(playful upbeat music) - Good morning, super readers!

Super readers!

Thank you for joining us in our Valley PBS classroom.

My name is Mrs. Vang.

- I'm Mrs. Nix - I'm Mrs. Hammock.

- And this is a place for us to learn, practice and - grow our brains.

- To become stronger readers, writers, and thinkers.

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

So let's get started by - Warming up our brains, - and training our ears.

- Or as our friend, Mr. Dawson, like to say - Daily phonemic awareness!

- Oh my goodness, boys and girls, are you guys ready to train your ears?

Okay, let's get started.

Are you ready?

Today, we're gonna practice our listening skills with some phony blending.

So, get your listening ears.

Turn them up, nice and high so that you can be listening.

'Cause remember we need to be able to listen to sound in order to read and write with sounds.

Okay, so ready?

We're gonna, I'm gonna give you some sounds, your job, blend it together.

And I like to use my arm man.

Retell Ricky is gonna help me, okay?

And then we're gonna blend in and then we're going to say a word.

Are you ready?

Okay.

Listen carefully for these sounds.

Ready?

So, let's practice.

If I say, S-A-D blend it together.

S-A-D .

What's my word?

Sad.

Good job.

S-A-D , says sad.

Good job.

Okay, I think you guys are ready.

Are you ready for your next set of sounds?

Okay, let's get started.

Put your arms out if you need it.

Ready?

M-A-P .

What is it?

Map.

What is it?

Map.

Good job, Ricky knows.

Okay.

Next set of sounds.

Ready?

F-A-N .

What is it?

Good job, I heard you.

What did they say Ricky?

Fan!

Good job.

Okay, last set of sounds.

Ready?

A-T A-T What is it?

At.

Did you get it?

Oh, you guys are so smart.

Good job, boys and girls.

Look, your job, training your ears.

Now, guess what?

What?

Oh, oh, Mrs. Nix.

- It's time.

It's time for a song.

- They, I kept hearing them saying, are you going to dance?

Should we dance?

- Yes.

- Okay.

Are you guys ready?

Okay, everybody stand up.

Stand up if you're at home.

Come and join us.

You've been doing this for a couple of days.

Let's see if you can dance along with us.

You ready?

Okay, get ready.

(lighthearted guitar music) (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 ant in his hat ♪ ♪ So, let's all clap our hands ♪ (hands clapping) (lighthearted guitar music) (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 hat ♪ ♪ So let's all clap our hands ♪ (claps hands) (playful upbeat music) - So fun.

- I love it.

You guys are doing great.

(lighthearted guitar music) - Wow.

- Wow, amazing.

- That was great.

- So much fun to wiggle in the morning.

- Love it.

- Hey, it's almost time to do our word work, but you know I, - Do you have a knock-knock joke?

- I do!

(cheering) - Alright.

- Okay.

Knock, knock.

- Who's there?

- Who's there?

- A little old lady.

A little old lady who?

- I didn't know you could yodel.

♪ A little old lady- who ♪ (laughing loudly) - Hey, Ricky thinks that's, hee haw larious.

- He's so funny.

- Thank you, Ricky.

You're such a good friend.

Oh, boys and -- Oh readers, I'm so excited to be with you today.

And we are going to review our sound of the week.

We have our apple card for the, ah, sound.

So let's remember how to do that.

Ready?

Apple.

Ah, and we spell it by making the A.

And now let's do a little review of some of our other sound spelling cards.

Just to warm up our brain because we're going to get ready to do some reading and blending.

But we want to make sure that brain is nice and ready.

So say these with me.

Are you ready?

Nest?

n, N. And second graders, you remember the Kn also says n. And gn also says, n Now we have lemon.

l, L. We can spell the l sound with an L. And it can also be at the end of a word with an L E. How about this card?

Volcano.

V, V. Only one way to spell that sound.

And we have sun.

Here's our sun card.

Sun.

s, and we can spell it with an S. And if you're a second grader or older, you know you can also spell that sound with a C-E or a C-I .

How about this one?

Do you know what that is?

Right, that's the hippo card.

Hippo.

And we spell that with an H. Great.

All right, now we're going to take our brain power and we're gonna do some blending.

All right, so we warmed up our brain.

You remembered some of the sounds that we've learned, and now we're gonna put them into practice.

So here I have my first word.

This starts with the letter C. Do you remember the sound?

That's right.

C- .

There's our sound.

a-p Great, let's blend it together.

C-A-P .

Cap.

Terrific.

You know what, cap is another name for a hat.

And let's take a look at this group of letters.

It makes a word too.

So let's separate the sounds and then we'll blend them together.

And that will tell us what our word is.

Here we go.

T-A-N Tan.

Tan.

Did you get it?

Great job.

All right, so blending sounds to make words, but we can also change some sounds and make new words because if I know, what's this word?

Cap.

Then, I also could spell Tap.

So let's think about that.

What would we need to change?

We have C-A-P , and now we need T-A-P .

So, the A-P part is gonna stay the same.

Isn't it?

But I'm gonna change the very beginning sound with the sound with the T that says, T. And now I have tap.

Great job.

Cap and tap rhyme, because they both say A-P. Great job Here I have the word tan.

What if I want to change tan And I wanna change it to can.

Can.

What do you think?

Oh, I heard you, that's right.

Can.

C-A-N , Can.

That's a word that we can use in our writing.

Isn't it?

Great job reading with me and building words.

Today we did a little dance about Adam and that he has an apple, right?

Do you remember that song we just did?

So here is my, the words to that song.

And so I thought it might be a good idea for us to read the song lyrics.

Those are the words to the song.

And then maybe look for some, ah, sounds in our song.

You ready to try it?

Alright.

Adam Has an Apple.

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, let's all clap our hands.

(clapping) Did you hear it?

All right, so, let's take a look at and see if we can find some words, that have the A sound.

What was the boy's name in the song?

Adam.

Great.

And look, there is that ah sound.

And we have, has.

It doesn't start with an ah sound.

But do you hear it?

Has.

It's in there, right?

Adam has an apple and an ant in, How about in?

His?

How about hat?

Right, it's in the middle.

Great job.

Look at all of the words that have the short, a sound.

Short, a says?

That's right.

Ah, great job.

We have a lot of other words that say that sound because remember the song repeats.

And so we could go through and mark, each one of them.

You did a fabulous job helping me find short, A words and blending short A words.

And that's important to be a strong reader.

But don't forget, that's just one part.

We also need to know our high-frequency words because those show up all the time in almost everything we read.

And here to help us with our high-frequency words for the week is my very good friend, Mrs. Nix.

Take it away.

- Awesome job.

Thank you so much, Mrs. Hammock.

And yes, high-frequency words are those words that we see often in our reading and writing, and it's so important that we're able to read them.

So, help me go through.

I wanna review.

This week, we've worked on two so far.

Do you remember them?

All right, let's read them together.

We had the word, school, good.

And, does.

Nicely done.

Now, today's word is not.

Say the word with me.

Not.

One more time, big and loud.

Not.

Okay.

So let's spell it right here, N-O-T , spells not.

Excellent job.

So, I'm gonna put it right up here.

Let's use it in a sentence.

So, what if I have my little sentence and I have a character named Sam.

So, can Sam go?

Well, what if I want to say he cannot?

So, how about Sam may not go.

Count those words with me.

Sam may not go.

Okay.

So, four words, here we go.

Read them with me.

Sam.

May.

There's our word.

Not.

Go.

Read them with me.

Sam may not go.

Am I done?

No, what do I need?

That's right, a period at the end.

Sam may not go.

Excellent job.

Okay, so, here's what we're gonna do.

We're gonna remind ourselves because good readers, as they're reading a story, they think about not only the words on the page, but they have to make like a little movie inside their head.

And we like to call it, visualize.

So, they're playing a movie inside their head.

I'm gonna ask some of my teachers to come over and help me out because I want to be able to visualize.

Are you guys ready to help me out?

Just a little bit?

- Yes.

- Okay.

So, let's visualize, I'm not gonna give you too many details, but I want you to picture inside your mind, your favorite dessert.

- Oh, that's easy.

- Think about it.

Oh, that's an easy one for Mrs. Hammock.

But think about, what is your favorite at home?

What is your favorite dessert?

Think about it.

Picture it.

What color is it?

Is it hot?

Is it cold?

I don't know.

Do we all have the same dessert in our mind?

Let's find out.

Okay, Mrs. Hammock.

You said you had yours so quickly.

- I did.

And I can see it sitting on my plate with the steam rising and the crust still bubbling from the oven.

I love peach cobbler.

- Peach cobbler.

- It is so delicious.

- Did we all think of peach cobbler?

Mrs. Vang, did we think of peach cobbler?

- I did not think of a peach gobbler.

No, I was thinking of an ice cream.

- An ice cream?

That's cold, that's not gonna have steam on it.

- I have cone and I have three scoops of ice cream on top.

- Wow.

- All different flavors.

- That sounds amazing.

Boys and girls, it is absolutely okay, that we think of different things in our brains as we visualize.

So today, as we listen to our story, I want you to start thinking about what does your movie look like when you hear these words?

We'll be right back.

- [Narrator] What do you do at your school?

Read about a boy who brings a special friend to school.

This is a realistic fiction text called Nat and Sam, by Pat Cummings.

(gentle music) Nat is at school.

Nat sat.

What does Nat have?

Nat has Sam.

Nat does not have Sam!

Sam sat.

Sam is with Pam.

Look!

Sam can read.

Can Nat?

Nat can.

Nat and Sam like school.

(gentle music) - Did you guys enjoy that story?

It was kind of short, but did you do lots of visualizing?

I hope you did, because remember when you visualize, you should be playing a movie in your head.

Oh, what?

Uh-oh, Retell Ricky wants to tell me something.

What Retell?

My name is Retell Ricky.

And I like to retell stories.

Oh, you do?

I'm so sorry.

We've read lots of stories this week, and we haven't given you a chance to retell.

Okay, Retell Ricky.

Will you tell the story for us?

Now help us.

When we retell, what should we include?

All you can include the characters.

Okay.

Characters.

Okay, maybe there's more than two, okay.

And beginning, middle and end.

Okay, so can you retell that story for us?

That's why my name is Retell Ricky Okay, Retell.

Tell us the story.

It's about a boy named Nat.

He's at school.

That's also what we call the setting.

Okay Ricky, what does he do at school?

He sat.

Okay.

With Sam.

Okay.

He's not supposed to have Sam.

Oh really, okay.

The teacher takes it away.

Okay, and what happens?

Well, Sam starts reading.

Okay.

And at the end, Nat starts reading!

Okay.

Thank you, Retell Ricky for retelling that story for us.

But boys and girls, as we retell the story and that's really great to do.

So, if you're reading a book, it's also great to retell the story again to your brother or your sister or your mom or your dad or your grandma.

Or maybe to a friend like Sam.

'Cause remember in the, in the book that we read, there Nat's friend was Sam.

So, try to build up that retelling skills like Ricky, because I'm Retell Ricky.

I'm great at retelling.

You are Ricky.

Okay, now let's get into our what we call our questions.

The question that we have today for the boys and girls.

So, let's see.

It says, how do you know how Nat feels at school?

And then there's some things to help us.

It says, we need to reread pages eight and nine.

What do you see Nat doing?

And then we're gonna write two things.

That's what we call text evidence of what he's doing.

And then we're going to write, how he's feeling from what he's doing.

So, do you want to call them?

Okay.

Mrs. Hammock!

Mrs. Nix!

Can you come help us?

- [Mrs. Hammock] Hi, Ricky.

We'd be happy to help you.

- Thank you.

So, Mrs. Hammock and Mrs. Nix, can you guys go onto page eight and nine?

- Sure.

- And can you help reread, those pages for us?

- Absolutely.

Oh, can I read page eight?

- Yes.

- Okay.

Nat is at school.

Oh, you know what I noticed?

School is one of our high frequency words.

- You're right.

They show up, that's right.

Most frequently, there it is.

Mrs. Nix, can you read page nine?

- Absolutely.

It says Nat sat.

- Thank you Okay, so now we read those pages.

Now, let's just look at page eight.

So can we just look at the illustration on page eight?

What are some things that you guys notice on page eight?

- You know what I notice?

Nat is, he's not really standing.

I don't know.

Can I show you boys and girls?

If you can see that, remember?

Look, Nat's not with the other kids.

- He's kind of peeking in, like - He's kind of -- - It looked, you know what?

really it to me, it looks like he's being maybe a little sneaky.

Like, 'cause the teacher's busy with the other kids and he's kind of peeking to see where the teacher might be.

- Yeah.

- Do you guys see anything else on that page?

- Oh wait, he has something under his shirt.

- Yeah.

- Is he hiding?

- Oh yeah, he's definitely hiding.

- Okay.

So should we put those text evidence up on our chart?

- Yeah.

- Yeah, I think so.

- Okay, so we're gonna put that he's looking, he's peaking and that he's hiding something.

- Hiding something.

- Okay.

- He's definitely hiding something.

- Okay, so let's put that into our chart 'cause those are what we call our text evidence that we got from the text.

Here's our text evidence on page eight.

Okay, so now let's go to page nine.

Can you guys look at the illustrations on page nine?

Tell me what you guys see.

What is Nat doing?

- Well he's going to sit down, but he still has whatever that is under his shirt.

- Oh, he's still hiding something, okay.

- He still kind of looks a little bit like he's kind of sneaking because I see his eyes are going to the side a little bit.

- Yeah.

- Oh yeah.

- Yeah, I see that too.

- So he's looking around and I'm gonna also put this, now that he was sitting down?

- He's definitely getting ready to just sit down for sure.

- So, let's look at our text evidence.

He was looking, he was peaking, he was hiding something and then he kept looking around.

And then he sat down.

Tell me, how do you know how Nat feels at school?

So from these text evidence, boys and girls, I can see that Nat feels.

How is he feeling?

So when you're looking around and you're peaking and you're hiding something, are you happy?

- No - I don't think he feels very confident.

- No.

- I don't think there's a lot of confidence.

- Okay, and if you're just looking around and and you're sitting down really quickly, Are you super mad?

- No, no.

- He doesn't look very mad.

- No, no.

- Okay, what did you guys think?

- He looks kind of worried.

- Oh, I like that.

- Or a little scared.

- Worried and scared?

Okay, I like this, so let's write I can see that Nat feels, - Oh, oh, I have a word.

I have a word.

What about, what about nervous?

- Nervous.

- Oh yes, that is worried and scared together.

- All together, right?

- I think that's a perfect word.

- I love that.

I can see that Nat feels nervous.

- Yep.

- Good job.

Oh, I like that.

Thank you for helping Mrs. Nix, and Mrs.Hammock.

- Absolutely.

- Awesome.

- Now we're gonna go and we're gonna listen to one of our community leaders from Fresno Unified.

Let's see what Ms. Karen Laughlin has to share with us.

- Hi boys and girls.

My name is Karen Laughlin and I am a director in the curriculum, instruction and professional learning department in Fresno Unified School District.

And I want to introduce you to a wonderful book.

The title is "Poor Louie", and the author is Tony Fucile.

And as you can see, look at Louie.

He's such a cute little puppy.

And Louie, if we look in here, Louie has such a wonderful life with his mom and his dad.

He eats with them, he sleeps with them, but somehow they're calling him poor Louie in this book.

I don't wanna spoil it for you, but I want you to read and find out why they're calling him poor Louie.

It's a fantastic read and what's coming next is just surprising.

And it just has a wonderful ending.

So, I want you to make sure you check out this book, "Poor Louie", and I hope it becomes one of your favorites like it is for me.

And we just thank you so much for watching us, and thank you PBS.

- Thank you Mrs. Laughlin for sharing your love of reading and we know boys and girls, that you also are gonna become amazing readers and writers if you aren't all ready.

That was awesome.

Thank you.

- Love it.

- Oh, Mrs. Hammock.

- Yes!

- Do you have a knock-knock joke for us?

- You know, I do.

All right, ready?

- Okay, okay.

- Knock, knock.

- Who's there?

- Who's there?

- I wanna - I wanna who?

- I wanna who?

- I wanna go home.

- Have a good one.

- Bye-bye.

- Bye.

( Playful upbeat music)