(upbeat feel good music) - Hey, I think I got it.

Oh yes.

Oh my goodness.

Good morning super readers.

We were just getting some movement happening and making our brains a little smarter.

So thanks for joining us here in our Valley PBS classroom.

I'm Mrs. Nix.

I'm Mrs. Vang I'm Mrs. Hammack.

And this is a place for us to be silly, to learn, practice, grow our, our brains to become even stronger readers, writers, and thinkers.

So let's get started by warming up those brains with some ear training.

Ear training Called Daily Phonemic Awareness.

Now, today we're actually gonna do a little phoning categorization.

And so I'm going to ask for my friends to kind of help me out.

We're going to listen.

So turn on those ears and we're going to listen to three words and we're going to listen for the word that starts with some different sounds.

You want to try it out?

Okay.

Here we go.

So we have, here's the three words we've got crawl, drop and crib.

Hmm.

Which one?

Doesn't belong, crawl, drop, or crib.

Mrs. Vang, did you hear it?

I did.

Which one is it?

I thought you had, you were trying to trick me, but I didn't get tricked.

It was drop.

She got it.

Did you get it at home too?

Great job.

Yeah.

Drop doesn't go because drop has that drop sound at the beginning.

Whereas crawl and crib.

Both have Cr-.

Great.

Let's try another one.

Are you ready?

I think so.

Okay.

Here we go.

Grin, gross, and truth.

Mm.

Grin, gross, and truth.

Which one?

Doesn't belong.

Do you hear it?

Great.

Help us out.

Which one is it?

All right, Mrs. Hammack.

Well, I heard Gr-, Gr-, grin and Gra-, Gra- gross.

And those are definitely the same.

So that means it has to be truth.

Because they had that Gr- sound great job.

You're doing so wonderful at home too.

Now, are you ready to get wiggling?

Like we were doing at the beginning of the show.

Great.

Let's do our song.

So today the song is See The Sun Rise.

So make sure you've got some space and let's do it together.

- I love dancing.

It's a great movement.

Good to wake up your brain.

- Speaking of waking up, we're looking for that sun.

♪ Sunrise in the morning.

See the sunrise I'm ready to play.

♪ ♪ See the sunrise in the morning.

♪ ♪ See the sunrise it's going to be a good day.

♪ It is going to be a great day.

♪ Say hello, hello to the sun.

♪ ♪ Say hello to everyone.

♪ ♪ See the sunrise in the morning.

♪ ♪ See the sunrise it's going to be a good day.

♪ ♪ See the sunrise in the morning.

♪ ♪ See the sunrise I'm ready to play.

♪ ♪ See the sunrise in the morning.

♪ ♪ See the sunrise it's going to be a good day.

♪ (coughs) Excuse me.

♪ Say hello, hello to the sun.

♪ ♪ Say hello to everyone.

♪ ♪ See the sunrise in the morning.

♪ ♪ See the sunrise it's going to be a good day.

♪ Ah, I think migraines are, it's all woken up right?

Ready to learn.

Ready to learn.

Let's do it.

- Fantastic, and we are going to go right into our phonics and practice with our R blends and S blends that we've been working on this week.

So we have BR says, Br-, as in brown, CR says, Cr- as in crab, DR, Dr- as in drum, FR, Fr- as in frog, GR, Gr- as in green, TR, Tr- as in tree and PR, Pr- as in pretzel.

And then we have our S blends.

We have SC, Sc- as in scooter, SK also says Sk-, but this one is skunk, SM, Sm- as in smash and SN, Sn- as in snack, SP, Sp- as in spider, ST, St- as in stick.

and SW, Sw- as in swim.

So, I'm ready to do a little building and blending.

How about you?

Let me call my friends to come and help me.

Hey guys, it's time for us to practice some of our blends.

Are you ready?

Yes.

I'm so excited.

Terrific, how about you Ricky?

I'm ready Mrs. Hammack.

Fantastic, now today is a little different, because we've been building and blending all week long.

And so today we're going to read this word.

I'm going to say the sounds and you're going to put it together and then we're going to change it, but I might not change the part that you think.

So you're going to have to really listen.

And from this word, we're going to do three more words starting here.

So it's going to be a little tricky.

I think you can do it though.

You ready to start?

Yeah, I'm ready, let's do it.

Alrighty, okay BR says, BR-I-CK.

Oh, oh I know it.

I know it.

What do you think it is?

Brick.

Very nice.

Is that what you thought too?

Brick.

Very well done.

You guys are learning to blend really well.

Now I'm going to make it a little bit easy to start with.

I want to change brick to trick.

So what do I need to change?

Ooh.

Ooh, ooh I know, I know, Okay, so I'm going to leave the -ick sound, because that trick and brick both have -ick.

Oh, nicely done, yes.

They're rhyming words aren't they?

They are.

They are rhyming words.

So that tells me we're going to change the beginning sounds.

Very nice.

Now, what do you hear at the beginning of trick?

Oh, oh that's an easy one because it's like my name.

I hear a T- sound.

You are right, but not, It's not a T- it says trick, Tr-, Tr-.

Oh, you're right.

So you're both right.

It is a T, but it's a blend and Ricky are right.

It's that TR to make the Tr-ick.

Trick, very good.

That was kind a tricky one.

It was all right.

So now I want you to listen to the whole word.

I want to change trick into track.

What did you hear that changed?

Here we have a tr-ick, and now I want it to say tr-ack.

Oh, I know, Mrs. Hammack.

Tell me, Ricky.

I still heard that Tr- in the beginning.

That's right.

I still heard the -ck in the end, but track has the A sound.

Very good listening.

Sometimes it's tricky to hear the middle part of a word, but you are right.

We're going to change the vowel and we're going to take the I away and we're going to put A, so now it says Tr-ack.

All right, one last one track.

I want it to say trap.

Hmm.

Track becomes trap.

Oh.

Oh, I hear it.

I hear it.

What do you hear?

Okay, so we have that Tr-, and the A, and those stay, but one last sound changes to a P- sound.

You are correct that, and what, do you remember, what letter says that P- sound?

I think it's a letter P. You would be correct.

Good job, and this word says Tr-ap, trap.

Trap.

Great job.

You did fantastic.

Thank you so much for helping me today with our blending and building.

And now we're going to read a sentence together.

Here we go.

Stan spills his glass in the grass.

Look at all of those blends.

Isn't that amazing.

Do you see how many more words you can make when you are learning your blends and putting them together?

Great job.

We're going to practice our high frequency words with Mrs. Nix.

She has something fun that she's going to teach you today.

- I do Mrs. Hammack.

I have something really fun today.

Cause I'm always trying to collect those fun ways to practice our high frequency words.

Okay, so first let's do a little review.

Remember high-frequency words, they're words we see often in reading and writing.

So here are our words that we're practicing this week.

I'm going to take our word from yesterday and put it back up here.

Let's do it.

We've got jump, run, two, and today's word is move.

So here it is.

Say the word with me, move.

How do we spell it?

M-O-V-E move.

All right, so let's use it right here in a sentence and see how we can read it, because we're always wanting to read and write our words.

Can you move this big box?

Does it make sense?

Can you move this big box?

Great job.

Okay.

Are you ready for a game?

Now this one I'm going to call my friends back out here.

So Mrs. Hammack, and Mrs. Vang, if you can come and help me, I want to show you a new game.

So this game is called dynamite, and so what we do is we have all of our words that are on a card, and so you can make this at home super easy.

And you're gonna make a couple of your cards.

Let's see if I can find one here.

A couple of them are going to have a little dynamite stick on there.

Maybe you just draw a red X or something.

All right.

That's going to be your dynamite.

When you see that, you have to take all your cards, and put them back in the pile.

So every time you draw them, you're going to read your word and show the kids at home.

Okay?

Can you do it?

I think so.

So the one with the most words wins.

Now, what happens if I can read that word.

If you can't read that word, it has to go back to the pile and you don't get to keep it.

Oh, that's a great question.

Okay.

All right.

Two.

Great.

Jump.

Oops.

My cards are all stuck together.

Run.

Dynamite.

Hers has to go down to the bottom.

Do you see how we play?

That's a fun game.

You can totally enjoy this at home.

And all you need are some index cards, super easy.

So we're going to kick it off into our story today.

It's all about moving.

I had to remember for a second, cause that's what we were doing at the beginning.

And we're always asking ourselves questions and trying to answer it as we're listening.

So you try that today.

Wonder what you're going to wonder about.

Enjoy.

- Move it.

How can kids move?

We can move in lots of ways.

We use our bodies to help us.

I can run.

I have strong legs.

They helped me go fast, picture, label legs.

I can jump.

I pick up my feet.

I will land on the grass picture, label feet.

I can catch.

I use two hands.

I can grab the ball, picture, label hands.

I can swim.

I pull with my arms.

I kick with my feet.

Picture labels, feet, arms.

I can spin this hoop.

I move my hips fast.

This helps it stay up.

Picture label hips.

I can do fun tricks.

There are lots of ways to move.

What can you do?

- Did you like how all those kids move?

Oh, I love moving.

I bet you did.

Wasn't that fun?

Can I retell this story?

Retell?

Remember this is more of a non-fiction story and it's harder because remember non-fiction means?

I remember it means not fake.

So that means it's a real story.

And remember one of the text feature that told us that it was a non fiction, what I mean non fiction story.

It was photographs.

You can remember that.

So these, we had photographs and our story to help us now, today, I want you to help me answer this question, because there were some text features in this nonfiction texts because, did you know that nonfiction texts can have text features, and one of the texts features that was in our story was what we call labels.

So it's bit harder to retell the story, but you can help me with our text features.

Is that okay?

Oh, okay.

So here's my question.

It says, how do the labels help you understand how the children swim and spin?

So here's what I did.

I took the two pages with the boys swimming and the girl spinning, and I put it on the chart to help us.

And I already see that there are labels on here.

Do you see that this label says, feet, those label says, arms, this label says hips, a label just tells you what these are in the picture.

That's all it is.

It's labeling.

And that's why it's called a label.

Did you get that.

I got it.

Okay, so it's asking me to read pages 90 and 91.

And then it says, why do you think the author uses these labels?

So you remember the author, is the person that wrote this choice, so why would the author use these labels?

So help me, Ricky, what does the boy used to swim?

Now, if I'm looking, look at my labels, do you see it.

I see it, I see it.

What is it?

Feet and arms.

All right.

So what the boy uses his arms and his feet.

You're right now, let's look at how he moves this.

So look at the arm.

How would you move your arm?

What would you do?

Oh, that's right you see me.

We're gonna pull, right?

We're gonna pull our arms in the water, but look at your feet.

What do you do with your feet?

Right, are we going to pull?

Nope.

What are we going to do with our feet?

We're gonna kick, you kick your feet.

You're right you kick your feet.

So you're feet kick.

So that's how the boy uses his arms and his feet.

It helps him pull and kick in the, or while he's swimming and it says it right here.

Now let's look at the girl in this picture, picture 91.

Okay.

Let's look at the label.

The label says, hips, you see that?

Now, what does the girl use to spin?

What is she using?

You see that label.

She's using her hips.

You're right.

So that label told me that she was using her hips, but how does she move them?

Look at this?

How is she moving them?

Do you see that?

Oh, I see some of you guys trying to move.

How is she moving her hips?

If you know how to hula hoop, you know, you need to move them really fast.

Don't you really fast to get that hula hoop to stay on.

So now I know now that I know all this information, right?

The labels are helping us.

You're right the labels helped us.

Now let's answer this.

So the question was, how do the labels help you understand, how the children swim and spin?

So now I can say the labels, help me know.

What is the hate label going to help you know?

Well, the label is gonna help me know how the boy, and the girl was moving.

You're right.

It helps us with not just moving, but what was the label telling us?

You remember?

It's telling you that the parts of the body.

You're right, so the label, labels the parts of the body.

And so my whole complete sentence, is the labels helped me know the parts of the body, the kids used to swim and hula-hoop doesn't that help?

It does so boys and girls, that's great text features to use, as you're reading.

Now, let's go into our writing.

So today's Friday it's gonna be a little bit.

It's a lot of thinking.

So here's what I, so listen to my prompt.

It says, use the words first, next, and last to describe the steps needed to make a motion.

So I want you to think of a motion and then I want you to think how you're going to make that motion, and then I want you guys to write down, what do you do first?

What do you do next?

And what do you do last?

That's a tricky one.

Not tricky, but it is going to take a lot of brain power.

Okay, so what I'm going to do is you ready?

And you can help me to, okay, Ricky.

So I'm going to make a motion and I'm going to have my friends and your friends come and help me.

And they're gonna tell me what I did first, next and last.

And if you need to do that, do that, have someone do the motion you watch and you right.

Or switch it, right.

You write it, and see if they can do what you have written.

So let's do practice one together.

Right?

So here's what I love to do.

Here's what I love to do.

I don't want to get that much.

I know Ricky.

I apologize, but I love to jump rope.

So you're going to help me Ricky, okay.

Okay.

So we're going to have our friends come and help us.

So let's have Tina and Scooter come and I want you guys to watch, ready?

I'm on a jump rope.

Okay.

So watch and I want you at home to watch.

Okay.

So let's see.

What do I do?

Hang at my jump jumper.

Right?

Well, do you guys see my jump rope?

Okay.

Can you guys help?

What did I do first?

- I know.

I know.

Well, first you had to, Jump.

Did I jump first or did the, oh look Tina now look at what did I have to do first?

Oh, I didn't see.

Oh, I didn't jump first.

You're right.

I see.

I made a mistake.

I think you had to swing the rope first.

I have to swing the rope.

It's hard to see you can't see my rope.

Can you?

It is an imaginary rope.

And it is an imaginary rope, Ricky don't tell them our secrets and imaginary rope, you're right.

So first I had to swing the rope and then next, what did I do?

So once I swung the rope, then I went, oh, I hear it.

Scooter, Scooters getting louder and louder everyday.

Scooter said, and then I jumped.

That was true.

That was correct, Scooter.

Then I jumped.

And then, so I jumped and then what did I do?

Oh, I know I know, this sounds easy, because I missed it the first time.

And this time I was really paying attention.

And this time I saw you were swinging the rope again.

- That's right and guess what's, What's going to happen after I swing the rope?

I'm gonna jump again.

That's right and those are my motions.

Let's see if you guys can do that at home, and boys and girls, I have a great friend who has another story to share with you guys.

So you guys ready to listen to see, what story she's going to share?

Let's listen.

- Hi.

My name is Charlene Li.

I'm a teacher on special assignment, over at Turner Elementary.

I'm here to share with you.

One of my favorite books.

It is called The Bad Seed written by Jory John.

Illustrated by Pete Oswald.

Now this is a wonderful story about change, and determination.

So let me tell you about the character, this seed right here was a very bad seed.

How bad?

So bad that he lies about things.

He cuts in lines.

He did not want to wash his hands or his feet.

He would stare and glare at people, and make them very uncomfortable.

And of course he did so many other things that you know, was so bad and, basically make other seeds uncomfortable.

They didn't want to be around him.

Now as time went by, he realized that he didn't start out as a bad seed.

In fact, he was a good seed, but then something terrible happened to him.

So that's why he started to act bad.

At a certain point, he decided that he didn't want to be bad anymore.

He wanted to change, and so he made the decision and he started to change little by little and other seeds started to notice the changes in him.

They started to make positive comments about his behavior and those positive comments started to effect him.

It starts to change him.

Now, did he become a good seed?

Well, that's for you to find out.

So go and check out The Bad Seed by Jory John, and read all about it.

- Thank you Mrs. Li.

I love that story.

Don't you guys like that story.

I love that story, because it's such a great story to read so, if you haven't read, If you have not read that story, make sure you go and check it out because it is an amazing story.

Do you agree?

No.

I'm going to tell a knock, knock joke.

Knock, knock.

Who's there?

Thank.

Thank who?

You're welcome.

Oh my goodness.

You guys have a great day.

We'll see you back here tomorrow Valley PBS.

Bye-bye.

(upbeat feel good music)