♪ 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) - Good morning, fabulous, first grade.

Welcome back to our PBS classroom.

I'm Mrs Hammock, and I'm here to help you practice and learn all the skills you'll need to be excellent readers and writers.

Do you have a friend that you like to do fun things with?

Yeah, me too.

Well, you know what?

These two friends, Doreen Cronin and Betsy Lewin, they have been writing books together.

What a great idea.

Have you ever heard of the story "Click, Clack, Moo- Cows That Type"?

Well, there are several different books that they've written together about farm animals and typing, and this is another one "Click Clack Quack to School".

So this story is a great one, super silly, super funny, and I think you would like it.

And, oh look, it's got a reminder in the back.

Think about what that picture might mean to you, and I'm gonna tell you about it in a minute, but you could look for this on Sora or at your county public library.

All right, do you have that picture fresh in your mind?

Does it make you think about writing a letter to me?

I hope it does, because I want to be able to send you one of our fun activity books.

We have all kinds of them and they're free.

All you need to do is send me a letter right here to our PBS classroom at the studio.

The address is right on the screen.

There's an email, you can send me an email, just make sure to give me your name and address, so I know where to send your book.

I look forward to reading your letters.

Great job.

Okay, are you ready?

Who do you think is number three on our Sora list?

Any guesses?

Is it your school?

Let's take a look and find out.

Here we go, number three on our Sora countdown, Wilson Wildcats.

Way to go, Wilson.

Great job.

You have been on our list for a while, I'm so proud of you.

Snaps for you, good job.

All right, my friends.

You know, it's that time of the morning when we train our ears for sound.

That's right, we're gonna get our ears tuned up and trained, we're gonna get our brains woken up, and we're gonna start building that beautiful brain, so that we are ready to read and write.

Okay, we're gonna do the blending game.

I know, you're really good at this.

Okay, are you ready?

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

I'm gonna use my arm to tap, but if you wanna use your fingers, whatever strategy works for you to help you blend, you might pound out the sounds and then blend them together.

All of those are great strategies to help you.

You need to choose the one that works the best for you.

Are you ready?

Here we go.

All right, here are my sounds.

(syllabling the word loud) Loud, good for you.

All right, next word.

(syllabling the word down) Down.

Well done.

All right, I'm gonna show you how to do the pounding one, like you're building a word with all these sounds.

Are you ready?

(syllabling the word clown) Clown.

Did you get it?

Good job, very nicely done.

You did that beautifully.

I know you, you're getting really good at that blending game.

Let's do some fluency.

Here we go.

Remember, if there's a spelling pattern that you're having trouble remembering what sound it makes, I want you to write it down and practice it several times this week, so it gets really, really, really locked into your brain.

Okay?

All right, here we go.

"igh" say /i/, "oe" says /o/, "oa" says /o/, "ir" says /r/, "ur" says /r/, er says /r/, hold on, stuck together, "ar" says /ar/ and, let's get it in the right spot, "or" says /or/, "oar" says /or/, and "ore" says /or/, good job.

How'd you do?

Where there's something you needed to write down?

Don't be shy, it's okay.

We all have to practice and get good at things.

That's what we do, we do hard things, right by not giving up.

All right, this week, we're doing the ow/ou sound.

That's right, here's our cow card.

Do you hear the /ow/ sound in cow?

"ow" says /ow/, "ou" says /ou/.

All right, I have two words that we're gonna practice blending and then we'll build some together.

You ready?

Here's our /ou/ sound.

Look at the beginning sound.

What does that sound?

(syllabling the word shout) Shout.

Good job.

How about this one?

(syllabling the word growl) Growl.

Did you get it?

Nice.

All right.

So let's use our /ow/ sound for our building today.

Are you ready?

So I'm gonna put the ow right here so we can get to it.

And let's build the word, don't peek, cow.

What do you think?

Right, that's an easy one Mrs. Hammock.

You gotta get harder than that.

All right, so we have cow, and remember, we learn our spelling patterns because they help us to build other words that are spelled the same.

So let's change cow to now, what would we need for now?

That's right.

We're gonna change out the beginning sound and we need a /n/.

What if I want to change now to /w/?

Wow.

Right.

Another w, good job.

There is my wow, super.

What if I wanna change wow to how?

What's that sound?

That is correct.

There we have (pronouncing the word how) Now, if I add a sound to the end of this, what sound would I add to make howl?

Howl.

You got it.

Good job.

Great reading.

All right, let's take a look at our chart and do a little reading in practice.

So when we practice those letters on our pocket chart, we're practicing that sound isolated, remember?

We're practicing it.

And here we're gonna practice it kind of a little more isolated, but it's in the middle of words.

So let's try this right here.

Do you see the /ou/ sound?

Okay, here we go.

(syllables the word found) Found.

Good job.

Now, do you see how this word looks just like this one, except for, that's right, the beginning sound.

Just like we were building in our pocket chart.

If we change the beginning sound, it changes the word.

(syllabling the word sound) Sound.

Good job.

Let's try this one.

(syllabling the word louder) Oh, there's that ending.

Louder.

Good job.

And if we have two things and we're comparing, for louder, if we have three or more, we say (syllabling the word loudest) Loudest.

Hey, did you notice when I add /er/ to loud, loud has only one syllable, louder has two, so when we add that inflectional ending it adds a whole other syllable.

Isn't that amazing?

I know words are so cool.

Let's take a look at our adjective, our inflectional endings that we add to adjectives.

Remember when we talked about this yesterday?

We can add -er and -est.

Now we can't just add them any old place.

We have to know kind of what to do.

When we're comparing two things, we're gonna use the -er.

And remember, an adjective isn't a describing word.

So we're gonna add -er to the end of it, like sharp becomes sharper.

When we're comparing three or more then we can add -est to the adjective, and it goes from sharp to sharpest.

All right.

Well, I have something else that you need to know about, especially when you're writing, using -er and -est.

It's something that you already have learned when we talked about the -ed ending and the -ing.

There're kind of some spelling rules that we want you to remember.

So it says, "Remember, when adding an inflectional ending", now it doesn't matter if you're adding -ed, or -ing, or -er, or -ist.

The rule is the same.

There are three of them.

"Drop the final 'e' before adding".

So before adding this inflectional ending, if the word, if your adjective ends with s and e, we have to take that e away before we add -er.

So watch, late becomes, now I'm gonna take it away, later.

And then, if we wanna do three or more things that we're comparing, the word late becomes, watch how that e goes away, latest.

Later, latest.

Okay.

Are you ready?

The next rule says "Double the final consonant, before adding the inflectional ending".

So here we have big and big.

Do you see how it ends?

It's a short vowel and it ends with a g. Before I can add -er, I can't do that because I need that i to stay a short i.

And in order to make it a short i, I need to double the consonant.

So I'm gonna get an extra g, and then I can add -er, bigger.

So big, I'm gonna add an extra g, and then I can add -est.

Biggest.

Tricky, right?

"Change the 'y' to 'i' before adding".

You know what?

I think I'm gonna save this one for tomorrow, because I wanna read and spell our high-frequency words.

We might not have time for the sentence, but let's look at these words.

Thought, say it with me.

Thought, T-H-O-U-G-H-T.

Thought, that's a long one.

And early, E-A-R-L-Y.

Early.

Good.

It is too early to wake up.

That's true.

He thought it might rain.

Wow, we've packed a whole bunch of learning into our chart and into our day.

And I want you to come back tomorrow to help me so that we can continue practicing all these amazing things.

You're doing a great job.

Don't give up because you can do hard things.

Goodbye now, goodbye now, the clock says we're done.

I'll see you tomorrow.

Goodbye everyone.

Have a great day.

Come back and see me tomorrow.

I have a story we're gonna read and we'll practice some more with these spelling rules so that you can write those words correctly.

Great job.

I know you'll be reading some good books.

Read a good book and send me a letter.

Tell me all about it.

I can't wait to see you tomorrow.

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)