(lively music) - Good morning Super Readers.

Thank you for joining us in our Valley PBS classroom.

I'm Mrs. Nix.

- Hi, I'm Mrs. Vang.

- And Hi, I'm Mrs. O'Leary.

- And this is a place for us to come so that we can learn, practice and - [All] 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.

- So to help us with that daily phonemic awareness, we're gonna practice today by doing some sounds.

I'm gonna give you some sounds and we're gonna blend them together.

Okay.

Let's practice this first one.

So here are some sounds.

s l i p Let's do it together.

S l i p Now squish them together.

Sl, i, p. Now, fast.

Slip.

Great job.

Great job.

Let's pick these back up and let's do another word.

Mrs. Vang.

You're doing a great job holding this.

Thank you so much.

Okay.

Here's another one.

How about this?

Listen to the sounds.

k l a p Do the sounds.

k l a p Now blend them together.

Cl, a, p. Clap.

Good job.

All right.

One more.

Right?

Okay.

How about this one?

I'm gonna try and trick you up just a little bit.

Here we go.

k l i p Do the sounds with me.

k l i p K, l, i, p. Clip.

Great job.

I'm so proud of you.

That is fantastic.

Now, to help us with some of this, we're going to go through and we're going to do a song.

You want to do a song, Mrs. Vang?

- Oh I can't wait, I love that song.

- Come on, Mrs. O'Leary.

You want to do a song today?

- Hmm-mm.

Cause you know what I heard lots of l, - l sound, that's what we're practicing.

- Your words.

- So here's our l song.

(quirky music) ♪ I licked a lemon ♪ ♪ And it had a sour taste ♪ ♪ I licked a lemon ♪ ♪ And I made a funny face ♪ ♪ I like lemon candy ♪ ♪ And I like lemonade ♪ ♪ And I like lemon cake and pie ♪ ♪ But lemon I can't take ♪ ♪ I licked a lemon ♪ ♪ And it had a sour taste ♪ ♪ I licked a lemon ♪ ♪ And I made a funny face ♪ ♪ I like lemon candy ♪ ♪ And I like lemonade ♪ ♪ And I like lemon cake and pie ♪ ♪ But lemon I can't take ♪ That was awesome - I loved it.

- That was so much fun.

- I love that song.

All right.

That leads us right into our phonics lesson for this morning.

So as Mrs. Nix said, all week long we're gonna be practicing blending letters and words with the l sound.

And we're gonna be using our lemon card and our lemon song to help us with that l sound.

So we've got l, lemon, spelled with an L and sometimes an LE at the end of words.

So let's see here.

Let's practice.

Not some words, but just some blends with the l sound.

We went over these yesterday.

Say them with me.

cl bl What's this one?

fl Good job.

sl sl I can slip.

pl.

pl And gl.

gl Great job.

And we're back to our CL.

So I'm gonna place these back here.

While I'm doing that, if you want to grab your whiteboard and marker and a pencil or a pencil and paper, if you don't have a whiteboard, maybe you can write down some of these words or some of the blends and practice them later on.

I know we move really quickly here, but anything you can write down and practice later would be great.

So let's see.

Let's blend a word together.

So we're gonna start here.

And then we have the G and the L together, which makes one sound and it's what?

That's right.

It's gl.

gl a s And we blended all together and it's gl, a, s. Glass.

Good job.

Good blending.

Very good.

And so today, when we build a word, I'm gonna have a word here for you.

And so let's blend this word together, fl, that's right, from last week, that's the inset card, i, p. Flip.

And so I'm gonna take one of our blends.

Remember, these aren't words, these are just letters put together.

Two letters put together would make one sound sometimes in words.

I'm gonna take the CL, and I'm going to put it right on top of that FL.

And I'm going to make a new word.

What's the new word, boys and girls?

Can you read it?

That's right.

cl, i, p. Clip.

You just built a new word.

Let's do one more.

So here's a word that I put out for us.

sl, I, p. Slip.

And I'm going to pick another blend of ours.

How about this one?

Gonna pick that one.

I'm going to put it right on top and what's our new word?

What new word did we build?

That's right.

fl, i, p. fl, i, p. Flip.

You are doing such great reading.

This is awesome.

And so let's end with our sentence.

And our sentence says, My, with a capital M, mom can (hums) down my nails.

My mom can (hums) down.

Oh, I remember that from last week.

High-frequency word down, my nails.

So look on our board and which word out of these three might go there.

What do you think?

I think so too.

I think my mom can clip down my nails.

Well, I had leave a whole lot of space there.

And so it says, "My mom can clip down my nails."

Very, very nice reading.

We ended with a period.

So we know what a sentence is it makes sense, got a capital, a period.

(Mrs. O'Leary exhales deeply) Let's move on to high frequency words with Mrs. Nix.

- Awesome.

Thank you so much, Mrs. O'Leary.

So today, our word is the word good.

And you did a very good job talking about all of our phonics today.

That was awesome.

Thank you, boys and girls.

Let's spell the word good.

So look at it.

G-O-O- D. Good.

Now I want to make sure that I'm remembering how to spell this word and read this word.

And something that I can do to help me, is to practice writing that word.

Mrs. O'Leary even said, grab your white board or a piece of paper and a crayon, or a marker or a pencil.

And so let's practice just writing it.

How did we spell it?

Well, we have a, G O O D And that's how you can practice writing your words at home.

And you can write them as many times as you want.

It's kind of fun, right?

You can do them in different colors.

You could use them in a sentence, but practicing those words helps you to become a better reader and writer.

Just like what we're practicing to do here at PBS.

Right?

Okay.

So now that I have my word, good.

Let me practice it in a sentence.

So I have this sentence here, read it with me.

He had a (hums) hit.

Does the word good fit with it?

Let's try it.

He had a good hit.

That's great.

Right?

That totally makes sense.

And it ends with a period because it's just telling us what he did, right?

Okay.

So that is one way that we can practice our high-frequency words.

As we're reading our stories, we can think about our stories and making sure that our sentences are making sense as we're writing our stories and we're using our high-frequency words.

Remember to try and spell them correctly as we're writing them.

That's another thing we can do.

And as third thing we can do as we're reading and writing our stories, is we can visualize.

We can visualize.

So I'm going to invite our friends over to help me visualize a little bit today.

Because our story today is about a dog Who's going on a journey to school.

And so, - Hi Mrs. Nix.

- Hi Retell.

How are you doing?

- Good.

That's our high-frequency word, Retell.

Good job using that.

Hi Scooter.

And hi, Tina.

I'm so glad you are all here to join us today.

In our minds, I want us to picture a dog.

So you do it at home.

Think real quick.

And when I say the word dog, what do you visualize?

Do you have a picture, like a little movie inside your head of a dog?

Retell, what do you visualize when I say the word dog?

What do you picture in your mind?

- I'm thinking of A Big Sheep dog.

- A big sheep dog.

A big, fluffy sheep dog.

Oh my golly.

Okay.

Scooter, what are you visualizing?

Do you have one?

Yeah.

Oh, you do?

Okay.

Let me here.

Oh.

You're picturing those little, tiny Chihuahua dogs.

Oh, I know that you would.

And you were hanging out with Mrs. Hammock cause she has a little Chihuahua dog.

Oh I see, little tiny Chihuahuas.

How about you Miss Tina?

- Well, my absolute favorite dog in the whole world is a Siberian Husky.

Oh my goodness.

That's a huge dog.

Oh, Tina, that is so much fun.

And so in my mind I was picturing a little Wiener dog.

So we all had very different dogs inside our minds.

So as you watch and listen to this story, What kind of dog did you think about?

And did you visualize this one?

Here it comes.

- [Mrs. Nix] Cool Dog, School Dog.

Story by Deborah Heiligman, illustrated by Tim Bowers.

Tinka is a fun dog.

A sun dog.

A run-and-run-and-run dog.

A joy dog.

A boys dog.

I chews-a-brand-new-toy dog.

A sigh dog.

A cry dog.

A has-to-say-goodbye dog.

Tinka is a grown dog.

A moan dog.

A hates-to-be-alone dog.

A peek dog.

A sneak dog.

A spring-and-sprint-and-streak dog.

Tinka is a cool dog.

A school dog.

A breaking-all-the-rules dog.

A hall dog.

A ball dog.

A crash-into-the-wall dog.

A vroom dog.

A boom dog.

A messing-up-the-room dog.

Tinka is a bad dog.

A sad dog.

A makes-our-teacher-mad dog.

A "Hey!"

dog.

A "Stay" dog.

A has-to-go away dog.

A plead dog.

A need dog.

A come-help-us-to-read dog.

Tinka is a sweet dog.

A treat dog.

A sitting-in-her-seat, dog, A look dog.

A nook dog.

A loves-to-hear-a-book dog, A yay dog.

A hooray dog.

A please-come-every-day dog!

The end.

- Did you enjoy that story, Ricky?.

- I sure did.

- Oh, I love that dog.

That was a sweet dog.

Did you visualize that dog at the school?

You didn't?

I know we just did some great exercise with our visualize.

- Can I retell?

- Ricky.

I was thinking we could do something different today.

So instead of retelling, I was gonna ask some questions and see if they were paying attention to the story and giving us the answer.

Is that okay?

- Okay.

- Well thanks, Ricky.

So think about the story that we just listened to.

It was a story called Cool Dog, School Dog.

Now, my first question I have for you, - Can I help?

- Yes.

You can.

So I'm gonna have Ricky help ask the question.

Let's say you guys can help me answer it.

Ready?

Okay.

Ricky, you're gonna read it.

- It says.

- "What are some words the author uses to describe Tinka?"

That was the dog's name wasn't it?

So could one of the characters be Tinka?

Oh, that's right.

So I want to think back.

What were some of the words that the author used to describe Tinka?

Are you think?

Are you guys remembering?

Well, here are some words.

Can you help me, Ricky?

- Okay.

He was a fun dog.

- Oh.

He was a fun dog.

So I'm gonna put fun.

- He was a yay dog.

- Oh.

Yes.

Let's put a yay dog.

What else?

Oh.

He was a - Hates-to-be-alone dog.

- You're right.

He didn't want to be home by himself.

Tinka was sad when his friend went to school.

Wasn't he?

What else?

Lots of words huh?

Can we say joy dog?

Oh, I see so many of you guys out there giving me yes.

Thumbs up.

Good.

And when he was home, he was a what?

- Cry dog.

- You're right.

These are some words that we use to describe Tinka.

Do you know what they're called, Retell?

You don't?

Guess what they're called?

They're called adjectives.

These are adjectives that the author used to describe Tinka.

But look at this one, he was a ball dog.

Was that a word?

- It just means he likes balls.

- He did.

Didn't he?

And how about this one?

What happened at the end?

He was a what?

Loves-to-hear-a-book dog.

Do you guys remember that?

He loved listening to stories in the classroom, didn't he?

Awesome.

Now my next question is, "Looking at the illustrations, what are some things Tinka does when she gets to school?

Do you guys remember?

What does she do?

Oh, I have my answers here.

Let's see if you guys can match my answers cause I hear some of you guys.

I'm going to pull this down.

Let's see.

Tinka does what?

She runs through the cafeteria, doesn't she?

And she crashes into the ball bin.

Did you guys remember that?

She ran into the hallway and all the balls went everywhere?

- That was my favorite.

- Oh Ricky, that was pretty funny.

And Tika makes a mess in the classroom, didn't she?

She ran through it.

- Papers are flying everywhere.

- They were.

Good job looking at the illustrations to help you.

Awesome job.

Now, here's my last question.

What makes the teacher change her mind about Tinka?

Do you guys remember?

Oh, I have it here for you.

Let's see if you guys can help me read it.

Let me push this down so we can see.

It says, Tinka loves to sit and listen to a good book.

Does that help?

Well, remember Tinka was a love-to-hear-a-book dog.

Wasn't she?

Awesome job, boys and girls.

Now, let's go into our writing now.

So that book was all about Tinka and what tikka can do at school.

Here's my writing prompt.

Now it says, "What are some things you could do with a pet of your own?"

So I want you guys to think while we call our friends to help us.

- Tina.

Scooter.

Help!

- There they are.

- I love it you guys, I love helping.

- Thank you for coming and helping us.

Right.

So the question that I have for our friends at home says, "What are some things you could do with a pet of your own?"

So let's brainstorm, some pets.

Can you guys help me think of some pets?

Okay.

Shout them out.

- Oh.

Tina.

- I have a pet.

- What pet do you have?

Well, I'd actually don't have that pet cause I'm allergic to it.

But if I could have a pet, I would have, a cat.

- A cat.

You're thinking Tina.

Okay.

So let's put cat up here.

Okay.

What other pets can we have?

Oh, Scooter.

I hear you.

What is it?

A dog?

Oh.

A dog.

Okay.

That's also a good pet.

Okay.

Any other pets?

Scooter has one more.

Scooter, what other pet did you think of?

A rabbit?

Oh, I love that.

Oh, I love it.

- You know, Mrs. Vang?

I race rabbits.

- You do?

- I do.

I love racing.

- Did you win?

I did cause I'm slow and steady.

I remember.

Now, I want you guys to think.

So let's look at our list of pets.

We have a cat, a dog, and a rabbit.

What can we do with our pets?

I want you guys to think cause my sentence starter, to help us form our sentence frame says, "I can (hums) with a (hums).

So with a (hums), that's going to be our pet that we're going to put there.

So let's put our cat here.

So, Tina gave me the idea of a cat.

So Tina, can you help?

- Help us, Gina?

- What can you do with a pet?

With they pet cat.

That was our brainstorming.

Well, there's a lot of things you can do with a pet cat.

(Mrs. Vang hums confirmation) I like to try and I'm gonna, say, go to the park.

- Go to the park?

What a great idea.

Can you go to the park with a cat?

Yes.

- Yeah.

They like climb in the trees.

They like climb in the trees Can you go to the park with other pets?

- Oh.

- Yes.

So this can actually go with a lot of other pets.

It says, "I can go to the park with a cat."

Good job.

Okay.

So now I'm going to change it a bit because guess what?

I can also say I can go to the park with a dog.

Can I?

And it still makes sense.

And what if I change it and say, "I can go to the park with a rabbit."

Does that make sense?

Yes, it does.

Good job.

Okay.

Now, let's brainstorm other things we can do with a dog now.

So let's put our pet dog up there.

- Oh, I have another idea.

- Oh, Tina help us.

You know what my dog loves to do?

- Actually found my dog, it's my neighbor's dog.

- But we play fetch!

(Mrs. Vang gasps) How fun!

Okay.

So Tina says, I can play fetch with a dog.

Is that a great idea?

Awesome idea.

Okay.

Last one.

Okay Scooter, what can you do with a rabbit?

(Mrs. Vang gasps) - I know.

- Oh.

- I know.

- What can you do?

Oh.

Scooter says race.

Can you race with a rabbit?

Yes, you can.

Awesome job.

Thank you friend for helping us.

- Thank you friends - You're welcome.

Oh, I love and our friends come and help us.

Don't you, Retell?

It makes writing so much easier.

Let's see what this friend has to share with the book that she wants to share with us.

- Well, hello.

My name is Mrs. Monica, and I am the librarian at McCardle Elementary.

And the book that I want to tell you about today is called, The Little Butterfly That Could.

This is written and illustrated by Ross Burach.

And it is the story of a little butterfly who was once a very impatient caterpillar.

And that happens to be another book.

If you haven't read that one yet, that's the first one.

But in this book, it picks up where the other one left off.

And we now have a beautiful butterfly that emerged from the Chrysalis.

And he is off on a journey with his butterfly friends to go find flowers.

But then all of a sudden, he gets lost and separated from his butterfly friends until he meets a new friend, the whale.

Well, little butterfly is so worried and he doesn't know what to do.

He doesn't know how to find his friends.

And every time he tries, he runs into a problem.

Something stops him and he just wants to give up, he doesn't think he can do it.

But that new friend, the whale, isn't gonna let him give up.

He keeps telling him to try.

And so little butterfly just keeps trying new things.

Sometimes he wants to give up, it's not easy, But if you want to find out if he makes it and finds his friends, you're gonna have to check out the book.

The story is hilarious and lots of fun.

The illustrations are colorful and beautiful.

I just love reading this book to my students.

I love reading this book.

So I hope you'll love it too.

Try and check this one out.

If it's not at your school or the public library, you can check this book out on Sora.

So I hope you enjoy it.

Thank you for watching Valley PBS, and happy reading.

Bye.

- I love reading stories about animals and people who could do things.

That sounds like a great story to be able to check out at the library.

- It does.

- It's gonna be great.

- Or maybe on Sora?

- Sora's another great resource.

Oh, I love it.

- Knock, knock.

- Oh.

- Okay, Retell.

- He has another joke, I'm sorry.

So?

- Knock, knock.

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

- Cow says.

- [Mrs. Nix And Mrs. O'Leary] Cows says who?

- No.

A cow says moo.

(Retell mooing).

- Okay.

I think we walked right into that one Mrs. O'Leary.

- We did.

- Have a great day.

- Great job.

- And we'll see you back here at PBS tomorrow.

Buh-bye.

- Bye.

(lively music)