book, I want you to send me a letter.

You can send it to the address right on the screen below.

You could even send an email.

Just make sure that you include your address, so I know where to send your activity book, okay.

Great, way to go Jace, thanks for writing to me.

All right, my friends.

It's time for us to train our ears for sound and warm up our brains.

Today we're playing the categorization game.

That's where two things belong together and one does not.

So, I'm going to tell you three words.

Listen, as I say them and decide, which two words go together?

What is something they have that's the same?

All right, are you ready?

Okay.

"Rain, pail, mat."

Which two words do you think belong together?

"Rain" has the, /A/ sound, "pail" has the /A/ sound, how about mat?

No, it does not.

So, rain and pail go together because they both have the /A/ sound, great job All right, let's try another one, I have three words, ready?

"Hey, fly, gray."

Did you hear it?

That's right, we're training our ears to hear those sounds so that we can read them.

"Hey, fly, gray."

That's right.

Hey and gray.

Yeah, they do rhyme, but they go together because they both have the /A/ sound and fly has a different sound.

All right, one last one, are you ready?

"Hope, rail, gain."

That's a tricky one.

"Hope, rail, gain."

What do you think?

/Re-a-l/ and /ge-a-n/ Good job, they both have the /A/ sound.

Are you getting the idea that I'm trying to train your ears for that /A/ sound?

Do you remember why, that's right, because we're working on the long /A/ sound this week.

All right, let's do a little bit of fluency with some of the sounds we already know.

We're gonna start with our digraphs, just to get them locked in, are you ready?

All right, say them with me.

CH says /ch/, TCH says /ch/, WH says /wh/ PH says /ph/, TH says /th/ and SH says /sh/, good job.

Now, we worked on some long vowel spelling patterns with the silent "E", so let's do this one as a reminder.

"I" consonant "E" says, /I/ "O" consonant "E" says /O/.

"E" consonant "E" says /E/, and "U" consonant "E" says /U/, great job.

All right, so I noticed too, that we also learned our "A" consonant "E" says /A/.

And that's why it's here.

Because we've already practiced that spelling pattern.

But this week, we're learning three more ways to spell the /A/ sound.

It's very tricky.

Reading can be tricky, that's why I want you to practice.

All right, so let's take a look at it.

We have "A" says /A/, say that with me.

"A" says /A/ as in April.

Say this with me.

"AI" says /A/, as in rain.

And "AY" says /A/ as in say.

Good job, all right.

Let's blend some words together.

We're gonna start with this word here.

What's that beginning sound?

/P/, then we have the, /A/, and then we have /L/.

Let's read it, /l/, "pail."

Good job, all right.

Let's try this one with the /AY /sound.

Here we have a consonant blend.

Do you remember what that says?

/TR/, /TR/-/ay/.

/Tray/, "tray."

Great job.

Okay, now it's time for us to build some words.

So we're gonna use this side of our chart with the "AI" and we'll build some "AI" words today.

We have the word pail What if I wanted to make it say, male, male.

What would I need?

Yep, I'm gonna get rid of the "P," and put up an "M," good job.

/m/, mail.

I got some mail from some of you kids, I love it.

What if I wanted to say wail, wail?

Not like the whale that lives in the ocean, but wail, like, sometimes that's called crying.

Like when you cry really hard.

Then, it's called wail.

Sometimes babies like to wail for no reason, right?

I bet you have little brothers and sisters that wail.

How about if I wanted to change this to say, wait, wait.

What would I need to change?

That's right, the ending sound.

So I'm gonna get my "T" and put it there and let's read it.

/w/, wait.

Terrific, all right, are you ready to practice some words on our chart?

Let's come back over here to our... let's read long "A" words.

All right, here we go.

Let's start here.

/t/, tail.

/m/, mail.

/p/, pain, and paint, paint, good job.

We also have some words here with inflectional endings.

Let's try this one.

/s/- /ed/, shayed.

And here's /ld/, wailed.

That means it already happened, right?

How about this one, /ikHspn/, "explained."

Great job, reading long words.

You did that really well.

All right, it's time for us to look at our high-frequency words.

Today, I have two that we're gonna focus on.

Let me get them over here.

We have the word "eight," E-I-G-H-T.

Eight.

And "about."

A-B-O-U-T, about.

All right, I have two sentences, and I want you to help me figure out which one makes the sentence makes sense.

"I see-_-_-_ birds in the nest.

I see, eight birds in the nest.

And my dog is,-_-_-_this big.

My dog is about this big.

Great job.

All right, today I'm gonna teach you something that we kind of already know how to do.

It's called alphabetical order.

But the last time we did it, we looked only at the beginning letters and we put it in "ABC order."

Remember, that's the order that the letters go in the alphabet.

So, here we have, "day" because "D" comes first, then "may" because then comes "M," and then "say," because "S" is after "M." Well, this week we are going to be learning how to do that when all three of the words start with the same letter.

So let's take a look at these words.

I have, "sock," "sail" and "set."

Okay.

We look at the first letter and they all start with the same letter.

So, that means we have to think about what to do next.

So did you see, I underlined the second letter?

When the first letter is the same in all of the words then we look at the second letter and use the second letter to put them in "ABC order."

So let's see, the second letter here is an "o," this one is an "a" and this one is an "e." Which one of those comes first in our alphabet?

Right, I heard you say "a," that's right?

So the word "sail," because of the "a," will come first.

All right, then we have, "O," let's see where the "O" is.

Oh, down there.

And we have "E," okay Here's the "E." Which one do you see comes first, right.

"E," so we have sail, then set, then sock.

And that is how we do alphabetical order when the first letter of the words is the same.

We look at the second letter to decide which word comes first.

How did you do, great job.

All right, let's come back to our reading chart for just a minute, I wanna point out a couple of other things for you.

As you're practicing at home, I have some sentences here that we can read together.

Are you ready?

"Ray," oh, look, there's our inflectional ending.

Wait, -ed, "Ray waited all day to play."

And let's read this last one, "Gail and April, like to sail."

You see how using long "A" words can make your writing more interesting?

Right, so you're getting really good at that.

I'd like you to practice writing some sentences using words with the long /A/ sound and you know what?

You could even write some of those sentences in a letter and send them to me here, so I can send you an activity book.

I hope that you're having a great week and we have a lot more learning to do this week together with the long /A/ sound.

Remember, "A" says /A/, "AI" says /A/ and "AY" also says /A/, Keep practicing, write those high-frequency words and we'll practice some more tomorrow.

♪ Good bye now ♪ ♪ Good bye now ♪ ♪ The clock says we're done ♪ ♪ I'll see you tomorrow ♪ ♪ Goodbye, everyone ♪ Goodbye, see you tomorrow.

(soft upbeat 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 ♪ (soft upbeat music)