♪ Good morning to a brand new day ♪ ♪ Time to learn and the 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 need to be an excellent reader and writer.

This is a brand new story called "The Rooster who Would Not be Quiet!"

by Carmen Agra Deedy.

Have you ever, has anyone ever told you, be careful what you wish for?

Have you ever heard that saying before?

It means like you might want something really bad, but then you get it and it's not quite how you thought it would be.

Well, that's kind of what happens to the people in this story in "La Paz."

They live in a very noisy town.

Everybody's singing: the dogs, the roosters, the people.

Singing everywhere: on the street, in the shower, at school.

And they can't even sleep, there's so much singing going on.

So they fire the mayor and tell him to go.

And then they hold a new election, and they elect a new mayor, who makes all kinds of rules.

No singing at all.

None.

Even the teapots are afraid to sing.

Well, it's not exactly what they thought it would be without all the singing.

You might want to know how this story ends.

You can check for this book on Sora, or at your county public library.

It's a really good one.

There's some lessons to be learned here.

I think you'll enjoy it.

Hey, are you ready to see who is on our countdown in the top two position?

Okay, let's see who is number two in our countdown on Sora.

Oh, I wonder who it is.

Ewing Eagles!

Way to go, Ewing Eagles!

You guys were number one last week, and you're number two this week, and you've been on our chart for a few weeks in a row.

You remember, Mrs. Hammock was a Ewing Eagle, kindergarten all the way to sixth grade.

I'm so proud, Ewing Eagles.

Great job!

Hey, boys and girls, I'd love to send you an activity book.

We have a whole bunch of them, and I have one with your name on it.

All you need to do is send me a letter.

You can write to me right here in our classroom.

The address is on the screen, or you can send me an email, and I will put one of these in the mail to you.

But make sure you give me your address, so I know where to send it.

Okay?

Great!

I look forward to reading your letters.

All right, my friends, you know what time it is.

It's time to train our ears for sound!

Are you ready?

All right, we're going to play an isolation game.

We played this on Monday.

It's where we separate a sound.

So I'm going to tell you a word, and then I'm going to ask you to listen to the (mumbles) of the beginning, or the middle or the end, and tell me what sound you hear.

You ready?

Okay, so, do you remember how it goes?

Here's an example: OWL, OWL.

Do you hear the "AAW" at the beginning of OUL?

Good.

All right, so here we go.

My word is MOUTH, MOUTH.

What sound do you hear in the middle of MOUTH?

Should we segment?

Okay.

Ready?

MM-AW-TH.

MM-AWTH.

What do you hear in the middle?

"AAW".

Good job!

Do you remember that sound?

Hmm, that's right.

Okay, you ready for the next one?

All right.

How about the word OUT, OUT?

Let's segment: AW-T. What do you hear at the beginning of OUT?

That's right, that's the "AW" sound.

That's our target sound.

All right.

Last one: SHOUT, SHOUT.

What do you here in the middle of SHOUT?

SHH-AW-T. Did you hear?

"AW".

Great job!

You're getting really good at listening for that "AW" sound.

All right.

Let's do some fluency, and then we'll jump right into our word-building, and then we have a story to read.

You ready?

I-G-H says I. Oops!

O-E says O. O-A says O. I-R says UR.

U-R says UR.

E-R says UR.

A-R says OUR.

O-R says OR.

O-A-R says OR.

And O-R-E also says OR.

Good job.

All right.

Here, here we have our "cow" card.

O-W says AW.

O-U you says AU.

All right, today, I want you to help me build the word DOWN.

DOWN.

Now, I gave you a hint, because I already put the spelling pattern we're going to use for DOWN right here.

O-W is going to be our spelling pattern.

So let's build the word DOWN.

All right, we need, yep, DAAW-UNN.

What's at the end?

Oh, I don't know why that H is there.

That doesn't go there.

Okay, good.

DOWN, DOWN.

Good job.

What if I want to make DA-UNN say TA-UNN?

What would I do then?

Right, I'm going to substitute the D for the T. Now I have TA-UNN.

What if I wanted to say FROWN?

What would I do then?

Right, I forgot to put my blend out here, but that's okay, no worries.

What would we do?

Right, we're going to build it with an F-R says FFRR-AA-UNN, FROWN.

Great job.

All right, we have some more words to build, but let's get right to our story because I don't want to run out of time.

All right, this story is called "Sounds Around Us."

Oh, did you hear it?

I did, too.

"Sounds Around Us."

Okay, here we go.

Look up, look down, look all around.

Nothing can stop you from finding sounds.

Let's get an early start.

Listen to those morning sounds.

A clock can make a sound to wake you up.

Oh, what a loud sound!

This might make you frown.

It's nice to stay in bed!

When you board a bus to school, it can make a sound.

That sound is the big wheels rolling through town.

Did you see some of our high-frequency words, too?

Isn't that great?

That's why we practice.

All right.

So, let's see if we can find some O-U, or O-W words in our story.

I heard them.

Let's see if we can find them.

We know that right away we saw SOUNDS and AROUND.

Good job.

How about this word?

Yes, DOWN!

Good for you.

And here's a ROUND again, and SOUND, yep.

I heard you.

Okay, shout it out.

Let me hear you.

What else do you, do you see something besides SOUNDS and AROUND that we should circle?

Oh, good!

FROWN.

Very nice, and LOUD.

Good job!

♪ Okay, let's see ♪ ♪ Do you see another one ♪ Oh, yes, TOWN.

I heard you.

Good job.

Great reading!

Did you see our, oh, where is it?

Oh, yes, this one.

Okay, good.

I'm glad you saw that.

Good eyes.

All right.

Did you see our high-frequency word OH in the story?

I did, too.

And there's some others too, aren't there?

Do you think?

Oh, yeah.

We're going to do this one today: NOTHING.

Great job.

All right.

I don't want to spend too much time, because we need to get busy with our... high-frequency words.

So here we go.

We're going to do two words today.

COLOR and NOTHING.

Let's spell COLOR together.

C-O-L-O-R, COLOR.

And let's spell NOTHING: N-O-T-H-I-N-G.

I'm going to show you a little trick in case you're writing NOTHING, because I taught this to my first graders, and I thought it was so cool.

NOTHING.

If you have nothing, what do you have?

Nothing, right?

Or, NO-THING.

Isn't that cool?

So NO-THING or NOTHING.

Good job.

This is hmm left, there is hmm left to eat.

What do you think?

Right, nothing left to eat.

Her socks are not the same... color.

Good job.

Very nice.

Okay.

Now we're going to spend a little time on our structural analysis.

Remember, we're adding E-R and E-S-T to the end of an adjective.

An adjective is a describing word.

It describes a noun.

And so, when we add, when we're adding an inflectional ending, even if it's the E-D or I-N-G, these spelling rules are the same for all of those inflectional endings.

So we're going to review the two that we did yesterday, and then add the third one.

It says, drop the final E before adding.

Okay, so before we add the inflectional ending, we need to drop the final E. So watch how that looks: CUTE becomes CUTER.

I'm going to get rid of that E, and I'm going to add the E-R, cuter.

Cute becomes, get rid of the E and add E-S-T, cutest.

'Cause we wouldn't have it this way, right?

That would make an E-E, and what does E-E say?

Right, it says EEST.

That would say CUTE-EEST.

That's, that doesn't make sense.

So we have to get rid of that E, right?

Now it says cutest.

Good job.

All right.

The second rule that we talked about, is when we are adding an inflectional ending, we need to double the final consonant.

So here we have the word WET.

Now, this is a short E, and we want it to stay that way.

So that means, to make it a short E, we have to double that consonant.

Remember, whenever you see two consonants in a row that are the same, usually the vowel is short, so we need to add an extra T, and then we can add E-R, so WET becomes WETTER.

Do you see how that looks?

All right.

Here we have WET, and we're going to add the extra T so that that vowel stays short: WET-EST.

Yesterday was the wettest day of the year.

Do you see how that works?

Great.

All right.

So, let's look at the last spelling rule.

This is important to know because when you're writing, you want to spell them correctly.

It says change the Y to an I before adding the inflectional ending.

So here I have the word PUFFY.

And before I can add E-D, I-N-G, E-R, or E-S-T, I have to change the Y into an I, and then I can add E-R, so PUFFY becomes PUFFIER.

Yeah.

And then PUFFY becomes, change the Y to an I and add E-S-T, becomes PUFFY-YEST.

How'd you do?

Are you getting it?

Good job.

All right, my friends, come back and see me tomorrow.

I have the second part of the story to read with you.

Will you sing with me?

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

(guitar playing) ♪ 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 ♪ (guitar playing)