(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) - Good morning, I'm glad you're here.

Welcome back to our PBS Classroom, you fabulous first graders.

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

And we're getting close to the end of first grade, so we have learned a lot.

I was just looking at a story that was sent to me by Ms. Parker over at Pyle Elementary School.

She sent us a bunch of books to share with you.

These are books that kids at Pyle School really enjoy and she thought that you might enjoy them too.

So a big thank you to her and to the Pyle Python Library.

And I have a story to share with you.

It's called, "Can I Be Your Dog?"

by Troy Cummings.

This is such a cute, first of all, I love dogs.

I love them.

I have four.

Do you love dogs?

Well, this is about an adorable dog named Arfy, and Arfy doesn't have a home.

So this story is all written in letters.

Arfy writes a letter to a neighborhood family asking if he could be their dog.

And he's pretty funny in his letter, and the family writes back to him and says, we're very sorry, but our cat is allergic to dogs.

So then he goes to find another place, and he keeps writing letters to different people in the town asking if he could be their dog.

Doesn't that sound fun?

It's a really cute story, and I'm not gonna tell you how it ends because I want you to check it out at your County Public Library, or at your school library, or maybe even look for it on Sora and see if they have it digitally for you.

I think you'll enjoy this book, especially if you love dogs, and it's kind of fun that they wrote it as if each page is a letter.

That's really fun.

All right, so that is, "Can I Be Your Dog?"

by Troy Cummings.

Check it out.

I think you'll like it.

All right, guess what?

I still have some activity books.

If you would like an activity book, they are free.

It will only cost you a letter.

You send me a letter.

Tell me anything you want me to know.

Tell me your favorite color.

Tell me what you want to be when you grow up.

Tell me what you're learning in school.

Tell me what you did over your spring break.

I'd love to know that.

Draw me a picture of you standing on the beach, or playing in your bedroom, or draw me a picture of your dog.

I would love that too.

And I will send you in the mail a free activity book for you to do whenever you have some time.

And there's some fun puzzles and great things for you to do.

I think you'll like it if you'll give it a try.

Send your letter right here to me at the address on your screen or you can even send me an email.

Just make sure to give me your address so that I know where to send your activity book, okay?

If you need help from a grown-up, tell 'em.

Hey mom, I want one of those.

And have your grown-ups help you, okay?

Fantastic.

All right, my friends.

It's time for us to train our ears for sound.

That's what we do to help our ears listen for sounds.

It's called phonemic awareness.

It's making our brains aware of different sounds and different parts of words that are made up of sounds.

And today we're going to work on a game called segmentation.

Woo, that's a big word.

We've said it a lot though, right?

Segmentation is when, oh, sorry.

Segmentation is when you take a whole word and you break it into segments or parts, and that's what we're gonna do.

So I'm gonna tell you a word.

I want you to segment it and then I want you to tell me how many sounds or phonemes you heard in the word.

Are you ready?

Okay, our first word is coin.

Coin.

All right, are you ready to segment?

I'll help you.

Here we go.

/k/ /oy/ /n/.

/k/ /oy/ /n/.

Coin, good.

How many phonemes did you hear?

I hope you heard three, 'cause that's how many it has.

We have the /k/, we have the /oy/, and the /n/.

Coin.

Now, remember phonemes are not the same as letters.

I'm not asking you how to spell it.

I'm asking you the sounds that you hear.

All right, here we go.

The next one, are you ready?

Oil.

Oil.

All right, it's a tricky one.

Ready?

/oy/ /l/.

Oil.

Good, how many phonemes?

Just two, good job.

All right, the last one's a little harder.

Are you ready?

I'm gonna challenge you because you can do hard things.

Here we go.

Spoil.

Spoil.

Here we go.

/s/ /p/ /oy/ /l/.

/s/ /p/.

There's that consonant blend.

/s/ /p/ /oy/ /l/.

Spoil.

Terrific.

How many phonemes did you hear in spoil?

Yes, there were four of them.

Great job.

All right, let's practice some of the sound spellings that we've previously learned.

And if you are having trouble with one of them or two of them, I want you to write them down and I want you to say them over and over again.

That's how we get it stuck in our brains.

We call that memorizing the sound spelling pattern.

You ready?

Here we go.

O U says /ow/.

O W says /ow/.

A Y says /a/.

A I says /a/.

E A says /e/.

E E says /e/.

I G H says /i/.

O E says /o/.

O A says /o/.

I R says /i(r)/.

U R says /u(r)/.

E R says /u(r)/.

A R says /a(r)/, remember like a pirate.

And O R says /o(r)/.

O A R says /o(r)/, and O R E also says /o(r)/.

Good job.

All right, this week we're learning the oy sound.

Say it with me, /oy/.

/oy/.

Isn't that funny?

We make our mouth like an O and then we pull it back like an E. /oy/.

Do you see that?

Okay, so here's our boy card.

And here are the two ways that we can spell it.

O I says /oy/ and O Y says /oy/.

Now we're gonna practice reading and then we'll build a couple of words.

Help me out.

/j/ /oy/ /n/.

Join.

Stretch it like a rubber band.

Join.

Good job.

Join.

All right and let's try this one, ready?

/p/ /oy/ /n/ /t/.

Woo, that ending blend sometimes is tricky.

/p/ /oy/ /n/ /t/.

Point.

Good.

How'd you do?

Terrific.

All right, what if I want to spell the word foil?

Foil.

What do you hear at the beginning?

/f/ /f/.

Right.

There's our F. Now we have the /oy/ sound.

/f/ /oy/ /l/.

What do you think is gonna go there?

Is it going to be O Y or O I?

Right, it's gonna be O I, because it's in the middle of the word.

Remember, we only use the O Y at the end of a word or a syllable.

Now we have /f/ /oy/, and we need /l/.

Good job.

Foil.

How'd you do?

I hope you got it.

All right, try this one.

Change foil into boil.

Boil.

What do I need to change?

Right, I'm gonna get rid of the beginning phoneme, and I'm gonna put the /b/, which is for B.

Good job.

All right, friends, let's move along to our reading chart.

I don't want to run out of time, 'cause I have something new to teach you today.

And so let's read this row right here.

Boil, broil, soil, /s/ /p/, spoil, and /oy /n/ /k/, oink.

Hey, did you know that you could spell the sounds that animals make sometimes?

That's cool.

All right, let's get right to our high frequency words.

We have two today.

I left all six of them here, but we're gonna focus on two today.

This one says toward.

Toward, T-O-W-A-R-D, toward.

And money.

Spell it with me.

M-O-N-E-Y, money.

All right, let's see which sentence they belong in.

They are walking, hmm, the bus.

I save my, hmm, in a bank.

What do you think?

What goes in a bank?

Right, money.

I save my money in a bank.

They are walking toward the bus.

Great practice.

All right, today I have something new to teach you.

Remember we talked about different types of syllables and we said that there was a closed syllable and that makes the vowel a short vowel.

We said we had an open syllable.

That's when the vowel is all by itself and that's a long vowel.

Today, we're gonna learn about another kind of syllable, and that is a syllable that has a consonant with a L E. And when you see that consonant with an L E and we're separating syllables, that consonant L E stays together.

All right, let me show you what I mean.

Here is the word table.

Do you see it?

Table.

Now, if I want to separate that into syllables, let's sound it out or let's do the syllables.

Table.

Okay, so where did you hear the long, do you hear the syllable here?

Is it table or is it table?

Right, it is table.

So look here.

If I divide that, here is my open syllable.

That makes the A say /a/, tay.

And then look, here's my pattern.

Consonant, here's my consonant.

L E stays together.

Table.

Because if we separated it here, it would say table.

Do we say table?

No, that doesn't make sense, does it?

All right, let's try another one.

Here we have the word simple.

Let's clap it out.

Simple.

How many syllables?

Two, good.

So look right here.

We have two consonants.

Here's my pattern.

Look, there's the consonant and the L E, so I know those are gonna stay together, and here we have sim.

Oh look, that's a closed syllable.

That's why I know the I says /i/.

Simple, simple.

Good job.

That's a little bit tricky, isn't it?

We're gonna practice some more the rest of this week and don't worry, you'll understand it and get it.

I'm so proud of all the hard work you're doing.

You are amazing and you can do hard things.

Sing with me.

♪ Good bye now ♪ ♪ Good bye now ♪ ♪ The clock says we're done ♪ ♪ I'll see you tomorrow ♪ ♪ Good bye every one ♪ Have a great day.

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 ♪