♪ 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.

It's wonderful Wednesday, but you know what?

Some days when you wake up, you might not feel wonderful.

I have a story about somebody who was having a not so wonderful day.

This story is called the Grumpy Monkey.

And I'm gonna talk to you about it in a minute but I wanna welcome you back to our classroom.

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

And get ready for second grade.

This morning, I was reading a story called the Grumpy Monkey by Suzanne Lang.

And this story was shared by Ms. Parker over at Pyle Elementary School.

She said it's one of the Pyle Python's favorite stories.

And you know what?

I can see why.

Have you ever woken up and just not felt very happy?

Even though there wasn't really a good reason to not be happy?

It just felt kind of grumpy.

Well, that's what happens to monkey.

He wakes up, it's a beautiful day, all of his friends are having a wonderful day, and he just does not feel it.

And you know what?

I want you to know something, that's okay.

It's okay to wake up and feel grumpy.

It's okay to be grumpy.

You just need to be careful that you don't do something that is gonna make it worse, right?

So I'd like you to read this story about the grumpy monkey and see how at the end of the story he starts to feel a little better by Suzanne Lang.

You can check for it at your school library or the county public library.

You might even find it on Sora in a digital.

So I think you'll enjoy it.

Sometimes it helps us when we can read a story about how we're feeling.

So if you're feeling grumpy, check out this book, it might help you.

All right my friends, we have more activity books.

And since my story was about a grumpy monkey, I thought I might share this Curious George activity book with you.

If you would like an activity book, all you have to do is write to me here in our PBS classroom.

The address is right there.

You can send me an email, tell me anything you want.

And I will send this to you in the mail for free.

Please make sure you give me your address so I can send you an activity book.

I would love to get a letter from you, okay.

You're gonna do that?

I hope so.

It's practice.

You can tell me something fun that I would wanna know about you and I'll make sure to say hi to you in our classroom so everyone can see, okay?

All right, awesome.

All right, my great big first great learners, it's time for us to train our ears for sound.

Yes, it's time.

We are gonna play little game today called the categorization.

Now that sounds like a huge word but really it means when you put things together that are alike and they're alike for a reason.

We're gonna do it a little different, I'm gonna tell you three words and I want you to tell me which one does not belong.

So two of the words are going to have something that's alike, and one of them does not, it doesn't belong.

And I want you to be able to identify why or which one it is.

Are you ready?

Okay, here we go.

First, shirt, park.

Did you hear it?

Right.

Fi-r-st, has the a sound, shi-r-t or has the a sound, but pa-r-k does not.

Okay, so you get it now?

You know what to do?

All right, let's try it again.

I have three new words.

Here we go.

Verb, torn, her.

Did you hear the one that doesn't belong?

Torn, good listening.

Ve-r-b and he-r, they go together, don't they?

They have that same a phoneme.

But torn has the on.

Good job.

All right, how about these three?

Burn, farm, shirt?

That one was very hard, was it?

Bu-r-n, there's that pirate ar, and fa-r-m. How about shi-r-t?

Aah, that's the different one.

Good for you.

Boys and girls, you are getting so good at training your ears and it's making your brain so smart.

Way to go, I'm proud of you.

Keep practicing.

Let's do our fluency practice.

Those are the sound spellings that we've already practiced but we wanna just make sure that you know them cause sometimes you need a little extra practice.

Ou you says ow, ow says ow, ay says e, ai says e, ea says i, ee says i, igh says i, oe says o, oa says o, ir says er, ur says er, er says er, ar says ar, or says or, oar also says or and so does ore says or.

Did you get it?

Good.

All right, we've been working on the oy sound, remember?

Here's our boy card and oy can be spelled in two different ways.

So when you hear a word that has the oy sound, we're learning, that means you can spell it with one of these patterns.

Now, the first most common way is oi.

So let's say that together, oi says oy.

The next way that you might see it is oy says oy.

And it will be at the end of a word or at the end of a syllable.

So if a word has more than one syllable, you might find it and it might look like it's in the middle of the word.

But when you break that word apart, you'll see that it's actually at the end of the syllable.

Let's practice reading some of our words today.

Are you ready?

Okay, here we go.

Br-oi-l, broil.

Broil, good job.

All right, let's build the word toy, toy.

Can you help me spill toy?

What do you think?

Okay, let's do it.

T-oy.

Where did you hear the oy sound?

Right, at the end.

So that means we're going to use the oy, toy, good job.

What if I wanted to change toy to soy?

Like soy sauce.

What would I do there?

Right, I'm just gonna change the beginning phoneme.

S-oy, soy.

And what if I wanted to change s-oy, soy to joy?

Joy, good job.

All right.

Joy.

Now joy might be a word that you use when you're talking about feeling happy, but it's also somebody's name.

Cause my friend Alice has a daughter named joy but we would use an uppercase letter for Joy's name, right?

Okay, good.

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

I have a couple of things to share with you on this that will help you think about those spelling patterns.

So let's start here, ready?

Foil, boy.

Oh, look, this is en-joy, enjoy.

Do you see how it's two syllables?

En-joy.

How about this one?

V-oi-ce, voice.

And n-oi-se, noise.

Here's a sentence, roy.

Oh, no, this isn't a sentence.

So our sentence's down here.

Let's read these words, roy.

Why do you think I used an uppercase R?

Right, that's someone's name, Roy.

Here's toys.

Don't let that S at the end confuse you.

Remember we're just making it plural, more than one toy is toys.

Here we have choice.

And let's try this one, an-noy, annoy.

Oh, good for you.

All right.

Let's take a look at our high-frequency words today.

We are going to focus on two of them.

Here they all are.

So if there's one there that you are having trouble with, write it down.

And today we're gonna focus on knew.

I knew I recognized you.

K-N-E-W. K-N-E-W. And fall, F-A-L-L, fall.

We hmm, how to fix it.

Or, the rain is going to hmm.

Oh, those are kind of easy, aren't they?

What does the rain do?

Right, it falls.

So the rain is going to fall.

We knew how to fix it.

Great job.

All right.

Remember yesterday, we talked about the syllable type.

The consonant -le syllable.

We call that the final stable.

Stable means steady, it always stays together.

So let's take a look at the word apple.

All right.

Now we know that when we have two consonants that are right next to each other, that is where we split our syllables, ap-ple.

So we also are learning this week that that consonant le is gonna stay together.

Here's our consonant, and there's the le.

So this is a closed syllable that makes the A say a, ap-ple, apple.

Good job.

All right, let's take a look at this one.

Do you see a consonant le?

Let's see, here's the le.

What's the consonant?

There it is.

All right.

Now we have this word, candle.

Candle, can-dle.

All right, so it's gonna split right between those consonants.

Here is our vowel consonant.

That's a closed syllable.

That means the A is gonna say a, can-dle, candle, good.

Let's try middle.

You want to try middle?

Okay, let's see.

Middle, oh, you're right.

Look, this one, and this one have a double consonant.

So we're gonna split it right there.

That makes our job easy, doesn't it?

And then look at that, there's our consonant le, that's our stable final.

Final means at the end.

So here's our ending syllable.

Here we have mid, there's that closed syllable.

Remember that vowel is closed in by a consonant that makes it a short vowel, mid-dle, middle.

How'd you do?

All right, let's try one more cause you're getting really good at this.

This word is uncle, uncle.

Ooh, that's tricky.

Let's look.

Here's our le, do you see the consonant?

There it is.

The consonant in this word is C. We're gonna split it right there, un-cle, uncle.

How'd you do?

Great job.

See, I told you that you can do really hard things because you are amazing.

I love how you're growing your brain.

Good for you.

Let's sing together.

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

I'll see you tomorrow, good bye every one.

Come back tomorrow cause I have a story for you.

Bye-bye.

(upbeat music) ♪ Good morning to a brand new day ♪ ♪ Time to learn and games to play ♪ ♪ Learning things is so much ♪ ♪ Learning is good for every ♪ (upbeat music)