(upbeat music) - Good morning, super readers.

Thanks for joining us in our Valley PBS classroom.

I'm Mrs. Nix, this is Tiny Turtle.

- Hi, and I'm Mrs. Vang, and this is Retell Ricky.

- [Both] Where's Mrs. Hammack?

(door bell ringing) - Hi.

- Hi, Mrs. O'Leary.

- Hello, it's so nice to be here.

I stopped by Mrs. Hammack's house to pick up little Scooter here, because Mrs. Hammack's gonna be out for a while and I get to be her substitute teacher.

I'm so excited.

- We're so excited to have you.

Hi, Mrs. O'Leary.

- Hi, Retell.

- I was working all weekend long looking for an awesome... No, working on some of our sounds that we're working on this week and I came across a poem that I wanted to share.

Do you guys wanna do it with me?

Okay, let's go through and do it.

We're gonna listen for some sounds and then we're gonna substitute some of those sounds.

So here's how the poem goes.

It says, To market, to market, to buy a fat pig, home again, home again, jiggidy jig.

Now here's what I want us to do.

We're gonna say it together, and we're gonna just practice it one time, ready?

Let's do it.

- [All] To market, to market, to buy a fat pig, home again, home again, jiggidy jig.

- Now here's what I want us to do, let's substitute that sound in the J in jiggidy jig and change it and make it a P sound.

Do you think we could do it?

Okay, I'll do the first part of the poem, you just help me out with the jiggidy jig, changing that to start with a P sound.

Here we go, to market, to market, to buy a fat pig.

Home again, home again... - [All] Piggidy pig.

- Great job, I'm so excited.

You know what, Mrs. O'Leary, I know that Mrs. Hammack always shares a funny joke and did Scooter share it with Retell Ricky?

Does Retell Ricky have a joke for us today?

- We do, but I think we have a song, don't we?

- Oh, the song is first.

- Do you guys wanna hear a song?

We have another song for you guys this week.

- Let's do it.

- Do you guys wanna learn it?

Okay, watch us.

Okay, ready, we're gonna do it together.

Hands together.

♪ Kim hears an insect buzzing ♪ ♪ Around and around her head ♪ ♪ It's buzzing in the kitchen ♪ ♪ It's buzzing around her bed ♪ ♪ Kim hears an insect buzzing ♪ ♪ Why can't it sing instead ♪ ♪ Kim hears an insect buzzing ♪ ♪ Around and around her head ♪ ♪ It's buzzing in the kitchen ♪ ♪ It's buzzing around her bed ♪ ♪ Kim hears an insect buzzing ♪ ♪ Why can't it sing instead ♪ - That was awesome.

- Did you guys enjoy that?

Oh, I love that song.

Okay, I think Retell, he's been waiting to tell us his joke, are you guys ready?

Okay, knock knock.

- [Both] Who's there?

- Hector.

- [Both] Hector who?

- When in the hector you going to introduce the sound of the week?

- Oh my golly.

I bet that Mrs. O'Leary can help us with that one though.

- I will try.

Thank you, Retell for that joke, that was funny.

So yes, our focus card for the week and our focus sound and letter is the insect card.

And so the insect card says I, insect, and it's spelled with an I.

And it's one of our special cards, because it's one of our short vowel sounds.

Remember there's five vowels.

There's A, E, I, O, and U.

And so all week long, we're going to be looking at the short I sound which is I, but before we do that, let's wake up our brains and get our minds thinking and just review some of the cards and sounds and letters that you did last week.

So our very first sound spelling card review is our fire card.

And our fire card is F, fire, and it's spelled a couple different ways, you spell it most of the time with an F, and sometimes with a P-H. And I wanna show you something, if you look on the board up here.

Phonics fun, this is an example where P-H makes that F sound, and the F makes that F sound.

Just like our card tells us.

And so that's why these are so special and important because they help us spell those sounds.

So let's move on, our next card is the map card, it's mm, map, and we spell it with an M. The next card is the nest, it says N, nest, and it's spelled a couple different ways too, mostly it's with an N, but sometimes it's with a K-N and a G-N, and those first two letters are silent.

So we'll talk about those spellings more later in the year.

The next sound spelling card is our window card.

It says W, window, and it's spelled with a W. The next one is our bat card, and it says B, bat, and it's spelled with a B.

Good job, you're doing a great job out there saying these with me.

Next card is our guitar card, it says G, guitar, and it's spelled with a G. Super.

Our turtle card says T, turtle, and it's mostly spelled with a T, but sometimes at the end of a word, there's an E-D that sounds like T, like cooked.

And our last review card for today is our piano card, it says P, piano, and it's spelled with a P. Good job, kindergarten, first grade, and second graders, that's awesome review.

And so let's get on to some new words, and we're gonna start with blending some words.

And so I have a word up here and let's look at that.

There's three letters, what's the first letter?

What's that first letter?

That's right, it's an F, and what's that sound, F, very good.

And the next is our focus sound and letter, that's our I, and it says what?

I, very good.

And then the final sound and final letter is a T and we just reviewed that and that's T. So let's blend that together, F, I, T, fit, very good.

Good job, let's do one more.

Okay, again we have three letters, the first one is B, and that sound is B.

The second sound, the middle letter is I, which is our focus, and what is that sound, I.

And the last and final sound is a T, and what does that sound like?

That's right, T, very good.

And if we blend that, B, I, T, bit.

Good job blending, awesome.

So my favorite part of phonics is building words, and so let's do that.

I'm gonna tell you a word, and then you're gonna help me to spell it.

So my word is wig.

Let me say that slower and sound that out, W, I, G. And let me put it in a sentence.

Sometimes at Halloween I wear a purple wig that I put over my hair.

And so let's think about that.

How many sounds did I say?

W, I, G, three sounds, right?

So what do you think that very first sound is?

'Cause we always wanna start with the first sound, wig, what do you think that letter is?

Looking on our board.

You got it, it's a W, very good.

W, I, which letter would I put up next?

Yep, that's right, an I.

And the final sound is G, our guitar card, and that is a G, and what's our word?

Wig.

Very good.

And one more, let's do one more word, how about pin?

Pin, so the sounds are P, I, N. What's that first sound, P, what's that letter?

You got it, it's a P. Then I, we're catching on to that focus sound already, thank you, that was quickly, you got that quickly.

And then N. Which letter would that be?

That would be our N. And so if we blend that letter, it's P, I, N, pin.

And to put that in a sentence, sometimes my teacher asks me to pin my work up on the board.

So awesome job with that, are we're just gonna end quickly with building and reading a sentence, and the sentence is down here, the wig, oh, saw that word there, does not blank.

Now we want sentences to make sense, don't we, boys and girls?

So we have to think about what word would make sense there?

And we can kind of look what we've already created up here.

Let's see, the wig does not wig.

Oh, that doesn't make sense.

The wig does not fit.

Could that work?

That could work.

So you're right, so I'm gonna take that down, I'm gonna put it into our sentence.

And then let's read it all together.

The wig does not fit.

And just notice really quickly, we started with an uppercase letter, because that's what we do when we start a sentence, and we ended with a punctuation mark and in this case, it's a period.

So great, great job with your phonics lesson today, and so now Mrs. Nix is gonna take it away with some high frequency words.

- Awesome, thank you so much, Mrs. O'Leary.

So super readers, we're always working on those high frequency words, those words that we see often in our reading and our writing.

It's important that we are able to read them and to spell them.

Today's word is the word down.

So say it with me, down.

Let's spell it together.

D-O-W-N, down.

You could practice writing this word in the sand, you could practice tracing it in the air, or even drawing on your carpet.

Those are all different ways that you could practice so that you can read the word down, that's right, that's it.

Okay, let's use down in a sentence.

Do you have one?

Great, let me hear it.

Yeah, that's a great one.

I sat down.

How many words did we have?

I sat down, three words.

Okay, let's try it right here, I think I even have some.

I sat, and we can use our high frequency word, I sat down.

Are we finished?

You're so smart, absolutely we're not finished, we have to have a period at the end.

Great job.

Excellent, so I sat down is using our high frequency word for today.

Okay, I have one other thing that I wanna talk with you about.

We've been working on visualize.

And I'm gonna invite my teacher friends over because visualize has something to do with making a picture inside of our minds.

It's kind of like a movie, and I'm gonna practice something with my friends here, and you do it with us at home.

Go through and see if you can make a picture in your mind.

If I say the word candy.

Think, think, think.

What do you picture?

Do you think we all picture the same thing?

Let's find out.

Okay, Mrs. O'Leary, what did you picture when I said candy?

- I picture candy corns.

- Candy corns, those are those little orange triangles that are yellow and orange and white.

And when do we have them?

- Halloween time.

- Usually around Halloween.

I know what you're talking about.

- Okay, Mrs. Vang, did you picture candy corn?

- No.

- No?

- No, I was picturing my favorite candy which is a lollipop.

- A lollipop.

Even when we say the word lollipop can we all have a different visualization inside our minds?

I bet yours is a different color than even what I picked.

That's exactly what visualization is.

You wanna know what mine was?

- Yes.

- Mine was chocolate.

I love a good chocolate bar.

So that's what I picture when I think of the word candy.

You know what, as you're listening to the story that's coming up, I want you to practice visualizing or thinking about making that movie to the story ahead.

All right, here it comes.

"I Live Here."

"I live in the country.

"I live in a house.

"Not many people live near us.

"I live in the city.

"I live in a big building.

"Lots of people live here.

"I live in the country.

"I play in my yard.

"Lots of kids play with me.

"I live in the city.

"I play in the playground.

"Lots of kids play with me.

"I live in the country.

"My school is far away.

"I ride the bus.

"I live in the city.

"My school is near my home.

"My mom walks with me.

"Where do you live?"

- Did you enjoy that story, Retell?

I sure did, let me start retelling the story.

Retell, you can't retell the story because it was an informational text.

What's an informational text?

Well, an informational text gives facts and details.

Remember, they were talking about living in the country or living in the city.

Where do you live?

I live in the country.

You do?

Well, I live in the city.

Hey, should we get our friends to come and help us retell some facts and details?

Yes?

Okay.

Mrs. Nix, Mrs. O'Leary.

- Hi, Retell.

I'm so excited that you're gonna let us go through and help you retell this story.

That's awesome.

- Thanks for helping.

- You're welcome.

- Okay, can you guys help us?

So in the story, they were talking about living in the city, and living in the country.

Do you guys remember, what was it like living in the city?

- Oh, I have a great one.

You know what one of the things...

Especially 'cause I do live in the city, there are lots of people that live in buildings in cities, right?

That was one of our facts.

- And where do they live?

They live in a what?

In a building.

Do you live in a building?

I don't live in a building.

Okay, I'm sorry.

And how about the country?

Where do we live?

- Well, I happen to live in the country and there are not many neighbors around my house in the country, and I like that.

- Yeah, so you live in a house and there's not a lot of people.

Okay, how about, let's see, can you guys remember some more facts about living in the city?

Oh, I like how Mrs. Nix is getting her book out and she's opening it up and she's looking for those text evidence.

- I remember something about the city is that you get to play at the playground and there's lots and lots of kids.

- Oh, I like that.

Now Mrs. O'Leary, now do you get to play in the playground with lots of kids in the country?

- No, I don't get to, but I do get to play in my yard with kids.

- Do you have a big yard?

- Mm-hmm.

- Oh, how nice.

I love my big yard!

I bet you do, Retell.

Okay, now what else about the city, Mrs. Nix?

- So one of my favorite things that I got to do as a kid and as I read the story I noticed they get to do the same, they live close to school.

I get to ride my bike to school, they got to walk.

- How neat.

Oh, I love that.

Okay, Mrs. O'Leary, do you get to walk to your school?

- Well, just like in the book, no, the school was a little bit too far away, so we took a bus to school.

It was really fun.

- Oh, nice.

Good job.

Did you guys see all the different facts and details that we got from that text?

So let's quickly go back.

Let's see, living in the city, living in a building with lots of people.

When we live in the country, you just live in a house and there's not lots of people around.

In the city, we play on the playground, with lots of kids, in the country, not so much, but you get to play in your yard.

And in the city, school is near, and in the country, school is far away.

How did you do?

Awesome job.

Now that we've listened to the story, we've recalled some facts, let's practice our writing.

Are you ready for our writing prompts today?

Awesome job.

Okay, so my writing prompt today says, write about where you live.

Hmm, Retell, where did you live?

I live in the country.

You did, okay, so maybe we'll put Retell lives in the country.

So can we say, Retell lives in the country.

I like that.

Oh, we have more friends here to join us.

- Yes, we're so excited.

- Hi, Tiny Turtle.

Tina Turtle.

Hi, Scooter, we're so glad you could join us.

Oh, Scooter, you live in the country too?

Oh, I bet you and Retell have lots of fun.

You do, awesome.

Okay, so Scooter and Retell both live in the country.

And guess what, what can you do in the country?

Let's add to my sentence.

So Retell and Scooter, they both live in the country.

What is it, Scooter?

Scooter says that in the country, they have chickens.

Chickens, we have lots of chickens.

You do?

Okay, so let's add that to our sentence.

We have chickens.

What do you do with your chickens?

We collect eggs.

You do?

So can we add that to your sentence?

Let's add it.

Now let's read it.

It says, I live in the country.

We have chickens.

I collect eggs every morning.

Oh, I like that, that's a good sentence.

- Mrs. Vang.

Now I lived in the country, but then I was brought home and now I live in the city.

- You live in the city, so let's put that up.

So Tina lives in the city.

And boys and girls, if you live in the country, you could put country, if you live in the city, guess what you could put, you could put that you live in the city.

So Tina, can you give me more details?

What do you do in the city?

- Well, we have a little dog that lives with us.

So I would like to say that we have a dog.

- Oh, I like that, so let's write that.

I have a dog.

- Oh, I know what we do with our dog.

We like to take our dog for a lot of walks.

- Oh, how fun.

Let's move these down, so that we can have room to write Tina's sentence.

So Tina says, I live in the city.

And her sentence says, I have a dog.

But let's move it down this way, so that we can have it return correctly.

And then I like your sentence, she takes her dog on a walk every day.

Awesome job, thank you for helping me, friends.

Thank you, friends.

Oh, you guys are so awesome.

Now we listened to our story and now we've written about where you live.

Guess what else?

That's right, boys and girls, don't forget, we still need to be reading every single day.

So I have a friend who's gonna be helping us with sharing one of his favorite books and let's see if it's your favorite book.

Are you guys ready?

Oh, you guys are, okay.

Let's see what my friend Mason has to share about his favorite book.

And keep in mind, boys and girls, I want you guys to think about your favorite books and I want you guys to tell us what your favorite book is.

Is it a funny book, is it a scary book?

What is it?

Is it a fairy tale?

Oh, I don't know.

But guess what, my friend Mason's gonna tell you, let's watch.

- Hi, my name's Mason Lee.

I'm in first grade.

I'm gonna show this book called, "The Crayon Box That Talked."

My favorite part of the book is that they can be nice to each other.

I hope you read this book.

I wanna see your favorite part of the book, bye.

- That was awesome, what a great job.

I love reading stories.

- And I love that story about the crayon box that talked because they were so mean to each other and then they were so nice to each other at the end, so I love it.

I have a knock knock joke.

You do?

Knock knock.

- Who's there?

- Water.

- [Both] Water who?

- Water you doing telling jokes right now, it's time to go.

- [All] Bye!

(upbeat music)