(upbeat music) - Good morning, super readers!

Thank you for joining us in our Valley PBS Classroom.

This is a place for us to learn and practice.

- And grow our brains.

- To become even stronger readers, writers, and thinkers.

We're thrilled to work with you this year and see all the amazing skills that you will learn as we spend time together each day.

I'm Mrs. Hammack.

- I'm Mrs. Nix.

- And I'm Mrs. Vang.

- So let's get started with.

- Warming up our brains.

- And some.

- Training our ears.

- Just like my friend, Mr. Dawson, always says.

- [All] Daily phonemic awareness!

- Great, so now, we're going to listen for sound because that's what phonemes are.

Those are sounds.

All right, are you guys got your listening ears going?

All right, here we go.

We are going to listen for the "a" sound.

The "a" sound.

- "A," "a," okay.

- "A."

- Okay, are you ready?

I'm gonna say a word, and then I want you to tell me if it has the "a" sound.

Here we go.

At.

- At.

- At.

- Yes, yes, I hear it.

- Okay, good.

- Let's try mad.

- Mad.

- Mad.

- It's a tricky one.

- Mm.

- Mm, I heard it.

- Did you hear it?

- Mm-hmm.

But it was tricky 'cause I thought it was gonna be in the beginning and it wasn't.

Mad was in the middle.

- Oh, great listening.

Okay, I have one last word for us.

Are you ready?

- Mm-hmm.

- Big.

- Big.

- Big.

- Do you hear the "a" sound?

- Mm-mm.

- No, not in the word big.

Great listening.

Okay.

So, we are concentrating on training our ears to hear that "a" sound.

So I have hidden some pictures on our wall and I want each of you to go.

You get to choose three pictures, and then bring them back, and we're gonna see if they have the "a" sound.

- Okay.

- All right.

- All right.

- Hm.

- Oh, I see this one.

- That one.

- Here's one.

- This one.

- Oh, oh, oh, this one right here.

Okay, all right.

- Okay.

- We're ready.

- Okay, all right.

- Ooh!

- All right, let's start with you, Mrs. Vang and Ricky.

- Okay.

- What is your first picture?

- We found a bear.

A bear.

- Bear.

- Okay.

- Bear.

- Does "bear" have the "a" sound in it?

(Mrs. Vang sounding out) - No, it does not.

- Nope, that one doesn't.

Okay.

- Ooh, ooh, ooh, ooh, ooh.

- Oh.

Oh.

- Look, look.

- Tina and Mrs. Nix, what do you have?

- This is an apple.

Apple.

What do you guys think?

- I hear "a."

- We agree.

- "A," "a," apple.

Great job.

All right, do you guys have another one over here?

- Okay.

Now, Pete calls this a "space man."

But, Ricky.

Ricky, it's not a "space man."

It's actually an "astronaut."

- Oh, astronaut.

- Astronaut.

- Do you hear the "a" sound?

- [All] Astronaut.

- I do, great.

- Yes.

- All right, Tina, do you have another picture for us?

- Yeah, I have one.

It's called a globe.

- Globe.

- Globe.

- Mm-mm.

- Hm.

- I don't hear it.

- I was trying to trick you.

- You did a good job.

You were really tricky.

Oh, you have another one!

- We have another one.

And this is an ax.

- [All] Ax.

- Do you hear the "a" sound?

- Mm-hm, ax.

- Very good, all right.

Oh, yeah, Tina has one too, yeah.

- This is our last one.

All right, Tina, what is it?

Ambulance.

- [All] Ambulance.

- Do you hear the short "a" sound?

The short A sound says "a."

- Ambulance.

- What do you think?

- Mm-hm, yes.

- I agree.

- Good job.

- Great job training your ears for sound.

We practice listening for sound because then it helps us when we're reading and writing, and then we can attach the letter shape to it so that we understand the sound that the letter makes.

And, right now, my friend, Mrs. Vang, is going to help us with our word work.

- But before, can we sing Mrs. Nix's song from yesterday?

- Yes, we have to sign the song!

- I forgot about the song!

- I love that song from yesterday!

- That's a great idea.

- Let's do it.

- All right.

I hope I remember the dance moves.

(gentle music) ♪ Adam has an apple and an ant in his hat ♪ ♪ Ant in his hat, ant in his hat ♪ ♪ Adam has an apple and an ant in his hat ♪ ♪ So lets all clap our hands ♪ (hands clapping) (music continues) (hands clapping) ♪ Adam has an apple and an ant in his hat ♪ ♪ Ant in his hat, ant in his hat ♪ ♪ Adam has an apple and an ant in his hat ♪ ♪ So lets all clap our hands ♪ (hands clapping) - You guys are doing so good.

I see you.

- Getting my exercise.

- Woo!

- Great job!

- That was awesome!

- Love it!

- I'm so glad you remembered doing that today.

- I love that song.

- Hey, before we get to word work, can I tell you a joke?

- Of course you can!

- Of course.

- Okay, knock, knock.

- Who's there?

- Who's there?

- Gopher.

- Gopher who?

- Gopher who?

- Go for it this school year!

- [All] Woo-hoo!

- You're so silly.

I just love it.

- Mrs. Hammack.

- I love a good joke, I can't help myself.

- Okay, are you guys ready to learn our sound of the week?

- Let's do it.

- All right, so remember boys and girls, our sound of the week this week was the apple card.

And the apple card says "a."

Good job, let's let's say that again.

Apple, "a," and how do we spell that "a?"

It's an A, that's right.

So help me write it.

A, good job.

Because A says "apple."

And don't forget, it's also a short vowel.

Remember, we have five vowels.

A, E, I, O, U, and the rest of the letters are consonants.

Good job, boys and girls.

So, today, we're going to be practicing blending and building words with our "a" sound.

But before we do that, let's practice some of our letters that we've learned before to, again, warm up that brain so that it can be ready to learn.

Are you guys ready?

Okay, I'm going to go faster this time, and I have more cards for us to learn.

So my first graders and my second graders, you guys help me 'cause you guys know this.

Are you guys ready?

Okay, ready?

This is my hippo card, good.

Hippo card says, "h." How do I spell the "h" sound?

With an H, good job.

Hippo, "h," H. Good job.

Okay, let's keep going.

Okay, lemon.

"L," L. And don't forget, my second grade friends, L-E also says "l." Different spelling pattern.

Okay, let's keep going.

Rose.

Rose, "r." R, W-R, "r." Good job.

Okay, sun card.

This is my sun card, ready?

Sun, "s." S, C-E, C-I.

My second grade friends, we know those are our soft C sound, the "s." Good job.

And the volcano card, help me say it.

Volcano, "v." V. That was a funny sound, wasn't it?

"V." Good job, boys and girls.

Okay, now that we have practiced our letters, let's practice blending.

Okay, ready?

Hey, I see two sets of words here.

Let's practice blending the first one.

Ready?

S says, "s." "A," "t." One more time.

"S," "a," "t." What is it?

Sat.

Good job.

Sat.

He sat down in a chair.

Sat.

Good job, boys and girls.

Okay, how about the next set of letters, ready?

Oh, P says, "p," ready?

"P," "a," "n." What is it?

Pan.

Good job, boys and girls.

Pan.

Now, what if I wanted to write the word "man?"

Good job, all we have to do is put the "m" in front.

Man.

Pan.

(gasps) Rhyming words.

Good job, boys and girls.

They both say "an."

Awesome job, boys and girls.

Now, remember, it's important to know how to blend words and spell words, but you also need to learn your high-frequency words because they show up most frequently when we're reading.

So it's important to know how to read and write them automatically.

And Mrs. Nix is going to help you guys with our new high-frequency word for today.

- Good morning.

Thank you so much, Miss Vang.

Today I have a new high-frequency word.

The word is, "does."

Say "does."

Good job, let's spell it.

D-O-E-S spells "does."

Nicely done.

I'm going to add it right up here.

What was our word from yesterday?

Do you remember it?

That's right, "school."

So, we have our word "school" and today's word is "does."

Great job.

Let's use the word "does" in a sentence.

Hmm.

Hmm, what could be our sentence?

You know what?

Today's story has to do with a little girl named Nan.

I wonder where Nan goes.

Could we use that in a sentence?

Where does Nan go?

How many words?

Let's count them again.

Where does Nan go?

Four words.

Let's do it.

Where.

There's our word, does.

Nan.

Go.

Where does Nan go?

Did we finish?

Uh-oh, what'd we forget?

(gasps) We didn't put any punctuation.

Do I put a period like yesterday?

No, it's a question.

So I want to make sure that I put a question mark, 'cause we're asking, "where does Nan go?"

Awesome job.

All right, so we've been talking about visualizing, and those are those pictures that we have inside our brains as we're reading a story.

Okay, so, think about what do those pictures look like as you hear these words from this story.

Are you ready?

Here it comes.

- [Narrator] Rules at school.

Our school rules.

Why do we have rules at school?

(gentle music) Rules can help us get along.

Rules can help us stay safe.

We raise our hands.

We listen quietly.

We obey safety rules.

(music continues) We let everyone play.

What are your school rules?

Why is it important to have rules at school?

- Okay, so, rules at school.

Hey, now we've read a story, and it's important after we read a story to talk about it.

So we're going to have a little collaborative conversation to help us with our understanding of the story.

Come on in, teachers.

- All right.

Let's do this.

- All right.

So, let's open our books to the story, Rules at School.

- All right, I'm all ready.

- Okay, hold on, hold on.

What page, Mrs. Hammack?

Hold on, I have it, I have it.

I'm going.

- I think you're on page 20.

Do you need help?

- 20, 20.

No, I got it, I got it.

- Okay.

- Got it.

- Woo-hoo, okay, all right.

So, Rules at School.

Now, my question here is, "which details tell you why rules are important?"

- Ooh.

- Oh, I'm sorry.

- I have an idea.

- Okay.

- I think that they, actually, they help us to get along.

- Oh, now, why do you think that?

- Well, 'cause I found it on the page in my book.

- Great.

- Can I share what it says?

- Yes, read it to us.

- Okay.

It says right here, "rules can help us get along."

- But it also says that rules can help us stay safe.

- Ooh.

- Oh, I like that.

I like how you went back to the text to see what details you could find to answer the question.

You didn't have to make anything up.

The answer was right there.

And let's see how you did.

Rules help everyone get along and stay safe.

Nicely done.

- High five.

- Boop, boop.

Excellent, all right.

Now, I want you to turn to page 23.

- 23, 23.

- All right, let's take a look at the photograph.

And it says, "what does the photograph on page 23 help you understand about classroom rules?"

- Okay, so, on that photograph, I see that there is a student, and she's standing in front of the classroom, and she's reading, and it says, "we listen quietly".

- Okay.

- I bet we have to listen when someone is talking, right?

Like taking turns.

- Yes.

- Right?

- I think that's a great idea, definitely.

All right, so let's see what it says here.

The classroom rule is, "listen quietly when someone is speaking."

I bet that's a rule in most classrooms.

- That's an important rule.

- It is.

All right, our last question.

Why is it important to have rules at school?

- Hmm.

- Hmm, what do you think?

- I'm gonna go back with it helps us to get along.

If we know what is expected of us, we know how to behave, it's going to help us to get along.

- And I also think it's important that we have rules to keep us safe.

- I think you're both right.

Because rules help us get along and they help us to stay safe.

Thanks so much for your help.

- You're so welcome.

- I appreciate it.

- Any time.

- All right, so, we've read our story.

We've talked about our stories so that we have a deeper understanding.

And every day we read, we want to talk about what we read, and we want to write about what we read.

So today, I have a question for us to answer.

It says, "what is an important rule at your school?"

To help us get started, I have a little sentence frame.

It says, "an important rule at my school is."

Okay, but we need to do a little brainstorming so we can get some ideas, so I've called in our puppet friends to help us.

Alright, guys, what is an important rule at your school?

What do you think?

- What about if we use our walking feet and go nice and slow?

- Oh, that's a great rule, Tina.

So, we walk in the classroom.

That would be an important rule because we wouldn't want anyone to fall and get hurt.

Good thinking.

Anybody else?

- My teacher always says to follow directions the first time given.

So I think that means she means quickly.

- I think you are right, Ricky.

It's important for us to follow directions quickly because we have a lot of learning to do, and we don't want to waste any time.

Great thinking.

All right, anything else?

- Oh, oh, oh, oh.

- Oh, yes, Tina?

- Here's one, what about when we raise our hand?

- That's true.

Raising your hand if you have something to say is an important rule in the classroom because it helps us to take turns so that everybody has a chance to use their voice and have their ideas heard.

Great thinking.

Let's see.

Oh, I have one.

Can I say that it's important to use kind words?

Yeah, kind words make us feel good, and they also kind of help us to feel safe.

Don't you think so?

- Like, "you are so smart."

- Oh, I love that.

That is a great kind word.

All right, is there anything we can think of that we haven't put on our chart yet?

- Ooh, what about making smart choices?

- Great idea.

Making smart choices.

Super.

Wow, we've done a lot of good brainstorming.

And so now, what I want you to do, is I want you to take our sentence frame, "an important rule at my school is," and you can use one of these ideas and plug it in right here to the sentence.

Or you might have your own idea, and that would be great too.

And I would love to see what you're writing about the rules at your school.

So I hope that you will do some really careful writing, don't forget that punctuation at the end, and we will just continue learning and growing.

Oh, my goodness.

You've done a lot of learning today.

We've had our ear training.

We've done our word work together.

We did some comprehension and some high-frequency words.

We've done some writing.

I think you've done amazing.

- Oh, I can just feel it.

My brain is getting so, so smart.

- And so strong.

- Mm-hm.

- I think we have one more thing for you.

I want you to take a look at this little book commercial from our friend, Ms. Reyes, over at Wishon.

She wants to tell you about something really cool.

- Hi, everyone, My name is Ms. Dina, I'm the librarian here at Wishon Elementary.

I wanted to share with you guys one of my favorite stories that I love to read every single year to our students, and it is called "How To Be a Hero."

Now, this book is written by Florence Parry Heide, and the illustrator is Chuck Groenink.

I love this book, it is one of the funniest stories that you guys will read.

It's all about a boy named Gideon, and he loves to read.

And so he also does a lot of his research.

So, one of the questions that he has in the story is how to become a hero?

So he wants to be a hero, and not only that, he also wants to have his picture on the front page of the newspaper.

So he grabs some classic tales.

Like Rapunzel.

Snow White.

Cinderella.

And then one of his favorite stories, Jack and the Beanstalk.

And so he tries to figure out, and he pulls from every single story, how they became heroes.

And so, (laughs) you can see him there doing more research.

He doesn't give up.

And his really nice parents had given him some allowance money, so he decided to go to the store.

And he figured out that the only thing that they really had to do was be in the right place at the right time.

So he had to keep his eyes open.

So you can see him there at the market looking for his chocolate bar.

We see a woman dropping some apples.

Gideon's looking down at those apples.

And now we see a foot over the apple.

Are you thinking what I'm thinking?

There goes the woman flying, her baby flying into the air.

Gideon's hands are up.

Is he going to be a hero?

Well, you'll have to read the story to find out.

(laughs) - Thank you, Ms. Dina from Wishon.

Thank you for sharing that book with us.

Oh my goodness, and boys and girls, I have not read that book.

Have you read that book?

I can't wait to go to Wishon so that I can check out that book to read.

- What's you guys' favorite- - Wait a second, Mrs. Vang.

Do we have to go to Wishon to check out that book?

Where else could we check that book out from?

- Let's see, you know what I did?

Where I went this summer to check out books?

- Where?

- I went to my county Library.

- Oh, that's a great place.

- That's a great place.

- Oh, I also checked out some books on Sora.

- Mm.

- You could always check your Sora app because there are some good ones there.

- And they're totally free on there, right?

- Absolutely.

- Oh, I love it.

Do you have some favorite books?

- I do, I do.

- Ooh, what's your favorite?

- I love Skippyjon Jones.

- Oh.

- Do you know Skippyjon?

- I knew you were going to say that.

- Skippyjon is the cutest.

He's a Siamese cat, but he thinks he's a chihuahua.

- I love it.

- You know what?

I have one that happens to be one of my favorites, and it's with a favorite illustrator.

Do you remember what an illustrator is?

That's the person who draws the pictures.

My favorite illustrator is David Catrow, and I love just about anything that he draws.

But one of my favorite books is "Stand Tall, Molly Lou Melon."

It's about a really tiny little one, and she stands up really tall to a lot of different people.

It's a great story.

- I love that.

- Me too, that's great.

- Love it, 'cause mine is the "Magic School House" book series.

Especially my second grade friends, I love reading series because it goes on and on and on.

So boys and girls, I hope you pick up a good book, so that you can be reading, because remember, the more we read, the stronger your brain gets.

- Absolutely.

- I have a joke before we go.

I have one more.

- Oh, okay.

- Okay, are you ready?

- Yes.

- All right, knock, knock.

- Who's there?

- Who's there?

- Ketchup.

- Ketchup who?

- Ketchup who?

- Catch up with you later!

- [All] Bye!

(upbeat music)