(upbeat music) - Oh, I know.

I know you're a snake.

- Yes.

- Yes.

Oh, hi, good morning super readers.

We were just playing a little bit of a game 'cause this week is all about movement.

- Movement - Moving - So, we just want to say thank you for joining our Valley PBS classroom and I'm Mrs. Nix.

- Hi, I'm Mrs. Vang.

- I'm Mrs. Hammack.

- And this is a place for us to 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.

- Okay, so I'm going to need some help today.

Can you help me?

We're going to do a little phoneme segmentation and for this, we're going to be counting the sounds that we hear in a word.

Okay.

So this, we're going to take a word.

So here's the first word.

The first word is spot.

So we're gonna take like a rubber band.

You can take your hands, just like this.

And we're gonna stretch our word.

Sss, puh, ah, tuh.

Hm, how many sounds did we hear?

Let's try it one more time.

Sss, puh, ah, tuh.

How many sounds did you hear, Mrs. Hammack?

- I heard four.

- Four sounds.

Did you hear four sounds at home, too?

Great job.

Let's try another word.

Okay.

We're gonna stretch this word out.

Are you ready?

The word is cross.

Say the word - [All] Cross.

- All right.

Let's do it.

Cuh, err, ah, ss.

Ooh.

How many sounds did you hear?

- That's kind of a hard one.

- Let's try it again and listen again.

Cuh, err, ah, ss.

What'd you hear, Mrs. Vang?

- I heard four sounds.

- What were the sounds you heard?

- Cuh, ruh, ah, ss.

- She's right.

Great job.

Did you have that at home too?

I'm so proud of you.

Let's do one last one.

How about this one?

This is going to go with our R blends that Mrs. Hammack is working with us.

Trip trip.

- Ooh.

- Say the word, trip.

- Trip.

- Okay.

Let's do it.

Let's stretch it out.

Tuh, ruh, ih, puh.

Ooh, what did we hear?

Let's try it one more time.

You do it with me at home.

Tuh, ruh, ih, puh.

Four sounds.

Tuh, ruh, ih, puh.

There you go.

Good job.

- Great job.

- Thanks for helping me.

- Those blends are very tricky.

- They are very tricky.

You know what else is super tricky and fun to do though?

- I think I know - How about it, a dance.

Do you guys want to dance today?

- Yeah.

- Yes.

- Let's get those brains warmed up and start with a dance.

Make sure you've got lots of room.

Okay.

Let's do it.

Ready?

(cheerful music) And we're looking for the sun.

This one's called See the Sunrise.

♪ See the sunrise in the morning ♪ - Yeah, you can do it with us.

♪ See the sunrise, I am ready to play ♪ ♪ See the sunrise in the morning ♪ ♪ See the sunrise, it's going to be everyday ♪ ♪ Say hello, hello to the sun ♪ ♪ Say hello, to everyone ♪ ♪ See the sunrise in the morning ♪ ♪ See the sunrise, it's going to be everyday ♪ - Oh, this is that tricky part.

Reach high.

- It is, but it's so much fun.

♪ See the sunrise in the morning ♪ ♪ See the sunrise, I am ready to play ♪ ♪ See the sunrise in the morning ♪ ♪ See the sunrise, it's going to be everyday ♪ - Say hello to the sun.

♪ Say hello, hello to the sun ♪ ♪ Say hello ♪ - This is my favorite part.

♪ To everyone ♪ ♪ See the sunrise in the morning ♪ ♪ See the sunrise, it's going to be everyday ♪ - Woo - Such fun.

- That's my favorite part, because it really does look like a sun shining down.

Oh, it just makes me feel warm and happy.

- It's so fun.

I hope your brains are ready.

Alright, Mrs. Hammack.

- Alright.

I'm super excited because yesterday we talked about the R blends and we practiced reading and blending some words.

Today we're gonna talk about the S blends.

But before we do that, I wanna remind you that a blend is, a consonant blend is when we take two consonants and we put them right next to each other.

So when we read them, we say, they're each, they still each say their sound, but we say them quickly together.

And so, I thought we might review some of the L blends that you practiced with Mrs. O'Leary.

So here we have G L, gluh, as in glass.

S L, whoops, as in sled.

And we have C L, as in clock.

And B L, as in bluh, do you hear it?

Blocks.

Alright.

So, I think you're getting the hang of putting those two consonant sounds really quickly together when we're reading words.

But I would like to invite my friends to come and help me as I introduce the S blends to you.

Hey friends.

Good morning.

- Good morning, Mrs. Hammack.

- Good morning, Mrs. Hammack - Good morning.

Hey, I'm going to teach you the S blends today.

Do you have any idea why they might be called the S blends?

What do you think?

- Um.

- Because they have a ssss S sound?

- Oh, yes Ricky.

You are right.

- That's hard, sss sss.

- You, you would make a very good snake.

(laughter) So you're right, Ricky.

That's great.

Is that what you were going to say, Tina?

- I totally was gonna say the same thing.

He's just so fast.

- I knew it.

He is fast.

So you can see that our S blends, they do all have an S. So this is S C, sss cuh, like scooter.

This is S K, listen to this one.

Sss kuh, like skunk.

What did you notice?

- A skunk is my friend?

- A skunk is your friend, did you notice anything else?

- Sss, kuh.

Sss, kuh.

- Look here.

- It makes the same sound as the S C does.

- Yes, it does.

Because C and K both have the same sound, don't they?

So that's going to be something that we want to remember as we are learning to read and write S blends, because sometimes we'll use S C, and sometimes we'll use S K and we'll have to learn when to use which one.

- Mrs. Hammack, I think that might be a little tricky.

- You are absolutely right, Tina.

It is tricky, but you know what?

You can do hard things.

So I know you'll be able to do it.

- Okay.

- S M says smmm, like in smash.

S N says snnn, like in snack.

S P says spuh, like spider.

S T says stuh, like stick.

And S W says swuh, like swim.

All right.

So let's practice blending some words.

I'm gonna segment the sounds and I want you guys to put the word together and tell me what you think it is.

Okay?

- Okay.

- All right, here we go.

- I can help, I can do that.

- I know you can.

Here we go.

Swuh, ih, muh.

What do you think?

Swuh, ih, muh.

- Swim-muh.

Oh, I know, I know, I got it.

- What is it?

- Swim, like when I'm swimming in my pool.

- Very nicely done.

Excellent job.

Alright.

Now we're gonna do that one more time with a new word, and then we're gonna build some words and I want you to help me with that too.

So let's do another segmenting.

Here we go.

Skuh, ih, puh.

Skuh, ih, puh.

Alright.

Blend, blend that together and tell me what you think.

- Uh.

Mrs. Hammack?

- Yes, Ricky.

- Is it Skuh- skip?

Skip?

- Great job.

Yes, it is.

Terrific.

Wow.

You, you guys are reading and writing so well.

Alright, here we go.

I have swim.

I want you to listen because I want to change swim to slim.

Slim.

What part do you think I should change?

- Um, Mrs. Hammack?

- Are you gonna have to change your, your S blend?

- I am.

Because look.

Here I have swuh, ih, muh.

And I want it to say sluh, ih, muh.

- Oh, oh, oh.

- Oh, I know.

I know, I was listening.

- Oh my goodness, Ricky, what did you hear?

- I heard that sluh, sluh, sluh, oh, that was tricky.

That was kinda tricky, that sluh.

- (laughter) Yes, it is.

- It's the S L blend.

- It is tricky.

- Is that a blend?

- It's not considered an S blend, although really it is, it's an L blend because that, remember it belongs in those blends that all have Ls, But great thinking.

Slim.

Alright.

One last one.

I have skuh, ih, puh.

Skip.

I wanna change it so it says snuh, ih, puh.

So they both say the ip sound.

So what will I need to build the word snip?

- Oh, I know Mrs. Hammack.

- Okay, Tina.

What do you think?

- The beginning sounds.

- Yes, I need a new beginning sound.

So what, what do you think I'm going to use?

- Snn, nnn.

Well, it has S. So I know it's a S blend and I, I hear an nnn, nnn, nnn, like an N. - Very good.

That is correct.

S N says snnn, ih, puh.

And when we put it together, it snip.

Snip.

- Snip.

- Snip.

Very nicely done.

Great job.

You did that so well, thank you so much.

And now I'm gonna work with my words and see if we can come up with a sentence.

Are you ready?

Alright.

So my word is slim.

And so we could make a sentence.

What do you think we could do?

Let's say, it was a slim piece of paper.

Would that work?

Well, It's not a great sentence.

Or how about snip?

He used his scissors to snip the paper.

That's a better sentence.

Alright.

Great reading.

Now we're gonna practice with our high frequency words to help us really get good with those reading and writing tools.

Ready?

Mrs. Nix is gonna help you.

- Awesome job.

Thank you so much, Mrs. Hammack, and yes, we're gonna practice those high frequency words.

Those words we see often in reading and writing, and sometimes practicing words can seem like it's really, really hard because, well, we just have to learn 'em.

However, can we make it a game and turn it into something that's fun to do?

Absolutely.

And that's what we're here to do today.

We're gonna talk about it a, a couple of fun ways to do it.

So here are some words that we've been practicing.

We did jump yesterday, so I'm gonna put it back up here so we can look at all of 'em.

So read our words for this week.

We have two, jump, run, and move.

Today, I want us to focus on this one right here.

This is run.

Say run.

Run.

Good job.

Let's spell it together.

R U N spells run.

Great.

Now we talked about being able to read it and write it, we should be able to use it in a sentence.

So let's read this sentence together.

We will, hmm, to school.

If I put run, does that make sense?

Let's reread it.

We will run to school.

Do you like to run to school?

I do too.

Okay.

Now, remember I told you I had a fun activity for us to practice.

If you are ever looking for something fun to do, this is a great one.

Have you ever gone and picked up a, maybe it's some of your mom or your dad's or a family members shaving cream?

Well have to ask permission first, but they could do this on a table, you could put down a piece of plastic, and you can practice writing your high frequency words.

Just like this.

So I'm gonna take it, if I can open up my cap here, and I'm gonna just put a little bit on there, and I'm gonna promise you, it's going to smell so good.

But you just smear it around, just like this, and you've got some shaving cream, it's a great little work surface, and you can spell your words.

So what was our word?

Run, that's right.

And we can write it right here.

R U N, just like that, and we can clean it and we could be practicing it again, just like that.

R U N. And I'm not gonna lie, it is so much fun and it smells so good.

Okay.

Here's our other thing that I love for you to be able to practice is as you are picking up a book, I want you thinking to yourself, Hmm, I wonder, because asking an answering questions is what books are all about.

We have to have questions and we wanna be able to answer them when we look at our story.

So today's story, I'm thinking, we need to wonder about, it's called Move and Grin.

And it has a story, it's all about animals and kids, or people.

And I wonder, how do the animals and the people move?

Check it out.

- [Voiceover] Move and Grin.

Today's story is a nonfiction story, and that means it tells us about real people, real places, real things, or real events.

How does your body move?

We can use the text and the pictures to give us information.

Scott's frog can hop and jump.

It can move its back legs.

Scott can hop and jump, too.

Hop, hop, jump.

Fran's dog can swim a lot.

It kicks its two front legs.

Fran can swim a lot, too.

Swim, swim, swim.

Stan's horse can trot and run.

It jogs on its big long legs.

Stan can try and run, too.

Trot, trot, run.

Skip's crab can grab.

It can grab with its claw.

Grab, grab, grab.

Skip can grab, too.

Grab, grab, grab.

What can skip grab with?

- Did you enjoy that story, Retail, Ricky?

- I sure did, 'cause guess what?

I can gallop like a horse.

- I, I bet you can.

I like that you were trying to, oh, you were using one of the movements that you saw.

There was a horse in the story, wasn't there?

But today, guess what we're gonna work on?

We're gonna be working on some key details.

Now boys and girls, key details help us answer the question.

So, as I was reading, and I'm gonna go back and there's something that we can do to help us with key, key details, is we can read, read the story.

So if you need to, go back and read, read, look at the illustration, or you can look at the words to help you answer the question.

So do you want to help me, Ricky?

- Okay.

I'm gonna help you.

- So you're gonna help me by, and we're gonna look at the illustration this time to find some key details.

Do you remember what key details are?

- Key details are and important information.

- You're right.

- My name could be Key Details Ricky.

- Oh, okay.

Do you like Key details?

Okay, we'll do that for now Key Details Ricky.

I like that on you.

Okay, so let's look.

It says, well, let's read.

Look on pages 96 and 97.

How do frogs move?

How does Scott move?

So I'm looking at my picture and I put it on my poster here to help you guys remember.

Well here's a frog and here's Scott.

Did you guys remember the word?

What were they doing?

If I'm looking at the picture, I know they were, what were they doing?

- They were hopping.

- So, can I say that frogs and Scott can, oh, they can hop and, what's that?

And jump.

- Hop and jump.

That's right.

- You can hop and jump.

Good job Ricky.

Thanks for helping with that key detail.

Okay, let's keep going.

Let's see if you guys remember.

Let's read.

It says, look on pages 98 and 99.

How do Fran and her dog move?

Do you remember the words?

What did, how did Fran and her dog move?

So here's her dog.

Here's Fran.

Let's look at the illustration.

Can you help me with that key detail?

What did you, what can you see?

Or what can you remember from the words?

Do you remember?

- They were swimming.

So, the key detail, they were, Fran and the dog swam, or they were swimming.

- That's right.

So let's read, let's check.

Fran and her dog can swim.

Good job Ricky.

Oh, you're good at these key details.

Okay, let's keep going.

Look on pages 100 and 101.

I have those pages here for us.

How does a horse run?

- I can run like a horse.

- Yes you can.

I know, you said.

How does Stan move?

So let's look.

Hmm.

They were more, here's Stan, and there's the horse.

What's that key details?

What can they do?

- I remember.

They were running, and there was that word.

They were, it was trot.

- Oh, good details Ricky.

So, Stan and the horse can trot and ride.

Good detail.

- I'm good at this.

- You are.

Okay, last one.

You ready?

Look on pages 101 and 103.

How does a crab, how does a crab grab?

How does Skip grab?

Let's look.

Oh, what are they using?

Do you see that?

- But were using their, their, their, or a, oh, a crab has a, does it have hand?

- No, it doesn't.

You're right.

A crab has a claw.

So a crab can grab by its claw.

But Skip doesn't have claws, what does he have?

- Hands.

- That's right.

Skip has hands.

Good job.

You are really good at this Retail.

Okay, so, now let's go into our writing.

So now, there's lots of things that we were working on with our key details that helped us with how, uh, animals and these kids can move.

So here's my prompt today.

It says, how can you move like an animal?

And you already gave me a good sentence 'cause you said - I can run like a horse.

- You did.

That was a great, um, great sentence.

'Cause I have, I can blank like a blank.

And I see our friends here.

Look it, Retail, you didn't even have to call them.

They know it's writing, so they came to help.

Okay.

Let's see.

Scooter?

Oh, Scooter was whispering a little bit loud and I wasn't able to hear him.

Can you guys hear scooter?

Oh, you have to be listening.

Scooter, what can you do?

Oh, Scooter says he can climb.

I know he loves to climb.

Scooter, can you tell me how can you climb?

Like what's another animal that can climb, Scooter?

He says a monkey.

Is that a good answer?

Scooter says, I can climb like a monkey.

Oh, I love that.

Thank you Scooter, that was such a good answer.

- I know Mrs. Vang, I know Mrs. Vang.

I know something we do.

- Okay, what can you do Tina?

- I can swim.

Swim swim swim.

- You can swim.

Now Tina, think about an animal.

What's another animal that can swim?

So you can swim like a, what?

- Um, I think there's fish?

The fish?

- That is a great answer.

So, Tina says, I can swim like a fish.

Did you like that Retail?

That was a great answer.

So, Tina said, I can swim like a fish.

So, what can you, how can you move like an animal?

I want you guys to write or draw a picture.

And if you would like, you can send it to us here in our V, our Valley PBS classroom to help us.

Alright.

Now, it's one of my favorite time.

It's time to listen to another great book recommendation from another great friend.

Let's see what books she has to share.

I really love this one.

I hope you do, too.

Take it away Fran.

Here we go.

- I'm Mrs. Shavoy and I teach second grade at Thomas Elementary, and I wanna share a book with you that I just read to my class.

Boys and girls, do you ever say the wrong thing at the wrong time?

Or maybe do something you shouldn't do and get in a little bit of trouble?

Well, I want to tell you about a book character that does that all the time.

Her name is Junie B. Jones, and she is scared of Halloween in this book.

She's in second grade and she kind of wants to do Halloween, but she's scared about it, and she has to come up with a costume.

I think you'll like reading about Junie B. Jones and her adventures.

And there's lots of Junie B. Jones books that you can get from your school library or your public, public library or on Sora.

So be sure to look up to Junie B. Jones and find out if she gets to go trick or treating or not.

Thank you for listening to Valley PBS.

- Oh my goodness.

Did you see all those books that she had?

- Wow.

- Mm hm.

- She has a ton of books in her library.

I can't wait to go and check out the ones she talked about, but I'm kind of curious, what was in the background?

- Oh.

- Bet there's a lot of 'em - Scooter said he noticed how neat they were all on the shelves.

- They were, and I love Junie B. Jones, that was a great book to share with us.

- Oh, me too.

- Don't you love Junie B. Jones?

- Knock, knock.

- Who's there?

- Luke.

- Luke who?

- Luke through the keyhole and see.

- Oh, Ricky.

It was a great time hanging with you.

We look forward to seeing you back here tomorrow.

- [All] Bye-bye.

(upbeat music)