♪ 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 ♪ (dramatic orchestral music) (upbeat music) - Good morning, fabulous first grade, it is a wonderful Wednesday.

How are you?

Great.

I'm Mrs. Hammack.

Welcome back to our PBS classroom where we're gonna practice all the skills you need to be an excellent reader and writer.

Hey, we've been talking about Abraham Lincoln all week long and I have another story for you 'cause I kinda like reading about him.

This one is Lincoln and Grace.

So I'm sure you've seen pictures of Abraham Lincoln and his beard but he doesn't have a mustache, which is kind of unusual, don't you think?

Did you ever wonder why?

Well, this story is about Grace who really liked him and she wrote him a letter and told him that she thought he looked really handsome with his beard.

So guess what?

He grew his beard.

So if you wanna know more about this story and the letter that Grace wrote to him and what she might've said to convince him, I want you to check out this story on Sora or at your county public library.

It's a really good one I think you'll like it.

Okay, let's take a look and see who our number three school is on Sora.

Are you ready?

Oh, I can't wait.

Well, let's see.

Oh, it's gonna be sticky.

Here we go.

Turner Tigers.

Wow, Turner way to go.

Great job, you did terrific.

That is awesome.

Keep reading.

It's gonna make your brain stronger.

I have activity books, and I would love to share them with you.

All you have to do is send me a letter right here at the address on our screen.

You can tell me what you're learning about.

Maybe Abraham Lincoln, or maybe you wanna tell me about some Valentines that are coming up.

Whatever you wanna tell me I would love to get a letter from you.

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

You could even send me an email.

I would love to hear from you.

Okay, it's that time where we need to train our ears for sound.

We're going to play a new game today.

I don't know that we've ever played this game.

It's called contrasting sounds.

So listen to this, and we'll kind of go through one together before I have you try to do it by yourself.

Are you ready?

I have two words.

I want you to listen to them, most and must.

Which has the O sound?

Did you hear it?

Most, must.

Right, most.

Did you hear how they contrast?

That means they are different moost and muust.

All right, so we're gonna do that same thing, you're gonna be listening for the O sound because that's our target sound this week, right?

Okay, here we go.

Build, bold.

Which one has the O sound?

Bold, good job.

How about this one?

Coat, cute.

Good, coat has the O sound.

How about mean or moan?

Moan, great job.

You did that really easily.

I thought that might be tricky but you have your thinking cap on today, don't you?

Or is it your smarty pants?

I'm not sure which, but you have them.

All right, let's practice some fluency so that we can remember the sounds that we've already learned and just make sure they're stuck in our brains.

Remember to write them down if there's one that's giving you trouble.

PH says F. CH says CH.

SH says SH.

WH says WH.

TCH says CH, and then we have some long vowel practice.

AY says A. AI says A. EA says E. EE says E, and IE says E. But only sometimes.

Alright, then we have our silent E patterns, are you ready?

A consonant E says A. I consonant E says I. O consonant E says O. U consonant E says U, and E consonant E says E, great job.

All right, let's take a look at our chart today.

Remember, we're focused on the long O sound like you hear in the word boat.

So I brought my boat card for you to see, and you can see there are five ways to spell the O sound.

We've already worked on O consonant E so this week we're concentrating on the other four.

So I want you to say them with me and we'll spell them, ready?

O says O. OA says O. OW says O, and OE says O, good job.

Now we're going to read a couple of words and then we'll build some.

So let's try this one.

We have, t-oa-st Toast.

Great job.

How about this one?

Gl-ow, glow.

Great job.

All right, how about if I wanted this word here glow and I want it to say grow, what would I change?

What do I need?

Right, I need to get rid of this.

And I'm gonna choose a different blend.

The gr, because gr says, gr-ow, grow.

Did you get it?

Terrific.

How about the word, slow?

Slow, yep I'm gonna get rid of that.

And I'm gonna put up the blend sl, sl-ow.

Slow.

Hey, remember, we played that deletion game.

What word would it be if I got rid of the S?

Slow, and if I take it off, it's going to be?

Right, let's do it, let's take off the S. Low.

Slow became low.

Great job.

All right, let's take a look at our reading chart.

We're gonna read a few more of these words today.

I'm gonna jump around, so I hope you're watching.

Here we go.

How about this word?

You just helped me build it.

Grow, good job.

How about, oh, this one.

Sn-ow, snow.

Good, how about this one?

Fl-ow, flow.

Who hears a word?

What do you notice about these?

Right, they're the same except for there's an extra sound at the end.

So we have flow, and then here we have flown, flown.

I have flown in an airplane.

Good, how about this one?

B-o-th, both.

Great reading today.

Good job.

All right, let's take a look at our high frequency words for today.

Remember, we're going to practice just two of them today.

So let's see what they are.

We have find, say it with me, find and spell it.

F-I-N-D find, and we also have food, food spell it with me, F-O-O-D food.

Terrific.

All right, you know the rule for the job you are gonna help me figure out which sentence to put which word in here we go.

I will -_-_-_-_ my coat.

I will food my coat?

Or I will find my coat?

Be thinking.

Give spot some -_-_-_.

Give spot some food or find?

Right, that makes sense right give spot some food.

And I will find my coat.

Great job.

Let's spell those again.

Find F-I-N-D find and food F-O-O-D food.

Great, I hope you're practicing writing those 'cause that will help them get stuck inside your beautiful brain.

All right.

We talked about syllables, and I was teaching you about open syllables, okay.

An open syllable is when the syllable ends in a vowel and it's not closed in by a consonant it makes the long vowel sound.

And we practiced a few of those yesterday.

So we're gonna practice some more today to help you get used to reading words that have more than one syllable so that you know what the vowel sound makes.

All right, so here we go.

Let's take a look.

The first thing we're going to do is find all of the vowels and mark them.

So I have a vowel here, I have a vowel here, okay.

Then I'm gonna label all of my consonants.

Okay, now here is a trick, isn't it?

This is tricky because my other vowel is way down there.

So this is a little bit tricky.

I wanna show you what it's gonna do.

We're gonna split it right here.

Okay, between the first vowel and the first consonant.

And that means this E is going to say the E sound.

And this E because it's closed in by a consonant this is gonna say the A sound.

So we have both of the E sounds in this word.

Are you ready?

This says C, and then we have cret.

Now, why didn't we break apart the CR do you know?

Because it's a blend, right?

Those two letters belong together they're kind of like stuck together, we can't break a blend apart.

So when you see a blend there, even though it makes both of the sounds, I want you to think about it as like one part or one consonant even though it's really two.

And we have se-cret that was kind of tricky, wasn't it?

But you can do hard things, so I know you can do it.

Or let's take a look at this one, are you ready?

Let's find all of the vowels first that's where we always start.

We find the vowels and then we find the consonance.

We can even put that one there if we want to.

All right, we're looking for this pattern, vowel, consonant, vowel.

So let's see if we see it.

Vowel, consonant, vowel, did you see that?

So I'm gonna split it right between the first vowel and the consonant.

That means this E is going to say E it's gonna say re but look at this syllable.

This one is closed.

The vowel is closed in by another consonant that means it's gonna say the short A sound.

So here I have re-lax.

Let's put it together relax.

Great job.

Oh, you are getting so good at this.

We have practiced so many things today.

I hope you'll come back tomorrow because I have a really great story I want you to read with me and we're gonna look for the long O spelling patterns inside the story, and I cannot wait to see you.

Will you sing with me?

Awesome.

♪ Goodbye now ♪ ♪ Goodbye now ♪ ♪ The clock says we're done ♪ ♪ I'll see you tomorrow ♪ ♪ Goodbye everyone ♪ Come back and see me tomorrow so we can practice all the rest of those things to make you the best readers ever.

Bye bye.

(dramatic orchestral 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 ♪ (dramatic orchestral music)