♪ 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 ♪ (bouncy folk music) - Happy Friday, first grade!

Fabulous first grade.

Welcome back to our "PBS Classroom".

I'm Mrs. Hammack and I'm here to help you practice all the skills that you need to be an excellent reader and writer.

Hey, I have a brand new story I want to share with you.

It's called "Pirate Bob" by Kathryn Lasky.

Do you like to read stories about pirates?

Yes?

Well, this is a great one.

I think you'll enjoy it.

It's brand new and I think that you will love all of the swashbuckling details of this great story.

So check for it on Sora or at your county public library.

Okay?

Good.

Hey, let's check our Sora list.

We're ready to reveal the number one spot!

Are you ready?

Oh!

Okay, I've been waiting all week to see who this is.

Let's do a little drum roll.

Ready, go!

(hands slapping) All right, number one!

Heaton Bulldogs!

Way to go, Heaton!

Woo!

Snaps, snaps, snaps!

Claps, claps, claps!

Great job!

You are number one on our countdown this week.

I hope to see you there next week too!

Hey, do you have an activity book yet?

I'd love to send you one!

I have all different kinds.

I have "Pinkalicious" and "Curious George" and "Arthur" and "Super Why".

They are so much fun.

Would you write to me so I can send you one of these fun activity books?

All you need to do is send me a letter right here at our "PBS Classroom" at the studio and I will put one of those activity books in the mail for you.

That's right!

And make sure you send me your address so I know where to send it, okay?

Fantastic.

I can't wait to hear from you.

All right, my friends!

We are training our ears for sound today.

And because it's Friday, we are playing two games.

That's right.

We are going to play "The Blending Game" and "The Substitution Game".

So first, let's do "The Blending Game".

I'm going to tell you sounds, you're gonna blend them together and tell me my word.

Here we go.

"Ou", "t".

What is it?

"Out"!

Great job!

How many sounds did you hear in that word?

"Ou", "t".

Good, just two.

It's a shorty.

All right, how about this word?

Ready?

"S", "ou", "th".

"South"!

Great!

How many sounds did you hear in that word?

"S", "ou", "th".

"South"!

Great!

Did you know that there are five letters in that word?

They only make three sounds.

Isn't that cool?

That's what's so fun about letters and words.

All right, now we're gonna do "The Substitution Game".

We are gonna substitute the vowel sound.

So if I have the word "lid", "L", "id".

"Lid".

I want you to substitute the "i" for the "ou" sound.

So instead of "l", "id".

It should be "l", "oud" "Loud".

Great listening!

All right, let's try another one!

"Find".

"Find"!

"F", "i", "nd".

Let's substitute the "i" sound and let's put in our focus sound, "ou".

Ready?

"F", "ind" becomes "f", "ou", "nd".

Good listening!

Great job!

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

And remember, if there's a spelling pattern that you're having trouble with, write it down, so you can practice it and get it locked into your brain.

Remember, when we learn hard things, our brain gets stronger.

Here we go.

I G H says "igh".

O E says "oe".

O A says "oa".

I R says "ir".

U R says "ur".

E R says "er".

A R says "ar".

Oh, not two R's.

Let's cover that one up.

O R says "or".

O A R says "oar".

And O R E says "ore".

Did you do good?

Great!

All right, here we have our "cow" card.

We've been working on it all week long.

Let's repeat the sound spelling and the sound.

Ready?

O U says "ou" and O W says "ow".

Very nice.

And I have two words that we're gonna read together.

Here we go.

"S", "ou", "th".

"South"!

Great job.

Do you see what I mean?

Remember, we did this with training our ears.

It has "s", "ou", "th".

Three sounds, but look at all those letters!

All right, let's read the bottom word.

"W", "ow".

"Wow"!

That is what I say about you.

"Wow"!

All right, let's build a word.

If I have "South", I'm going to change it up and see if you can figure out what this word is.

Let's see if you can read this word.

Are you ready?

Let's try it.

"L", "ou", "d".

"Loud".

Good job!

What if I want "loud" to become "cloud"?

"Cloud".

Right, that is... Look at that.

Our consonant blend.

Good job!

"Cloud".

"Cloud".

Good for you.

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

Because we have started our story yesterday, we have the beginning of our story about "Sounds Around Us" and we found some of those sound spelling patterns.

Let's read the second part of our story and see what's going on with this.

Oh, hold on.

My papers are sticking together.

Let's take that one off.

There we go.

I'll set it down there and we're ready for action.

"At school, the crowd can get loud.

If it does, the people in charge may shout.

Instead, make soft sounds like a mouse.

If you thought sounds can only be in daytime, there are night sounds too.

You can hear them when the sun goes down.

At night, you might listen to an owl or other outside sounds.

These sounds are not loud.

These sounds can make you want to go to sleep.

The last sound could be soft snores!"

Do you snore?

(laughs) Maybe you do.

All right, did you see some of our spelling pattern?

O U and O W?

Great, I did too.

Look at this one right here.

Here's the word, "crowd".

"Crowd".

And "loud".

Hey, did you notice that they rhyme?

Even though they have a different spelling pattern, they still make the same sound.

"Crowd", "loud".

They both say "oud".

Good job.

All right, let's see what else.

How about "shout"?

"Shout".

And then we have "sounds".

"Sounds" and "mouse".

"Mouse".

Now what about this word?

Oh, you're right!

I thought I could trick you, but this is our high frequency word, isn't it?

"Thought".

"Thought".

It doesn't say "ou".

Even though it has this O U, it does not say the "ou" sound.

So that's why we need to learn those high frequency words, so we don't get tricked.

How about this one?

Yes, "sounds".

Do you see anymore?

Yes, I remember!

"Outside".

And "owl".

Good job!

How about "loud"?

Good for you.

How about this one?

C O U, oh, you're right!

That is a high frequency word that we have already learned.

Don't let it trick you.

That's why we need to practice those high frequency words, so that we know 'em as fast as we know our name and then, we don't have to worry about trying to sound it out.

Good job.

All right, today, we're going to review our six high-frequency words, and then we're gonna do a little practice with our "E R and E S T" ending.

You ready to do it with me?

Okay, here we go.

All right, we have six words.

And today, because it's Friday, we're just going to read them and spell them.

But if you have something to write with, it's always a good idea to practice writing them down.

That's another way to help them get locked in your brain.

You ready?

All right, here we have "thought".

"Thought".

Let's spell it.

T H O U G H T, "thought".

Here's our word, "oh".

O H, "oh".

"Nothing".

N O T H I N G, "nothing".

Did you see our "ing" at the end?

"Nothing".

Good.

How about this one?

"Instead".

I N S T E A D, "instead".

"Early".

E A R L Y, "early".

And "color".

C O L O R, "color".

How'd you do?

Good for you.

All right, let's take a look at our "E R and E S T".

Now, remember, we talked about this.

Let me move this for a second.

Because I want to remind you of what we did this week.

We've been working on the inflectional ending, "E R and E S T".

We add those endings to adjectives to compare.

Remember, an adjective is a describing word.

So when we're comparing things, we can use these inflectional endings.

We use E R to compare two things.

Remember the pencil?

"This pencil is sharper than that one."

And remember, we use E S T when we compare three or more.

"That is the sharpest pencil of the three."

Okay?

All right, and we talked about the spelling patterns.

Well, today, I have some sentences and I want you to help me choose which word belongs there.

It says, "Sam has the hmm desk in all of the classroom."

Sam has the messier desk or messiest desk?

Are we comparing two things or more than two things?

Right, desks!

There's a lot more than two desks in the classroom, right?

So, "Sam has the messiest desk."

And look here.

I had to change the Y to an I from messy to say messiest.

See how that looks?

All right, let's look at the next one.

I am the taller or tallest girl in the family?

"I am the tallest!"

Right, because there's more than two people in my family.

And my dad is older or oldest than my mom?

Right, mom and dad, that's two.

That means I'm gonna use "older".

Great job.

You've done an excellent job learning today.

Sing with me.

♪ Goodbye now ♪ ♪ Goodbye now ♪ ♪ The clock says we're done ♪ ♪ I'll see you on Monday ♪ ♪ Goodbye everyone ♪ Have a great day.

Keep practicing!

♪ 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 ♪