(soft upbeat music) ♪ Good morning to a brand new day ♪ ♪ Time to learn and the games you play ♪ ♪ Learning things is so much fun ♪ ♪ Learning is good for everyone ♪ (soft upbeat music) (bright music) - Oh, that's a good one.

Hey, good morning.

I was just checking my Sora app for a St. Patrick's Day book.

Did you know today's St. Patrick's Day?

Happy St. Patrick's Day.

And I found this one, it's how to catch a leprechaun.

Ooh, that sounds good.

I think I might put that one on hold even though it'll be later when I pick it up.

Oh, that's good.

All right, do you have the Sora app?

It's easy, and it's also on your tablets or computers, if you're in Fresno Unified, you can look up all kinds of books to read.

I hope you'll take advantage of that, but if you don't have that, and you're not from Fresno Unified, you can find excellent books to read about St. Patrick's Day or anything at your county public library.

Okay, are you ready, boys and girls to see who is in the number three spot on our countdown to Sora.

Okay, I put a shamrock here because it's St. Patrick's Day, that's why I'm wearing this crazy hat.

All right, let's see who number three is?

Heaton Bulldogs way to go Heaton Elementary.

You are in our top five countdown in the spot of number three.

We are proud of you.

Great job.

Do you feel lucky enough to get an activity book?

Today's lucky day, and if you send me a letter or an email right here in our PBS classroom, I will send you one of our fun activity books.

Send me your name and address, and I will put one in the mail to you.

I look forward to hearing you.

Are you gonna try to catch a leprechaun today?

I'd love to hear all about it.

You could draw a picture, show me what you're planning to do, I'd love to see it.

And I'll send you an activity book.

All right, great job.

All right, today, we are gonna play a blending game.

So, you're gonna train your ears for sound, the way that we always do, and this time we're gonna be taking the sounds that I give you, and I want you to put them together and tell me what my word is.

Are you ready?

Okay, we can do it several ways.

We can use our fingers and count the phonemes, or we can tap them out and blend them down our arm.

You decide what works for you.

Are you ready?

All right.

/aYrl/ put those together and what's my word?

Girl, great job.

All right, try this one.

I'm gonna use my arm this time, so you could see how that looks ready?

/wYrd/, word.

Did you get it?

Terrific, all right, one last one.

/tYrn/, turn.

Great job.

You are doing an excellent job of blending and making words.

That's exactly what we do when we read.

So good for you.

All right, this week, we've had kind of a tricky sound spelling card that we've been working on.

We are working on the shirt card, and the shirt card has a four ways that we can spell the /er/ sound.

All right, so when you hear shirt, I want you to hear the /er/ in the middle, right?

And we can spell that sound with an ER, say it with me, ER says, /er/, IR says, /er/, UR says, /er/, and OR says, /er/.

Okay, I have two words that we're gonna practice blending together.

And then, I have some building that you're gonna help me with.

Are you ready?

Okay.

/HYrt/, hurt, hurt.

Good job, let's try the next one.

/wYrTH/, worth.

There's that OR that says /er/.

Do you remember the challenge I gave you yesterday?

Right, I want you to see if you can find a word that has the /er/ sound spelled OR, that does not start with a W. I think it's gonna be tricky because most of the words that say that sound spelled OR start with a W. All right, are you ready to do some building?

I have our first phoneme here, what is that?

Right, F and what sound does F make?

/F/ or /f/ and now I wanna make the word fur, /f/, /er/, okay.

We have a decision to make, right?

I'm gonna show you that fur is spelled with the UR.

He had a... That tiger had a fur coat.

Good, fur.

Now, there's also a plant called a fern, a fern.

Do you know how to spell fern?

I want you to see this because, this is the tricky part about all of these sound spellings, is you have to start learning what they look like, because if you write them in a different way, they still might...

They'll still read the same, but they are not correctly.

And we wanna learn how to read them and write them.

So let's do fern.

Fern, let's see fern.

Let's put it up there, fern.

Ooh, you know what?

That does not look right, because I know the word fern.

I know it doesn't look right, I need to spell fern, the plant with the ER.

It needs to say fern, this still says fern, it does.

It's just not spelled correctly.

So, do you see how tricky that can be?

That's why we need to look and practice these ER, IR, UR, and OR spellings.

So that we get really good at identifying, when it's not the right spelling pattern.

Okay, we're gonna try one more.

Are you ready?

Let's build the word shirt.

Now, don't peek, I know it's on my card, but let's try shirt, all right.

So, let's take a look at what it looks like if I build it like this.

We know ER says, /er/, so let's put an ER there.

Does that look right?

/Sherrt/.

It does read, we can read it.

It does say shirt, but is that correctly?

No, it isn't.

So let's try, let's try the, UR, what do you think?

Does that look right?

Hm, no, that's not quite right either.

How about IR, there we go.

Shirt is spelled with the IR spelling pattern.

Do you see why we need to practice those words?

Because they can be very tricky.

All right, we're gonna practice reading now, and I have not underlined the spelling patterns for you in these next four rows.

So, you're gonna have to really use your good looking eyes and remember what sound to make.

So let's try it, /bYrn/, burn.

I want you to train your eyes to start seeing that UR as one sound, that's gonna help you.

/swéPv/, swerve, /thYrd/, third, /péPrs/, purse, /HwY/, worry, Oh, look, it's another OR with a W at the beginning.

How about this one, /d/, do you remember this sound, /ärt/, dart, good.

That's from our star card, we practiced last week.

How about this one?

/SkYrt/, skirt, /(h)wYrl/, whirl, /blYrt/, blurt, /wYrst/, worst, /THYrst/,thirst, and /bYrst/, burst.

Great reading, did you see there were two more words that we can add to our OR says /er/.

Isn't that crazy?

Let's take a look at our high frequency words for today.

We have two more that we're gonna work on.

Let me get my card straightened up here.

All right, let's see.

We have climb, climb.

C-L-I-M-B, climb.

Remember we don't hear the B and we know that it has a beginning sound of /cl/, /kl+m/, and that's that long /i/ sound.

Tricky, isn't it?

All right, let's take a look at through, say it with me through, T-H-R-O-U-G-H, through.

All right, here are our sentences.

The boy will-_-_-_up the tree.

Okay, are you thinking about it?

We walk-_-_-_the door of school.

We walk, good through the door of school.

Hey, isn't it exciting?

We are gonna be walking through the door of school and we, the boy will climb up a tree.

Great job, all right.

It's time for us to look at our structural analysis.

That means how does language work or how do words work?

And this week we're talking about the inflectional ending -er, which matches what our sound spelling card pattern is, right?

So, remember I told you, when you add -er to an action word, it becomes a naming word or a noun, and it tells you someone or something does the action.

So here's read, so if I add -er it becomes reader.

That's a person that reads.

If I have farm and I add -er it becomes farmer.

That's someone who farms.

Learn, -er learner, that's you, right?

It's me too, and work + -er means worker.

Those are, somebody who works.

So let's try it with some sentences, are you ready?

I speak, I am a -_-_-_, speaker or speak.

Yes, good job.

We definitely become, so speak is the action word, a speaker is someone who does it.

I think, I am a-_-_-_, thinker or think, right?

That's the action, we need the -er, at the end.

So it becomes a person who thinks.

Great job, you did that beautifully, well done.

Boys and girls, I cannot believe all of the important skills that you are reading and writing and practicing.

I hope that you are learning all about the /er/ sound.

Do you remember how to spell it?

Let's see, ER, good.

What else, IR, good.

UR and OR, all four of those spellings, say the sound, /er/, and I want you looking for those when you're reading this week and I want you practicing, looking for these high frequency words, because remember, those are the words that we see all the time in stories, and we want to be able to read them and write them because they're high frequency.

That means they show up a lot.

And if you know those words, you won't have to sound them out.

You'll have it, just as fast as you know your name.

I've had a great time with you today.

I hope the leprechauns, I hope you find some gold.

You ready to sing with me?

♪ Good bye now, good bye now ♪ ♪ The clock says we're done ♪ ♪ I'll see you tomorrow ♪ ♪ Good bye everyone ♪ Come back tomorrow so we can read a story together.

Bye-bye (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)