♪ 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 ♪ (upbeat music) - Hey, happy Friday.

It's Friday, jump up high day.

Hey, today I'm reading another story about Red-Riding Hood.

Only this one is from China so it's a little bit different.

It's called Lon Po Po.

Have you heard of this by Ed from Ed Young?

I think you'll like this one.

It's a really good story.

And if you read it with some expression and feeling, I think it will make you realize how kinda scary it can be.

It's really good.

So you might look for this book at your county public library or on Sora and I think you'll enjoy it.

You can see another familiar story written in another different way.

That's the great thing about stories, we can change them and make them our own.

I hope you'll try that.

If you do try it, I would love to read your story.

Would you send it to me here at our PBS classroom so that I can send you an activity book.

You can send it right here to the address on your screen, or you can even type it out in an email and send it to me.

Make sure you give me your address so I can send you one of our activity books.

I can't wait to read your stories.

I bet you have a great imagination.

Okay, it's time for us to see who is our number one on our checkouts for Sora.

You ready?

Okay, let's see.

I'm very excited about this.

Ewing Eagles, way to go Ewing Eagles.

Oh, you know, Mrs. Hammack used to be a Ewing Eagle.

So I am so proud of you, great job.

You are number one.

You've been on our list for a few weeks now.

Keep going, keep reading, and keep building your brain.

I'm very proud of you, good job.

If your school was not on our list this week, why don't you talk to some friends and check out some books from Sora and see if you can get your school on our list.

Hey Robinson, where'd you go?

We haven't seen you in a while.

You better get some books read so we can see you back on our top five.

All right, you ready to start today?

Let's warm up our brain.

Good job.

And now, because it's Friday we're gonna train our ears, playing two games.

We do blending and segmenting.

They're kind of the reverse of one another.

So our first game is blending.

I'm going to tell you some sounds, I want you to put them together and tell me my word.

Are you ready?

Okay.

F-er-n. F-er-n, fern, great job.

All right.

How about this one?

B-ir-d. B-ir-d. Do a little faster, bird.

Great, you did that very well.

Okay, it's time now to take apart a word.

We're going to segment it.

That means we take it apart one sound at a time.

You ready?

Okay, my word is shirt.

Shirt.

Ready to take it apart?

Let's do it.

Sh-ir-t.

Shirt, great job.

All right, my next word is fir.

Fir.

Let's take it apart.

What's that first sound?

F, and what do you hear next?

Ir, that's it just two sounds.

Fir, great job.

You're getting really good at this.

And that's gonna help you when you're sounding out words to read, and when you're sounding out words to write because we need to be able to break apart words sounds at a time so that we know which letters to write on our page.

I am excited about how great you're doing.

All right.

It's time for us to look at our sound spelling card for this week.

We are working on the shirt card.

So let's take a look at it.

I know there are four sounds spellings for this sound.

The sound is a and we can spell it in one of these four ways.

So let's say them.

If you have something to write with, I want you to get it, and I want you to write them while we're saying them to help get those locked in.

Are you ready?

E-R says, er, I-R says, ir, U-R says ur, O-R says or, great job.

Okay, I have two words for you.

Are you ready?

We're gonna sound them out and then we're gonna build.

Here we go.

W-or-m, worm.

Worm, good job.

All right.

What if I change worm and I wanna say word?

Right, I'm going to change that ending sound to a D. Now it says word.

What if I want it to say worth?

Worth.

How much is that worth?

What do I do then?

Right, I need the th.

Remember the T-H that's the thumb card?

That's our digraph, worth.

How much is it worth?

Worth, good.

Did you notice that all of the ORs, what's in the front of it?

That's right.

Have you been able to find an O-R spelling that says or that does not have a W?

I'd love to know if you do.

Let's try this word.

Ready?

Th-ir-d. Third.

Like you could say, my brother is in third grade.

Great job.

How could I change third to bird?

Yes, I'm gonna take away the th, and I'm going to put up the B. B-ir-d, bird.

Bird, Good job.

What if I wanna write the word stir, stir.

Oh, that's gonna be tricky.

We're gonna use the ir, and I'm going to use, I don't have my blend card right now but I'm gonna use just the S, that's a sir, what if I want it to say st?

Right, then it's st-ir, stir.

Great job.

All right, it's time for us to look at our story.

Do you remember about poor Ginger?

What happened with her?

Right, Curt was kind of teasing her about the, I just lost the name of it, telescope.

I was gonna say magnifying glass, but that's not it.

All right, so the telescope, he was teasing her because he was looking through the telescope and he could see a lot more stars than she could.

So let's find out what happens in our story.

Remember, you're looking for the shirt card spelling patterns and any of our five words that you know.

Here we go.

Oh, I need my reading finger.

After that, Curt felt bad.

He wanted another turn, but he let Ginger go.

He could return later.

He gave her a turn.

Ginger said, "Thank you, Curt.

I can't wait to stand under here and see the stars."

Ginger went up to look through the hole.

See, she's got her little eye there.

She could see a bright light burst through the sky.

She could see it climb high.

It was far away, but it felt so close.

"What a nice way to see the stars."

She told Curt.

Did the problem get resolved?

What was the problem?

Right, she was sad because he was teasing her.

It wasn't her turn, and he did a very kind thing.

And let her have a turn.

All right, let's look for some of those spelling patterns.

Are you ready?

Did you see his name again?

Yes, good.

And turn, and look at this word, return.

Remember when we talked about the prefix re it means again?

Oh, look at this, her and turn.

And look at this word, what is this word?

Later, ginger.

Wow, this one has a lot, doesn't it?

Under.

All right, ginger again, good.

Did you see any of our high frequency words?

I heard him, did you?

Yeah, look, another.

What else?

Oh, good, through.

Super, how about climb?

Great job.

Do you see how all the parts that we've been working on come together when we read?

The letters, the sounds, the spelling patterns, the high-frequency words.

They all work together, boys and girls to help us be excellent readers and writers.

Isn't that awesome?

That's why we practice all of those skills all by themselves, because then we can take them and put those skills all together and read.

It's amazing.

Isn't your brain amazing.

Let's take a look at our high frequency words, all six of them and not just the ones from the story.

And let's review them.

You ready?

Let's just read them today.

Here we go.

Great, full, climb, another, through, and poor.

Did you get them?

All right, now, if you're having trouble remembering one of these, I want you to write it down a few times and practice reading it and then look for it in the other stories that you're reading.

Let's take a look at our structural analysis.

Inflectional endings, er.

All right.

Remember when we add er to a verb, an action word, it changes that word into a noun.

And that noun tells us a person or a thing that does the action.

So if I have the word read, and I add er, it becomes, so read is an action.

It becomes a noun or a naming word and it says reader.

Someone who reads is a reader.

Just like you.

All right.

Someone who leads is a leader.

A leader, good job.

Here we have the word play.

That's an action word.

And when we add er, play becomes player.

Here we have teach.

That's something that you do.

And when I add er it becomes a noun or a naming word and it says teacher.

A teacher teaches, a player plays.

Let's try one of our sentences, you ready?

I farm, I am a, farm or farmer?

Right, good job.

You know, that's really not that hard, is it?

And you've figured it out really well.

If I jump, I'm a jumper, good.

And if I play, I'm a player, great job.

So when you're writing and you want to add an inflectional ending to an action word, it's gonna change it into a noun.

I know you're gonna practice that.

Sing with me, will you?

Good bye now, good bye now, the clock says we're done.

I'll see you next Monday.

Goodbye every one.

Have a great day.

Bye bye.

(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 ♪ (upbeat music)