(lively music) - Good morning Super Readers.

Thank you for joining us in our Valley PBS classroom.

I'm Mrs. Nix, and, - This is Tina Turtle.

Hi.

And I'm Mrs. Vang and this is my good friend.

- I'm Retell Ricky.

Hi, and my name is Mrs. O'Leary and this is little Scooter.

- Awesome.

Thanks for joining us here.

It's a place for us to learn, to practice and grow our brains to become even stronger readers, writers, and thinkers.

So let's get started by warming up our brains with some ear training called, - [All] Daily Phonemic Awareness.

- And today to train those ears, get them turned on, we're going to practice something called alliteration.

And alliteration is where our ears are listening to the first sound in every single word.

you're going to find out.

They're pretty fun.

Here's my first one as an example.

What sound do you hear at the beginning of each word?

Five fat frogs for fun.

Did you hear the same sound at the beginning of each word?

Try it again.

Five fat frogs for fun.

What sound did you hear?

All right Retell, tell it.

- F. - F. You got it, f. Try another one.

Here's another sentence.

Pam plays piano.

What sound did you hear at the beginning?

Pam plays piano.

Did you hear the p sound?

That's right.

All right.

Here's my last one for us to practice today.

Dave digs ditches.

What sound did you hear at the beginning of each of those words?

Dave digs ditches.

You got it if you said, d. Nicely done.

- I have another knock-knock joke.

- I knew that he would.

All right, we're ready Retell.

Go for it.

- Knock, knock.

- [Mrs. Nix and Mrs. O'Leary] Who's there.

- Amos.

- Amos who?

- Amosquito!

Look right there!

- Oh my golly.

We have a great song that goes right along with that.

Let's do our insects song.

Are you ready?

Get your feet all together.

Put your hands together up strong.

Stand up.

Let's go.

We've been doing this all week, I know you guys can do this.

Looking for those insects.

♪ Kim hears an insect buzzing ♪ ♪ Round and round her head ♪ ♪ It's buzzing in the kitchen ♪ ♪ It's buzzing 'round her bed ♪ ♪ Kim hears an insect buzzing ♪ (teachers clapping) ♪ Why can't it sing instead ♪ Those pesky pests, right?

♪ Kim hears an insect buzzing ♪ ♪ Round and round her head ♪ ♪ It's buzzing in the kitchen ♪ ♪ It's buzzing 'round her bed ♪ ♪ Kim hears an insect buzzing ♪ (teachers clapping) ♪ Why can't it sing instead ♪ (teachers clapping) - That was brilliant.

- I caught it.

- I caught it.

- I like that song.

- Great.

- Okay.

Wonderful thinkers.

It's time for some phonics fun.

So let's come over to our phonics board, and I'll have Scooter just scoot on over there.

And so, as always, as we have been doing this week, we're gonna be focusing on our short I vowel sound, which is i, using our insect card.

And we write it with an I.

So let's do some review before we talk about some new words that I'm gonna teach you a new rule for when you're reading words.

But let's do this first.

Let's do our review cards.

And so we're gonna start with our trusty map card, and it's m, map.

And it's spelled with an M. Good job.

You guys are getting really good at that.

How about this one?

Who knows what card this is?

That's right.

It's the sun card.

And the sound is s like in sun, and it's spelled with an S, and it's also spelled with a CE and a CI.

Good job, boys and girls.

The next is our rose card.

And the sound is r, rose.

Spelled with an R and sometimes with a silent W in front of the R .

Our rose card.

You guys are doing a good job remembering these.

I sometimes forget them.

I don't really think about them.

So our nest card starts with?

That's right, n, nest.

Spelled with an N, and sometimes what happens with this sound?

It's got a silent letter in front of it, like a silent K and a silent G, and it still says n like in nest.

Good job.

Next review card is our fire card.

And that is the f sound like in fire.

And we spell it with an F most of the time, and sometimes with a PH.

The next card is our hippo card.

And that sound is h, hippo.

And we spell it with an H. Good job, boys and girls, super super-duper good job.

Our lemon card.

So our lemon card sounds like l just liking in lemon.

And it's spelled with an L, and sometimes an LE at the end of the word.

Lemon card.

The next one is my favorite card, the volcano card, and the sound for the V is v, Volcano, and it's spelled with a V. Our next review is our zipper card.

The sound is z, zipper.

Spelled with a Z and sometimes at the end of a word, an S. Zipper card.

Good job.

All right.

And our dolphin card, we talked about this letter yesterday.

The sound is d, Dolphin.

Spelled with a D and sometimes an ED at the end of words.

Dolphin card.

And our last card for today is our jump card.

And the sound is j and it's Jump, and it's spelled a whole lot of ways.

But for right now, we're just gonna be thinking about when it's spelled with the letter J.

All right?

Our jump card.

Good job, boys and girls.

So like I said a minute ago, we are going to look at a word that's a little bit different than the other words that we've been blending and building together.

And I want to show you with this word right here.

We've got, what is that?

H. Next letter?

Everyone knows that I hear it really loud, I.

And then we have a double consonant.

We have the same letter two times.

And so the rule is when that happens, when you have two consonants, two letters at the end of a word, it only makes one sound.

It doesn't go, l, l. It's not, h, i, l, l. It's just, h, i, l. We do it again, h, i, l. Hill.

Hill.

So that's our new rule.

And we're gonna be looking at some words that have that rule in it.

Let's look at this one.

Let's blend this one.

So what letter is that?

Yep.

That's an M and the sound for M is?

m, very good.

Our focus letter and the sound for that I is i, that's our short vowel sound.

Remember that?

It's important because in the future, we'll learn about long vowels.

So we want to remember, this is our short vowel I sound, and then we have a double consonant at the end of a word.

So these are gonna say, s. Let's put it together, m, i, s. Miss.

Like I miss you.

And when I'm gone and not substituting, I will miss you.

So now let's build, let's build some words.

Okay.

So how about the word "will"?

W, i, l. Let's see.

What does that start with?

W, w, w. Don't say, whoa.

I mean, Mrs. O'Leary say w, i, l. Will.

You got it?

It starts with a W. So we're gonna build it right here, w. I, i, i.

And that sound, you guys know that.

Easy peasy.

And now let's think of our rule, and the last sound is l. l. It's not l, l, but it's l. What do you think we're gonna put there?

You got it.

We're gonna put the double consonant, just like in hill and we just built the word will.

Will.

Will you walk to school with me?

That's how we could use that in a sentence.

Good.

Good thinking.

I'm glad that you realized that this is not l, l, it's just one sound.

Let's do another one.

All right.

How about, oh, one of my favorite words.

Kiss.

Kiss.

I love to kiss my grandchildren.

Love it.

Love it.

Love it.

So let's see.

What's that first sound?

That one can be tricky, k, i, s. K, the first sound.

Ooh, can't trick you second graders.

You're right.

That's a K. Ah, where's my K?

Good job.

And our focus sound, i, is an I, and then the last two letters in kiss make this s sound.

And what do you think that ?

Would that be?

That's right.

It's the S. So is this correct?

Kis.

No, it's not.

We have to remember that when it comes at the end of a word, we double that consonant, like that.

Kiss.

Okay.

Good job.

Very good job.

So let's just go over here and look at our song again, Kim Hears an Insect.

Remember that song?

I love it.

And yesterday we were looking for our focus sound which i, and we found it in a couple words.

And this time, what I want to do is I'm gonna read this, and I want you to kind of shout out when you see this rule that we just talked about.

When there's a double consonant.

Can you do that?

So here we go.

Kim hears an insect buzzing round.

What?

Buzzing?

So wait a minute now.

I-N-G. Second grade team, what is that?

That's a suffix.

Right.

And we put that, if we covered it up, we still have a word.

We have a base word still, and that word is buzz.

And so there it is.

So whoever shouted out that was it.

B-U-Z-Z, buzz.

Buzzing round and round her head.

It's buzzing, there it is again, in the kitchen.

It's what?

Yep.

Buzzing round her bed.

Kim hears an insect buzzing.

You got it.

Why can't it sing instead?

And we end with a question.

Good job today, boys and girls.

And so Mrs. Nix is gonna help us with some high-frequency words.

- Awesome.

Thank you so much, Mrs. O'Leary.

And yes.

High-frequency words.

Those are those words we see often in our reading and writing.

We've been practicing several of them this week.

Let's go through and read a couple of them.

What have we done?

Down, out, up.

And today we have the word, Very.

So let's go through and let's spell the word.

V-E-R-Y spells Very.

You say it.

Very.

Good job.

I'm gonna say a very good job.

Now let's use it in a sentence.

What if I said I-AM-VERY- SAD.

I am very sad.

How many words do we have?

I, am, very, sad.

Four words.

Okay.

Let's put them into a sentence.

Here we go.

I, am, and here's our high-frequency word right here.

I am very sad.

And then we don't forget to put our punctuation at the end so we have a complete sentence.

I am very sad.

I hope you're not very sad.

All right.

now we're going to do a little bit of visualizing before we get into our next story.

Now today's visualization.

I'm gonna invite my friends out to come and help me a little bit, but I'm gonna ask them to picture something in their minds.

Just like I'm gonna picture you to have something in your mind as you're thinking.

So here's the word that I want you to picture or visualize.

Think about a balloon.

Think about a balloon.

Maybe you're gonna think about what color it is, or what you're gonna celebrate.

I'm curious.

Are we all gonna think of the same thing?

Let's find out.

Mrs.

O'Leary., what did you think about?

- Okay.

I was picturing a balloon that's shaped like a heart and that it's red, and that I sometimes give to my husband on Valentine's Day.

- How about you, Mrs. Vang?

What was yours?

- I was visualizing something completely different.

- Oh, really?

- I was visualizing a lot of balloons like a balloon arch because I saw it at the football game this last weekend and that's where the football players ran through.

- Okay.

I have something completely different.

Remember those clowns that come and they make those little balloon animals?

- They're so fun.

- I pictured a wiener dog.

Cause that's what I have at home.

So even though we had the same word, we all could create a different visualization.

So I want you to try that.

As you're listening to today's story, what can you visualize in your mind?

What's your story gonna sound like?

Enjoy.

- [Narrator] Maria Celebrates Brazil.

(festive music) Maria and her family are in their bright, hot kitchen.

"Please, Mae, por favor!"

Maria begs.

Mae speaks Portuguese.

This is the language of Brazil.

"No matter how much you beg or plead, you must go to practice.

The parade is next week."

"It's not fair," says Maria in English.

Mae does not know a lot of English.

Maria is surprised when she asks, "What is not fair about going to practice?

You must do the right thing."

"Ana invited me to her house."

Maria answers.

"I want to go!"

Pai says, "Maria the parade is important.

People from around the world come to see it.

They try our food, see how we dress, and how we live.

It's a chance for us to share our culture."

"I know, but I really want to see Ana," says Maria.

Pai says, "Maria, you can see Anna another time.

They were giving out costumes at practice today."

Maria thinks about her father's words.

Pai is right.

She and the other children have worked hard for a year.

They practiced their dance steps over and over.

They even made their own bright, colorful costumes.

"You're right," Maria says to her father.

"I'll go to practice.

I'll tell Ana I cannot visit her."

One week passes.

Lots of people lining the streets.

The children in Maria's group are wearing their sparkling costumes.

They know each dance step.

They dance to the beat.

The crowd moves aside as they make their way down the street.

When the crowd moves away, Maria sees a woman with a camera.

She is hurrying.

The woman's scurries by Maria.

She puts her camera to her eye.

Maria smiles from ear to ear.

She is excited to be in the parade.

Click!

The woman takes a picture of Maria.

Maria is proud of her hard work.

- Did you enjoy that story Retell?

I sure did.

- Can I retell?

- Ricky, I was thinking if we're gonna do something different.

How about today, instead of retelling the whole story, we're gonna be looking for some text evidence and you're gonna help me underline.

Is that okay?

- Okay.

I'll help you.

- You're such a good friend Retell, thank you.

So let's look at my chart up here.

So in the story, Maria celebrates Brazil, I pulled this texts from our textbook, which is page 39.

And my question's asking, "What are some details that you noted on page 39?"

So can you help me find some details?

Important informations.

- Details?

- Yep.

I want details.

Okay, help me.

Help me look.

Okay.

Let's see.

How about Maria and her family, is that a detail?

- Not a good detail.

- All right.

But what is?

- How about her begging her mom?

Oh.

Her family?

Oh.

Maybe she was begging them cause what does she not want to do?

- She didn't want to go to practice.

- Oh, you are right.

She didn't want to go to practice.

Okay.

That's a good detail.

What else?

How about this one?

Mae speak Portuguese.

- Portuguese?

- Yeah.

Didn't you know that's a language that they speak in Brazil?

That is.

So let's underline it.

Mae speaks Portuguese because that's the language in Brazil.

- That's interesting.

- It is, isn't it?

That was a good fact.

Okay.

How about one more?

Do you see another one?

Are you looking?

- The parade is next week.

- Okay.

So that means she must do what?

She has to go to practice.

Good job Retell.

Now let's see if you can help me with some more questions.

According to Pai, why is the parade important?

- Oh, I think I know.

There it goes.

- It's important because it's Maria's chance to share her culture with people from around the world.

- Oh my goodness you're right.

Is that important?

That is.

It's important to celebrate your culture so you can share with everybody in the world.

Good job, Ricky.

- I know.

I'm smart.

- You are so smart, Ricky.

How about this one?

Why did Maria change her mind about missing practice?

Do you remember?

Why did she change her mind?

- She knows her father's right because, - What?

- Because all the other children have been practicing very hard to make sure their dance steps are correct, and at making their costume.

- Oh, Ricky you are so right.

Is that why she changed her mind?

Oh, Ricky.

Awesome job.

Now let's go into our writing.

So now that we've done some reading and you have been such a good help, and answering our questions, let's go to our writing.

What's our writing prompt today?

It says, "What is something you celebrate?"

So let's think about that.

Are you're thinking?

What's something that you celebrate?

Oh.

Hey, should we get our friend to help us?

Yeah?

Okay.

Let's call our friends to come help us.

- Tina!

Scooter!

- Oh, there they are.

Oh, thank you guys for helping us.

They already have their answers.

What's something that your family celebrates?

Oh, scooter already came with his answer.

He says they celebrate birthdays.

Do you celebrate birthdays?

You do?

Scooter, how do you celebrate your birthday?

What do you do?

Oh, look, he already has the answer for me.

Here's what Scooter says, by lighting candles on cake.

Oh let's see.

Thank you for helping me, Ricky.

Let's stick that up there.

So Scooter says, "My family celebrates birthdays by lighting candles on cake."

How does that sound?

Oh, awesome job Scooter.

- Good job Scooter.

- Now.

Oh, I see Tina.

- I have one.

- Oh Tina.

- I have one.

I like to celebrate the Fourth of July.

(Mrs. Vang gasps) - Oh, that's a good one.

- Yes.

It's so much fun.

- Is it okay to have different celebrations?

- Yeah.

- Sure is.

- Oh, thank you.

Okay.

Let me see.

So Tina's sentence will say, "My family celebrates 4th of July."

Now Tina, how do you guys celebrate or what do you guys do?

Give me some more details.

- Oh, I have a good one.

I have a good one.

Hang on.

I've wrote it over here, let me just go get it.

Hang on.

Here I come.

- Oh, thank you.

- We love to set off fireworks!

- Oh, that great.

- Big in the sky.

- It's excellent.

- It's so much fun.

- Let's read it.

My family celebrates 4th of July by setting off fireworks.

I love it.

Oh, thank you friends for helping us with our writing prompt today.

So I want you guys to see and tell us how your family celebrates, or what do you celebrate and how do you guys celebrate it?

I will love to hear from you guys.

So make sure you guys are writing what you celebrate and send it to us so that we can all read it cause, - I can't wait to read it.

- Oh, I know, me too Retell.

Okay.

Now are you guys ready?

I have another friend who has a fun story to share with you guys.

Let's see what she's gonna share.

Let's see if you guys want to read this book.

Are you ready?

- Hi.

My name is Madison Lee.

And I am in the fourth grade, and I'm gonna share one of my books with you.

It's called "Narwhal: Unicorn of the Sea".

This book is all about a narwhal trying to make friends with a jellyfish.

I hope you check it out and read all about it.

Bye.

- That was an awesome story.

Thank you Madison for sharing it.

Now I feel like I need to check it out.

- Me too.

Where would I find it?

- How about at a library?

(Mrs. Nix gasps) - A library.

Can we think of anywhere else?

- Sora?

- Sora.

Those are two great options to be able to check it out.

I can't wait to check it.

- Knock knock.

- Oh.

Who's there?

- Rita.

- [Mrs. Nix and Mrs. O'Leary] Rita who?

- Rita good book lately?

- That's my plan.

See you later.

- Bye.

(lively music)